1. World Languages Portfolio

2. Student Growth Portfolio with Peer Review 2  THE GOAL: A holistic and meaningful picture of the value a teacher adds to students, using the work that is already happening in the classroom.  THE SOLUTION: A flexible but rigorous portfolio of student work samples that demonstrate growth across the standards-based domains.

3. Process Teachers collect evidence Teachers provide context Portfolio is blind reviewed by peer with content expertise 3 Teachers self- score & submit evidence

4. How does the portfolio work? 4  The portfolio will look slightly different depending on the language taught. For Modern Languages, it will contain SIX evidence collections. – Modern Languages: Spanish, French, Italian, German, Chinese, etc. For Classical Languages, it will only contain FIVE evidence collections. – Classical Languages: Latin and Greek  Each collection must show evidence of p u rpo s e f u l s a m p l i n g.  All evidence is uploaded to the GLADiS evidence collection website.  All evidence is self-rated and then evaluated by a peer.

5. Modern Languages Perform: Writing Perform: Interpersonal Speaking Perform: Presentation Skills Connect: To native language, target language, community, and other subjects Reflect: Both students and teachers reflecting Data*: Lesson plans, assessment scores, etc. *Not scored, but is used as a reference point 5

6. Classical Languages Perform: Writing Perform: Presentation Skills Connect: To native language, target language, community, and other subjects Reflect: Both students and teachers reflecting Data*: Lesson plans, assessment scores, etc. *Not scored, but is used as a reference point 6

7. Purposeful Sampling Your Students Students in Your Representative Sample

8. Purposeful Sampling cont.  Since we expect growth for a l l students, the portfolio should show how the teacher impacts the learning of children from varying populations. Ex. Emerging, proficient, and advanced students. 9

9. The Scoring Framework Student Work (PRE) Student Work (POST) Teacher Effectiveness Student Growth Student Achievement as Defined by the Scoring Guide And Professional Judgment

10. Portfolio Scoring: Theoretical to Practical 10 We expect that our students will grow approximately one level each year. Level 1: Significantly Below Expectations- No/limited student growth Level 2: Below Expectations- On average, less than one level of student growth. Level 3: Meets Expectations- On average, one level of student growth. Level 4: Above Expectations- On average, approximately two levels of students growth. Level 5: Significantly Above Expectations- Two levels of student growth, AND demonstration of: meta-cognitive processes; knowledge and skills; risk taking, imagination and voice; and a range of abilities with technique, problem-solving and ideation.

11. Proficiency Targets  A level of student growth is defined by the following proficiency targets: 11

12. The Scoring Guide 12

13. Pilot Data Teachers’ Growth Scores (N=25) 7 6 5 4 3 2 1 0 12345  Based on a equal score scoring protocol in which the ranges are as follows: 1- 1.79= 1, 1.8 – 2.59= 2, 2.6 – 3.40= 3, 3.41 – 4.12= 4, 4.21 – 5= 5 13

14. Benefits of the Model 14  Authentic, individualized growth scores for an additional group of teachers  Growth model evaluates and contributes to professional learning and development for teachers  Builds meaningful opportunity for collaboration and professional learning communities across the state  Provides career opportunities for teachers  Increases credibility of district human capital efforts

15. Key Stakeholders and Needs District Administrators Principals Peer Evaluators Teachers Training Support Increased Capacity (Knowledge, skill, and time) Technology Compensation Feedback 15

16. District-Level Support 16 Have district-level representative attend training Hold principal training roll out session to inform about process. Help build communication trees/planning materials to ensure dissemination of information. Make sure principals recognize the contribution this process adds to the qualitative components of evaluation (i.e. Professionalism). Communicate with building-level instructional facilitators and technology staff so they can assist in supporting the process.

17. FAQs 17  Can individual teachers opt out of participating? No. If your district opts in, all of the teachers must participate. This is to maintain the rigor of the model, as the teachers who would opt in are most likely already self-reflective individuals who strive to enhance their practice.  Can I choose to take my school-wide score if I don’t have time to finish my portfolio? No. Unless there is a documented medical emergency, all teachers who start this process, must finish it and take their individual growth score.