1. Introduction to Working Portfolios Educator Effectiveness System Training

2. Objectives for Today Understand the Working Portfolios Understand how to choose between observations or Working Portfolios as a measure in your evaluation Understand when Hawaii Teacher Standards Board or the Danielson Framework for Teaching is appropriate Describe how Working Portfolios are used within the EES

3. Multiple Measures Improved Student Outcomes Educator Effectiveness Data Hawaii Growth Model Observation / Working Portfolio

4. Observation or Working Portfolio NCTs, in collaboration with their administrator, will have the option to complete a working portfolio or a formal observation Working portfolio may be more appropriate when the primary job function can’t typically be observed.

5. Choice of Standards Based on either Framework for Teaching components or HTSB standards, teacher and administrator collaborate to determine the most appropriate standards that will be used.

6. Selecting Components 2013-14 SY: Each NCT group was assigned a set of five components from the Framework for Teaching regardless of their role and responsibilities. 2014-15 SY: NCTs and administrators will collaborate to identify components and five components that best aligns to that NCT’s role and responsibilities.

7. Framework for Teaching or HTSB Directions: In pairs, review 2 Framework for Teaching components and cross-walk it with those from the Hawaii Teacher Standards Board (HTSB). Write the standard next to the appropriate Framework for Teaching component.

8. Working Portfolio Process Ongoing collaboration between NCTs and Administrators/Evaluators Beginning Conference 20-30 minutes Evidence Collection Progress Check Conference (Optional) Evidence Collection Ending Conference 20-30 minutes Final Summary

9. Beginning Conference Confirm job expectations for the year Identify the five components that will be used to measure the level of performance  Librarians and counselors may choose between the Framework for Teaching OR Hawaii Teacher Standards Board Approved Standards Determine evidence that will be collected throughout the year

10. Evidence Collection Criteria and Expectations – Rating is based on the five predetermined components established during the beginning conference – Evidence focuses on quality not quantity – School administrators and teachers have a conversation to clarify expectation specific to their school context – Evidence is collected throughout the course of the year

11. Evidence Collection Form One form per component listing all evidence for that component.

12. Rubrics 12 ComponentUnsatisfactoryBasicProficient Distinguished 3b: Engaging colleagues in learning new instructional skills. Colleagues decline opportunities to engage in professional learning, Coordinator’s efforts to engage colleagues in professional learning are partially successful, with some participating. All colleagues engage in acquiring new instructional skills. Colleagues are highly engaged in acquiring new instructional skills and take initiative in suggesting new areas for growth. Critical Attributes  Colleagues turn down offerings by the Coordinator for professional learning opportunities  Some participants are intellectually engaged in the professional learning  Engagement with the content is largely passive, the learning consisting primarily of facts or procedures  The pacing of the professional development is uneven – suitable in parts but rushed or dragging in others  Most participants are intellectually engaged in the professional development  Materials and resources require intellectual engagement, as appropriate  The pacing of the professional development provides for the time needed to be intellectually engaged  Virtually all participants are intellectually engaged in the professional development  Colleagues take initiative to improve the professional learning by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used  Participants have an opportunity for reflection and closure on the professional learning to consolidate their understanding and future next steps Possible Examples of Evidence  Observation  Implemented strategies to gain understanding of colleagues needs.  Provided opportunities and participation in professional learning activities.  Provided participant’s reflection on in-service training/support, including next steps for improving professional practice.  Based on materials/in-service provided by Coordinator, colleagues implemented professional inquiry.

13. Progress Check (Optional) Determine if job expectations established during the beginning conference are still appropriate and establish new ones if necessary Discuss progress towards the performance standards set during the beginning conference Collaborate to modify or develop original expectations Discuss new evidence if necessary

14. Ending Conference Discuss progress towards the performance standards and evidence to support the rating for each component Determine performance rating for each component Discuss areas of improvement required to reach higher performance levels

15. Working Portfolios on PDE 3

16. Rating Calculation & Final Performance Level Distinguished = 4 Proficient = 3 Basic = 2 Unsatisfactory = 0

17. Resources for Teachers Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson The Framework for Teaching Rubric EES Intranet Portal: https://intranet.hawaiipublicschools.org /sixstrategies/ees https://intranet.hawaiipublicschools.org /sixstrategies/ees

18. Growth Model 3-2-1 Reflection 3 things I learned about Working Portfolios today 2 questions I still have or things I’d like to learn more about relating to Working Portfolios 1 action I am going to take following today’s session to prepare for using Working Portfolios as a part of improving my practice