Enhancing Teacher Evaluation with Portfolios

1. Questions to Consider

2. Using Portfolios for Teacher Evaluation Chad Allison May 2013

3. Current Evaluation Process • 1-2 Formal Classroom Evaluations • Drop-in Visits

4. Charlotte Danielson

5. Observable in Classroom Evaluation • Domain 2: Classroom Environment2a Creating an Environment of Respect and Rapport2b Establishing a Culture for Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Organizing Physical Space

6. Observable in Classroom Evaluation • Domain 3: Instruction3a Communicating With Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility and Responsiveness

7. Less Observable During a Classroom Evaluation • Domain 1: Planning and Preparation1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments

8. Less Observable During a Classroom Evaluation • Domain 4: Professional Responsibilities4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

9. Limitations of Current Method • Perception, Guesswork • Lack of Evidence • Based on the Evaluator finding/observing components

10. A Simple Proposal: • Use Portfolios to Evaluate Domains 1 and 4 • Potential Artifacts Lesson Plans Parent Contacts Newsletters Website Professional Development – Advancing Education Participation in District Leadership

11. Benefits of Using Portfolios for teacher Evaluation • Enhances evaluation accuracy • Inclusion of all domains • Increases specificity • Reduces bias • Gives teacher control

12. A great teacher is the single most important factor in a child's education.

13. Chad.allison@k12.sd.us