Understanding the Process

TEACHER LEARNING PORTFOLIO

PURPOSE

The Professional Portfolio process was developed to support the continuous improvement efforts in LISD.

This process encourages self-reflection of proficiencies around best-practice standards of teaching and learning aligned to the LISD Learning Model.

Self-reflection and district/campus/classroom data will guide your identification of opportunities for continued growth as you work through the portfolio process.

How does the Professional Portfolio fit into the Big Picture in LISD?

PORTFOLIO PLAN DEVELOPMENT PROCESS

Step 1Professional Learning

Matrix

Step 2Classroom Needs

Assessment

Step 3Feedback Processes

Step 4 Action Plan Development

LEARNING PORTFOLIO PROCESS

• Complete the Professional Learning Matrix. This document identifies key processes and professional standards aligned to the LISD Learning Model. This document serves to clearly identify research-based teaching practices that if implemented, will increase student achievement.

CLASSROOM NEEDS ASSESSMENT

Complete the Classroom Needs Assessment Document (Plus/Delta) and review campus/classroom data to identify key opportunities for growth

Identify 2-4 Student Performance Goals that if met, would improve the data identified in the needs assessment

Identify 2 Priority Classroom Processes that if improved, would support the achievement of the Student Performance Goals

WHAT ARE STUDENT PERFORMANCE GOALS?

What makes a good (SMART) goal?

• Specific/strategic: Aligned to the data you are wanting to change.S• Measurable: How will you measure if you met it?M• Attainable: Is it reasonable?A• Results oriented: Does the goal result in something changing?R

• Time-bound: Can your goal be met in the time you have allotted?T

WHAT ARE KEY CLASSROOM PROCESSES?

Curriculum Planning and Implementation

• Learning aligned with the TEKS• Lesson design• Learning objective

Research-based Instructional Practices

• Student engagement• High-yield strategies• Higher level thinking

Supportive Learning Environment

• Supportive environment• Student ownership• Student collaboration

Assessment and Intervention

• Assessment for learning• Data analysis and goal setting• Plan for intervention/challenge

Priority Classroom Processes

Curriculum Planning & Impl. Research Based Instruction Learning Environment Assessment & Intervention

Learning Aligned with TEKS Student Engagement Supportive Environment Assessment for Learning

Lesson Design High - Yield Strategies Student Ownership Data Analysis & Goal Setting

Learning Objective Higher Level Thinking Student Collaboration Plan for Intervention / Challenge

Learning Portfolio PlanName: Campus:

Classroom Needs Assessment

+     

Student Performance Goals

1

2

3

4

FEEDBACK PROCESSES

Essential Questions:

How will I self assess and reflect on my practice?

How will I collaborate with my colleagues to increase my learning?

How will I receive feedback from my students on classroom processes?

How will I obtain and use feedback from knowledgeable sources?

In what areas do I need specific feedback?

Support will I need from my campus administration?

What learning opportunities do I need to participate in to support the achievement of my student performance goals?

Learning Portfolio Feedback Plan

Name: Campus:

Frequent, On-going Feedback

Self AssessmentHow will I self assess and reflect on my

practice?

Collaborative TeamHow will I collaborate with my colleagues to

increase my learning?

StudentsHow will I receive feedback from my students

on classroom processes?

Other SourcesHow will I obtain and use feedback from

knowledgeable sources?

Professional Learning Matrix Common Assessments Student Walks Supervisor Observation

Videotaping Snapshot Reflections Student Surveys Instructional Coach

Observe a Colleague Peer Coaching Enthusiasm Charts Mentor

Reflect on my Lessons Instructional Rounds Student Plus / Deltas Facilitator

In what areas do I need specific feedback?

Student / Teacher use of higher level questions

  Quality of student collaboration  

Teacher responses to students   Response to off - task behavior  

Lesson design and TEKS alignment   Use of praise and recognition.  

Student interviews about learning engagement and ownership

  Team dialogue over common assessments  

Assessment for learning strategies and adjustments

  Student perceptions of the classroom  

Use of high - yield instructional strategies   Effective integration of technology

Student data notebooks and classroom data centers

  Student articulation of learning objective  

   

   

Learning Opportunities

PD360 Books / Articles February Conference School Visit

Webinar Reflective Journaling In-service Action Research

Internet Lessons Instr. Coach / Dean of Instr. Other Conferences Learning Academies

Learning Modules Facilitator

What support do I need from my campus administrators?

ACTION PLAN DEVELOPMENT

What strategies will I implement to improve this process?

How will I measure progress and make revisions on these strategies?

What is a realistic timeline to implement these strategies?

Ultimate focus of the Professional Portfolio Process:

Professional and Student Growth!