PORTFOLIO GUIDelines

All teachers in PRPIL are required to compile a portfolio of FORMS and evidence demonstrating competence in a selection of elements from the professional standards for teachers. At the end of the program, the portfolio is submitted to the Class Measures office for review.

 

PORTFOLIO FORMAT

Portfolios can be submitted in either paper or electronic format.

Paper Portfolios - Paper portfolios should be submitted in a 3-ring binder with all sections clearly delineated and labeled. Accompanying evidence should also be clearly labeled. Paper portfolios can be mailed to the Class Measures office. They will be mailed back to the teacher at no additional cost when the review is complete.

Electronic Portfolios - Electronic portfolios can be created on a CD/DVD/USB flash drive or using an available web host. Portfolios on CD/DVD/USB flash drive can be mailed to the Class Measures office. A web-based portfolio can be submitted by email.

 

PORTFOLIO ORGANIZATION

The portfolio should include the following documentation. Individual components are explained below.

1. A photocopy of the completed CAP Form

2. Copies of both the Formative and Summative Assessment Forms 

3. Copies of all four CAP Observation Forms (2 announced and 2 unannounced)

4. A section for each of the 4 standards, each including:

a. A Portfolio Evidence List including original signatures, placed at the beginning of the section

b. A reflection for that standard, placed after the Portfolio Evidence List

c. Two pieces of evidence for each element listed below, placed in its own labeled subsection (see The Professional Standards for Teachers)

Please call our office if you are interested in purchasing a set of pre-labeled dividers for a paper portfolio.  The cost is $25.00.

 

The CAP Form

The CAP Form provides a place to collect relevant information about the teacher, mentor and Instructional Consultant.  It is the final "sign-off" form used at the end of the program.  The completed copy with original signatures should be submitted to the Class Measures office by the Instructional Consultant.  A photocopy of the completed CAP Form should be placed in the portfolio. 

 

THE CAP OBSERVATION FORM

There is a single CAP Observation Form that will be completed four times during PRPIL - once following each of the announced and unannounced observations.  A copy of each should be included in the portfolio.  The originals should be submitted by the Instructional Consultant at the end of the program.

 

THE FORMATIVE AND SUMMATIVE ASSESSMENT FORMS

The Formative and Summative Assessment Forms provide a means to assess and record the teacher's progress throughout the program.  The Formative Assessment Form is completed jointly by the IC and mentor prior to the second 3-Way Meeting.  The Summative Assessment Form is completed jointly by the IC and mentor prior to the third 3-Way Meeting.  A copy of each Assessment Form should be included in the portfolio.  The originals should be submitted by the Instructional Consultant at the end of the program.

 

PORTFOLIO EVIDENCE LISTS

Each of the 4 standards has a Portfolio Evidence List.  Use these forms to list the individual pieces of evidence being submitted for each element.  Signatures from the IC, mentor and enrolled teacher are required on the Summary page.  Place each page at the beginning of the relevant standard's section in the portfolio.  The Summary page with original signatures should be submitted by the Instructional Consultant at the end of the program.  A copy of the Summary page should be placed at the end of the portfolio.

 

PERSONAL REFLECTIONS

In addition to collecting evidence, teachers must write a one-page personal reflection for each of the 4 standards. (Reflections are not necessary for each element.) Each personal reflection should be included at the beginning of the relevant standard's section in the portfolio.

The personal reflection pieces should use a past/present/future format.  Each reflection should first touch upon the teacher's thoughts as he/she started teaching and then the changes and growth within the standard area that have occurred over the teacher's time in the classroom. Lastly, the reflection should address how the teacher hopes to grow in this standard area in the future.  Additional information about personal reflections can be found in this downloadable document:

(Writing Your Reflective Pieces - PDF)

 

The professional standards for teachers

The Professional Standards for Teachers summarize the general pedagogical skills expected of all teachers in Massachusetts.  They apply to teachers in all subject areas and at all grade levels.

The Professional Standards for Teachers include several indicators and elements for each of the 4 standards, which can be found in their entirety on the DESE website.  PRPIL requires portfolio evidence for selected elements only.  The following chart lists the elements for which portfolio evidence is required by PRPIL:

Standard 1: Curriculum, Planning, and Assessment

Standard 2: Teaching All Students

   A3: Rigorous Standards-Based Unit Design

   A3: Meeting Diverse Needs

   A4: Well-Structured Lessons

   B1: Safe Learning Environment

   B1: Variety of Assessment Methods

   C2: Maintains Respectful Environment

   B2: Adjustments to Practice

   D1: Clear Expectations

   C3: Sharing Conclusions With Students

   D2: High Expectations         

 

 

Standard 3: Family and Community Engagement

Standard 4: Professional Culture

   A1: Parent/Family Engagement                 

   A1: Reflective Practice

   B1: Learning Expectations (Collaboration) 

   B1: Professional Learning and Growth

   C1: Two-Way Communication        

   C1: Professional Collaboration       

 

EVIDENCE

Portfolios should include at least two pieces of "hard" evidence for each element listed above. There are many forms of evidence that can be included in portfolios. We encourage teachers to be creative in determining what materials to include as evidence. Please highlight the section of each piece of evidence that is directly relevant to the element. Types of evidence frequently used in portfolios include:

  • Lesson plans/units
  • Student work
  • Observation reports from an administrator or IC (note: only one observation can be used for each element)
  • Certification of completion of workshops, seminars, professional development, etc.
  • Assessments
  • Copies from plan books
  • Individual Education Plans (identifying information removed)
  • Teacher handbooks
  • Newsletters
  • Newspaper clippings
  • Letters from colleagues, parents or students
  • Pictures (must be supported by a written description of the picture's relevance to the element)
  • Transcripts
  • Letters of recommendation
  • Copies of program or flyers from student events/performances
  • Homework assignments

If the connection between the element and the evidence submitted is not readily apparent, please include a short description of the ways in which the evidence demonstrates competence in that element.

A single document may be used only once in the portfolio.

Evidence must be from teaching during the school day and school year with students within the subject area and grade level span of the license being sought. Evidence from after school programs, summer programs, and adult learners cannot be used. Whenever possible, evidence should not be more than five years old.