Lincoln Public Schools

PORTFOLIOS

Philosophy Statement

The traditional appraisal method involving observations and a "checklist" of effective teacher traits and techniques has long been used in the district as a tool in determining competency of planning and delivering instruction. The teacher portfolio approach capitalizes on district belief that: 1) teaching occurs in diverse settings and these settings temper teacher practices; 2) effective teachers bring different styles to their craft; and 3) self-reflection is necessary to improve teaching. Further, the portfolio allows teachers to demonstrate what makes their teaching effective in their own environment. The portfolio is an alternative method of assessment which fosters personal and professional growth for the teacher, while providing the appraiser with a better understanding of that teacher’s strengths.

The teacher portfolio, to be an effective tool for self-assessment, reflection and professional development, must be an optional activity which is designed and directed by the teacher in cooperation with his or her administrator(s). When completed, the portfolio is a "teacher’s professional self-portrait." The Portfolio Documentation form must be used as the summary documentation for the staff member’s file.

Guidelines

A permanent staff member or a second-year probationary staff member who continues to meet all district expectations may elect to submit a portfolio to the appraiser in lieu of the standard summative appraisal process. Early in the school year the teacher should meet with his/her appraiser to discuss his/her interest in submitting a portfolio. The administrator is a partner in the development of your portfolio. There needs to be ongoing communication (formal/informal) between the teacher and the appraiser during the portfolio process.

The goal of a portfolio is to help teachers better define their own philosophy and methods of delivering instruction through reflective thinking and writing. The teaching portfolio is a process more than it is a product. The format that a portfolio takes cannot be prescribed. Rather, a teacher’s specific teaching situation and individual professional needs are the factors that should determine how a portfolio is organized. The portfolio process should not be a burden but an energizer.

Annually, an inservice will be offered as an orientation to the process. A collection of readings about portfolio development is available at all buildings.

Documentation that you might consider including in your portfolio:

• shows involvement in various aspects of teaching

• reveals ability to organize and interpret artifacts of learning

• reveals quality of interaction in the classroom

• reveals results of teaching, including student growth and accomplished goals through authentic assessment

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PERFORMANCE CONCERNS

During formative or summative phases there may be occasions when the appraiser has a concern that an employee's performance is not meeting district expectations. In most cases, the appraiser will work informally with the employee to assist in meeting district expectations.

In the event performance concerns remain after informal interventions, a Notice of Performance Concern shall be issued by the appraiser.

Notice of Performance Concerns
Step 1 - A conference must be held between the appraiser and the employee to:

• Identify concerns

• Develop a plan of remediation

• Agree upon a reasonable timeline for changes to occur

• Identify a means of evaluating progress based on Summative Appraisal Expectations and Descriptors

If the identified concerns are remedied, the employee will continue with his/her scheduled appraisal phase. The NPC form will be retained in the building file for a period not to exceed one year. In the event concerns are not remedied by the end of the established timeline, the employee may be continued on Step 1 or be moved to Step 2 of the Notice of Performance Concerns.

Step 2 - The appraiser shall notify Human Resources of continued performance concerns. Thereafter, a conference shall be held by the appraiser with the employee to:

• Notify the employee of movement to NPC Step 2

• Review performance concerns

• Modify remediation plan - may include use of department, building or district resources

• Agree upon a reasonable timeline for changes to occur

The evaluation component of NPC Step 2 shall be the completion by the appraiser of a Summative Appraisal document.

If concerns are remedied, the employee will return to his/her scheduled appraisal phase and Human Resources shall be notified of the successful completion of NPC Step 2. If concerns are not remedied, the appraiser may continue the employee on NPC Step 2 or recommend to the Associate Superintendent of Human Resources that the employee receive Intensive Assistance.

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INTENSIVE ASSISTANCE

Teachers will be provided the Intensive Assistance process when the plan outlined in the Notice of Performance Concerns has not successfully remediated the teacher’s deficiencies.

The Intensive Assistance process is a district level remediation plan designed to help teachers who are not meeting district performance expectations. The primary purpose of the Intensive Assistance process is to utilize district resources to help teachers who are experiencing instructional or classroom management problems.

For details and procedure see the Intensive Assistance Handbook.

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APPRAISAL PROCESS

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POSITIONS WITH MODIFIED PERFORMANCE EXPECTATIONS

All certificated, non-administrative personnel serving on regular contracts one-half time or more shall be evaluated according to this handbook. The following staff positions have modified district performance expectations and a summative appraisal form designed to conform to the individual job description:

1. Coordinator*
2. Counselor
3. Family Specialist
4. Library Media Specialist
5. Psychologist
6. School Nurse
7. Special Education Coordinator*
8. Speech-Language Pathologist
9. Work Experience Teacher

Following are appraisal forms developed for some extra standard assignments. These forms should be completed every three years at a minimum. This form does not replace the Formative or Summative Teacher Appraisal form. Extra standard responsibilities are appraised separately from teaching responsibilities.

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APPRAISAL FORMS AVAILABLE AS TEMPLATES

Appraisal forms are available electronically as templates via the LPS website in the Universal Locker or via Microsoft Word. By using the district server, these templates will be kept current at all times. It is recommended that you do NOT make excessive copies as templates may change.

These templates are 'fill-forms' and comments may be added to an appraisal after each expectation or by tabbing to the asterik following each descriptor.