Selecting and Positioning Artifacts to Support the CEO Portfolio Rubric:

A Checklist to Help Candidates Develop and Edit
Their Portfolios

The CEO Portfolio Rubric is based on the Kentucky Teacher Standards Advanced-Level Performances and includes several behavioral indicators under each standard. This checklist version of the rubric is designed to assist a candidate in selecting and positioning artifacts.

A candidate will use it to develop and collect artifacts so he or she can place an artifact in the most appropriate binder and

section. Below lists some suggestions for organizing your artifacts:

Artifacts are selected in order to demonstrate to the scoring team that the candidate has successfully completed the

activities required by each indicator.

As the CEO Plan proceeds, a candidate may revise or move artifacts several times. This checklist

will help candidates track their own progress.

The final version of this checklist will be included in Binder I of the CEO Portfolio.

Candidates may use single, well-selected artifacts to demonstrate a number of different but related indicators. However, you must copy and paste the identifying artifact by each appropriate indicator.

Quality is more important than quantity. If candidates need clarification on some of the terminology in this document, they should refer to the CEO Online Glossary.

Every indicator must be accompanied by an artifact identified by binder, section, and artifact description.

HINT: Candidates should save this document to the hard drive so it becomes their own. Candidates may work with the

document on a continuing basis. Candidates should be sure to date their entries to help manage their work.

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE

The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.

The teacher describes and illustrates how he/she over time:

Binder, Section, and Artifact Description
Example: 1.1a. Accurately and effectively communicates an in-depth understanding of concepts, processes, and/or knowledge in ways that contribute to the learning of all students.	Examples:

Binder 1, Section 6: PD Time Line: Professional development conference on engagement strategies August 10 - 14, 2009. (see time line)

Binder 2, Section: Action Research: Economics Unit Lesson Plans identifying diverse learners and differentiated instruction techniques 11/1 - 11/15 2009;

Binder 2: Section: Action Research: Data analysis/graph of student progress of skills after PLC meeting of analyzing data and redesigning instruction. 11/12/2009

Binder 3: Reflective Journal: Reflections on student success of engagement strategies learned during professional development

1.1Communicates concepts, processes, and knowledge.
a. Accurately and effectively communicates an in-depth understanding of concepts, processes, and/or knowledge in ways that contribute to the learning of all students.
b. Models the thinking processes specific to the new content and elicits verbalizations of the students’ thinking processes.
1.2 Connects content to life experiences of students.

a. Effectively connects content to students’ life experiences including, when appropriate, prior learning in the content area or other content areas. (ALP)
1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning.
a. Consistently uses instructional strategies that are appropriate for content and contribute to the learning of all students. (ALP)
b. Presents content using current research-based instructional practices with proven results in application.
1.4 Guides students to understand content from various perspectives.

a. Regularly guides students to understand content from appropriate diverse, multicultural, or global perspectives.(ALP)
b. Helps learners establish cross-disciplinary and practical connections.
1.5 Identifies and addresses students’ misconceptions of content.
a. Consistently anticipates misconceptions related to content and addresses them by using appropriate instructional practices.

STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION

The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

The teacher describes and illustrates how he/she over time:

Binder, Section, and Artifact Description
2.1 Develops significant objectives aligned with standards.

a. Develops challenging and appropriate learning objectives that are aligned with local/state/national standards and are based on students’ needs, interests and abilities (e.g., Kentucky Program of Studies, Core Content, Learning Goals/Academic Expectations, College Readiness Standards, and National Content Standards to plan units and lessons)
2.2 Uses contextual data to design instruction relevant to students.

a. Plans and designs instruction that is based on significant contextual and pre-assessment data.
b. Builds and modifies instruction on students’ prior knowledge, cultural backgrounds, interests, abilities, learning styles, and changes to classroom environment to design developmentally appropriate learning experiences.
2.3 Plans assessments to guide instruction and measure learning objectives.

a. Develops well-designed assessments that align with learning objectives, guide instruction, and measure learning results.
b. Plans multiple assessment strategies that are linked to short- and long-term instructional goals. Analyzes assessment data to revise instruction.
2.4 Plans instructional strategies and activities that address learning objectives for all students.
a. Plans a learning sequence using instructional strategies and activities that build on students’ prior knowledge and address learning objectives.
2.5 Plans instructional strategies and activities that facilitate multiple levels of learning.
a. Plans a learning sequence using strategies and activities that foster the development of higher-order thinking.
b. Uses new knowledge of content and instructional skills to design challenging and engaging units and lessons.

STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE

The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

The teacher describes and illustrates how he/she over time:

Binder, Section, and Artifact Description
3.1 Communicates high expectations.

a. Consistently sets significant and challenging behavioral and learning expectations for all students and communicates confidence in their ability to achieve those expectations.
3.2 Establishes a positive learning environment.

a. Maintains a fair, respectful, and productive classroom environment conducive to learning.
b. Establishes a learning community that challenges students in a supportive manner. Demonstrates classroom management that fosters students’ responsibility for themselves and others.

3.3 Values and supports student diversity and addresses individual needs.
a. Consistently uses appropriate and responsive instructional strategies that address the needs of all students.
3.4 Fosters mutual respect between teacher and students and among students.

a. Consistently treats all students with respect and concern and actively encourages students to treat each other with respect and concern.
b. Works with colleagues to establish and/or maintain a productive learning environment in the school
3.5 Provides a safe environment for learning.
a. Maintains a classroom environment that is both emotionally and physically safe for all students.

STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION

The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

The teacher describes and illustrates how he/she over time:	Binder, Section, and Artifact Description
4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students.

a. Consistently provides a well-planned sequence of appropriate instructional strategies that actively engage students in meeting learning objectives.

b. Uses a variety of research-based teaching strategies to maximize student learning (e.g., collaborative activities, grouping by interest or choice, conferencing with peers, and project-based learning).
4.2 Implements instruction based on diverse student needs and assessment data.

a. Implements instruction based on contextual information and assessment data, adapting instruction to unanticipated circumstances.
4.3 Uses time effectively.

a. Makes thoughtful choices about the organization and implementation of both instructional and non-instructional tasks to maximize time for student learning.
4.4 Uses space and materials effectively.

a. Makes optimal use of classroom space and uses a variety of instructional resources and technologies to enhance student learning.
4.5 Implements and manages instruction in ways that facilitate higher-order thinking.
a. Consistently uses a variety of appropriate strategies to facilitate higher-order thinking.
b. Uses questioning techniques that help students think critically.

STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS

The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

The teacher describes and illustrates how he/she over time:	Binder, Section, and Artifact Description
5.1 Uses pre-assessments.
a. Consistently uses student baseline data from appropriate pre-assessments to promote the learning of all students.

5.2 Uses formative assessments.
a. Consistently uses appropriate formative assessments to determine student progress, guide instruction, and provide feedback to students. (including assessments to address special needs)
b. Demonstrates increased knowledge of appropriate types of formative assessment in the chosen content area.
c. Monitors learning during instruction to provide the students immediate feedback.
d. Sets criteria for successful student performance using the educational goals of the Kentucky Program of Studies, Core Content, Learning Goals/Academic Expectations, and national content standards
5.3 Uses summative assessments.

a. Consistently uses appropriate summative assessments aligned with the learning objectives to measure student achievement. (including assessments to address special needs)
b. Demonstrates increased knowledge of appropriate types of summative assessment in the chosen content area.
5.4 Describes, analyzes, and evaluates student performance data.
a. Consistently describes, analyzes, and evaluates student performance data to determine student progress, identify differences among student groups, and inform instructional practice.
b. Varies teaching strategies as a result of informal assessment.
c. Re-teaches using different instructional strategies to address individual and group needs.
5.5 Communicates learning results to students and parents.

a. Clearly communicates to students and parents in a timely manner the evidence of student performance and recommends future actions.
5.6 Allows opportunity for student self-assessment.
a. Provides on-going opportunities for students to assess and reflect on their own performance in order to identify strengths and areas for future learning.

STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY

The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research.

The teacher describes and illustrates how he/she over time:

Binder, Section, and Artifact Description
6.1 Uses available technology to design and plan instruction.

a. Uses appropriate technology to design and plan instruction that supports and extends learning of all students.
b. Uses computers and other technology for individual, small group, and large group learning activities.
6.2 Uses available technology to implement instruction that facilitates student learning.

a. Designs and implements research-based, technology-infused instructional strategies to support learning of all students.
b. Designs lessons that use technology to address diverse student needs (e.g. assistive and/or adaptive devices, special software) and/or learning styles (e.g., differing technology and specially chosen software).
6.3 Integrates student use of available technology into instruction.

a. Provides varied and authentic opportunities for all students to use appropriate technology to further their learning (e.g., Web sources, science/math centers, Web Quests, educational agencies and institutions).

6.4 Uses available technology to assess and communicate student learning.

a. Uses technology to assess student learning, manage assessment data, and communicate results to appropriate stakeholders.
b. Demonstrates a wide use of technology (where to explain)

c. Uses computers and other technology to perform informal and formal assessments of student learning.
6.5 Demonstrates ethical and legal use of technology.

a. Provides and maintains a safe, secure, and equitable classroom environment that consistently promotes discerning and ethical use of technology.

STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING

The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

The teacher describes and illustrates reflective change over time…

Binder, Section, and Artifact Description
7.1 Uses data to reflect on and evaluate student learning.

a. Uses formative and summative performance data to determine the learning needs of all students.
b. Provides reflection on changes in instruction determined through analysis of student learning.
7.2 Uses data to reflect on and evaluate instructional practice.

a. Uses performance data to conduct an in-depth analysis and evaluation of instructional practices to inform future teaching.

b. Articulates rationales for instructional decisions based on student strengths and needs, contemporary understanding of the content, and research on effective teaching practice.
c. Links curricular and instructional changes to teacher growth over time.

7.3 Uses data to reflect on and identify areas for professional growth.

a. Reflects on the evaluations of student learning and instructional practices to identify and develop plans for professional growth.
b. Provides an explanation of changes made in the Professional Development Plan.

c. Provides a final reflection that summarizes the teacher growth shown in the portfolio and future professional development plans.

STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS

The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

The teacher describes and illustrates how he/she over time:

Binder, Section, and Artifact Description
8.1 Identifies students whose learning could be enhanced by collaboration.
a. Describes an on-going process for identifying situations in which student learning could be enhanced by collaboration.
b. Collaborates with school services, community agencies, parents and others to meet the needs of students with disabilities and/or diverse backgrounds.
8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort.
a. Designs a plan that involves parents, colleagues, and others in a collaborative effort to enhance student learning.
b. Develops partnerships with previously uninvolved parents and unused community resources to enhance learning.
8.3 Implements planned activities that enhance student learning and engage all parties.
a. Explains how the collaboration to enhance student learning has been implemented.
8.4 Analyzes data to evaluate the outcomes of collaborative efforts.

a. Uses appropriate student performance data to describe, analyze, and evaluate the impact of the collaborative activities on student learning and to identify next steps.

STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT

The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the skills and processes necessary, and implements a professional development plan.

The teacher describes and illustrates how he/she over time:	Binder, Section, and Artifact Description
9.1 Self assesses performance relative to Kentucky’s Teacher Standards.

a. Thoroughly and accurately assesses current performance related to the Kentucky Teacher Standards and any school/district professional development initiatives.

9.2 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues.

a. Reflects on data from multiple sources (i.e., self-assessment, student performance, feedback from colleagues, school/district initiatives) and identifies priority areas for growth.
b. Develops three goals showing the long-range benefits to (1) instructional content, (2) instructional strategies, and (3) leadership skills in relation to the Kentucky Program of Studies, Core Content, Learning Goals/Academic Expectations, and National Content Standards.
c. Alters objectives over time, as needed, due to variations in teacher or student learning.
d. Provides evidence of the involvement of others (e.g., colleagues, administrators, state consultants) in the development and/or modification of the plan.
9.3 Designs a professional growth plan that addresses identified priorities.

a. Designs a clear, logical professional growth plan that addresses all priority areas.
b. Describes the profiles of teacher, school, and community in the portfolio so that the teacher and student performances may be judged in context.
c. Outlines quality activities in the professional development plan using the Levels of Professional Development to impacts student learning.
9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning.

a. Shows clear evidence of the impact of professional growth activities on instructional effectiveness and student learning.
b. Demonstrates that six measurable objectives noted in the plan are achieved.
c. Provides a variety of student performance (e.g., daily work, videotapes, formative and summative assessments, standardized test scores) that document the achievement of the professional development goals and overall effectiveness of the plan.
d. Writes narratives for teacher and student objectives showing professional growth to the refinement level in instructional content, instructional strategy and leadership skills.
e. Provides evidence (e.g., narrative, charts, tables) of applying professional growth activities to classroom instruction and impact on student learning.

STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION

The teacher provides professional leadership within the school, community, and education profession to improve student learning and

well-being.

The teacher describes and illustrates how he/she over time:

Binder, Section, and Artifact Description
10.1 Identifies leadership opportunities that enhance student learning and/or professional environment of the school.

a. Identifies leadership opportunities within the school, community, or professional organizations to advance learning, improve instructional practice, facilitate professional development of colleagues, or advocate positive policy change; and selects an opportunity to demonstrate initiative, planning, organization, and professional judgment.

b. Contributes to the knowledge base of the profession at the district, state and/or national level (Rank I). Contributes to the knowledge base of the profession at the school/district (Rank II).
10.2 Develops a plan for engaging in leadership activities.

a. Develops a leadership work plan that clearly describes the purpose, scope, participants involved, timeline of events/actions, and plan for assessing progress and impact.
b. Starts a school initiative and shows leadership throughout the educational project and/or program.
c. Leads group facilitation in teacher’s district, state and/or national level (Rank I).

Leads group facilitation in teacher’s school/district (Rank II).

10.3 Implements a plan for engaging in leadership activities.
a. Effectively implements the leadership work plan.
b. Affects student learning through the exchange of knowledge with other teachers.
10.4 Analyzes data to evaluate the results of planned and executed leadership efforts.

a. Uses data from the leadership effort to describe, analyze, and evaluate the impact on student learning.

Education Professional Standards Board May 2009

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Education Professional Standards Board

Selecting and Positioning Artifacts to Support the CEO Portfolio Rubri1

Selecting and Positioning Artifacts to Support the CEO Portfolio Rubric:

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2009-08-10

EPSB