Portfolio Resources

 

Description

 TEAM student growth portfolios were designed in response to requests from teachers in non-tested grades and subjects for a measure of student growth for use in their evaluations, comparable to that of TVAAS. Scores generated by peer reviewed student growth portfolios represent 35% of participating teachers’ LOE within the state’s TEAM evaluation model in lieu of individual TVAAS scores that teachers in tested courses generate.

In February 2018, the state legislature amended T.C.A. § 49-1-302 to ensure that every district and charter organization utilizes at least one approved growth measure for non-tested teachers. Additionally, pursuant to T.C.A. § 49-6-105, state board policy 5.201, and state board rule 0520-02-01, districts and charters that receive pre-kindergarten program approval under T.C.A. §§ 49-6-103 – 49-6-110 (VPK funding) must utilize the pre-K/kindergarten growth portfolio model or a comparable approved alternative growth measure (AGM) for the student growth portion of teacher evaluation.

Participation in any additional student growth portfolio models is an evaluation flexibility option. Educators who utilize a portfolio growth model maintain all the rights, responsibilities, and legalities of educators with growth measures attained from a TCAP test. Portfolio growth model scores are treated the same as TCAP test scores within the evaluation process and with human capital decisions.

It is recommended that educators implement student growth portfolios within a professional learning community (PLC) or other collaborative group that focuses on long-term and short-term planning, ongoing formative assessment, standards-based instruction, differentiated and targeted instructional practices, and student work. The art of analyzing student work when grounded in collaborative thinking, self-reflection, and differentiated instruction can have a profound impact on student academic growth.

Models

 Tennessee currently uses the following portfolio growth models:

The department partners with Portfolium, Inc. to provide a platform for TEAM student growth portfolios.

Resources
  • TEAM Portfolio Guidebook for Administrators and Teachers: This document provides general information about TEAM student growth portfolios. The intended audience for this document includes teachers, principals, district personnel, and any other individuals seeking more information regarding TEAM portfolios. It is critical that all educators who submit a portfolio read and utilize this document, their content specific resource guide, and content-specific scoring rubrics.
  • Portfolio Lead Monthly Office Hour: To support district and charter portfolio leads, the department will host monthly office hours to walk you through implementation processes, resources, the platform and provide you with a network of other portfolio leads.
  • Portfolio Rostering Guidance for Leads: Before teachers receive access to Portfolium, the TEAM portfolio management platform, staff roster information must be provided to the department. This guidance provides instructions on how to create, edit, and submit a roster. Once the roster information has been quality checked and uploaded to the platform, teachers will receive the activation email needed to access their platform account.
  • Student Growth Portfolio Lead Best Practices: This document is intended to support portfolio implementation by providing an exchange of ideas and highlighting best practices.
  • Student Growth Score Grievance Resolution Protocol: This document outlines the process required to address a grievance decision by an LEA necessitating a change to an educator’s growth score and therefore a change to the educator’s level of overall effectiveness (LOE).
  • Distance Learning Portfolio Frequently Asked Questions: This document provides guidance outlining how recorded virtual meetings (audio and/or video), screenshots of student work, or other software applications may provide avenues for capturing student work in a distance learning environment. The guidance provided in this document reflects the law, state board of education rules, and state board of education policies as of October 2020.