Student Growth in World Language can be demonstrated in a variety of ways. There is no single common student performance measure. The purpose of this evaluation model is to provide Tennessee World Language Teachers with a teacher evaluation system that is tied to the measurement of student learning in the World Language. Teachers will use portfolios of student growth work samples from across the World Language learning domains of Perform, Connect, and Reflect.
World Language Teachers will continue to deliver a Standards-Based Curriculum. Teachers, as always, will be expected to use formative and summative assessments (for individual students and groups when appropriate) for the purpose of informing instructional practice. Under the new system, increased attention will be given to the collection of student produced work samples. Teachers will collect, pre-score, and submit evidence collections in a portfolio using a purposeful sampling process. A blind review committee, comprised of content specific exemplary teachers, will conduct a holistic review of the student evidence collections to measure growth towards state standards.
World Language Teachers will continue to deliver a Standards-Based Curriculum. Teachers, as always, will be expected to use formative and summative assessments (for individual students and groups when appropriate) for the purpose of informing instructional practice. Under the new system, increased attention will be given to the collection of student produced work samples. Teachers will collect, pre-score, and submit evidence collections in a portfolio using a purposeful sampling process. A blind review committee, comprised of content specific exemplary teachers, will conduct a holistic review of the student evidence collections to measure growth towards state standards.
- Teachers will select and collect student work samples using a purposeful sampling process.
- Student Growth Evidence needs samples from two points in time, whether pre/post evidence or post/post evidence.
- Teachers complete a brief questionnaire that is meant to provide context to the review committee.
- Teachers will pre-score and submit artifact collections to a peer review committee.
- The peer review committee comprised of content specific expert teachers will conduct a review of the student artifacts.