Collecting Evidence

You will be required to submit different types of evidence in the form of artifacts and student* work samples for each of the three entries. Such evidence could include timelines, logs, feedback from others about your practice, professional development courses taken, student* work samples and more. In addition, you will be providing answers to guiding prompts through written commentary, which is also part of your evidence. Your evidence must address the criteria being measured. In addition, your written commentary must explain the interactions with the student*(s) by whom the student* work was generated. There will be limits to the amount of evidence that you can submit for each entry. For each entry, you will be limited to the following number of characters (typed letters and spaces) in your written commentary:

Entry 1: 21,000 characters (approximately 14 typed pages)
Entry 2: 21,000 characters (approximately 14 typed pages)
Entry 3: 24,000 characters (approximately 16 typed pages)

As you are typing your written commentary online, an automatic counter will be visible on your screen to show you how many characters you have used out of the allowable number of characters.

NOTE: A character is counted by every letter, every punctuation mark and every space you type.

There are also limits within each entry for the number of other artifacts that you can submit:

Entry 1: 10 artifacts (student* work and/or teacher instructional), plus 2 pages of your
Professional Growth Activities Log
Entry 2: 12 artifacts (student* work and/or teacher instructional)
Entry 3: 15 student* work artifacts and 7 teacher instructional artifacts

The guidelines below clarify the types of evidence needed to describe, analyze and reflect on your positive impact on student* learning. Your evidence should support what you say in your written commentary and provide a window into your practice.

Evidence Gathering

  1. One piece of evidence can be used to demonstrate multiple criteria; it is acceptable to refer to the same piece of evidence in more than one entry. Your evidence should reflect that each criterion is connected to and interrelated with the others.
  2. Evidence of your practice should allow you to describe, analyze and reflect on the ways in which you provided opportunities for all students to analyze and reflect on their learning. The evidence should also include a plan for reaching students shown to be not engaged in the learning process.
  3. Gathering evidence should be accomplished in the natural flow of your classroom day. In other words, evidence should be the natural harvest of the regular interactions in which you and your students are engaged. You should not have to "stage" learning situations in order to produce or gather evidence.
  4. Planning evidence collection — pivotal questions to ask yourself:
    1. What specific student* activities will produce the evidence needed to respond to the guiding prompts?
    2. What specific actions will your students engage in to demonstrate learning? What types of evidence will be representative of this achievement? (How will both the student* and I know when learning occurs?)
    3. What are the indicators that show mastery of the learning? (How will students show what they have learned, how will they demonstrate reflection on the learning, how will we — the student* and I use that reflection to plan the next learning steps?)
    4. What evidence will I collect and analyze to verify that students understand their learning? (What form of evidence will best demonstrate this?)

Each of the three entries requires different forms of evidence, and it is important to carefully review what kinds of artifacts and other evidence are required in building your response to each entry.

Assessing the Quality of Evidence

In order to assess whether the evidence provided is a part of the authentic learning experience of your classroom, your evidence must:

  1. Reflect student* voice
    • Examples, not limited to: student* work, student* reflections, pictures of students with captions describing their learning
    • Examples to avoid: blank assignments, lesson plans, student* work from only one assignment, teacher statements
  2. Demonstrate that all students benefit from the learning opportunities (NOTE: A single piece of evidence may be adequate to show that all students are engaged.)
    • Examples, not limited to: student* work samples from a range of students, items generated by the whole class and/or small groups
    • Examples to avoid: teacher assertions and generalizations without examples
  3. Demonstrate that learning opportunities are happening over time
  4. Demonstrate that learning opportunities occur in more than one context or are applied in different ways
    • Example: Criterion 1(c) "After our first meeting, students went to recess and returned enthusiastically, calling it ‘the best recess ever' after they had heard from one another about things that had been hurtful and made changes accordingly."

* “Student” is defined as P-12 students and does not include adults/teachers.