Professional Portfolio and Evaluation Evidence Requirements

Each faculty member will create a digital portfolio to represent his or her pedagogical knowledge and skills.  Teachers may choose any digital platform they like to host their portfolio.  Many of our current teachers have chosen Padlet, Weebly, WordPress or Squarespace as their platform.  The link to each teacher’s portfolio must be shared with their principal.  Teachers will have the opportunity to present or “show off” their portfolio annually to their principal (getting feedback early is better than waiting until the end of the year).  This presentation of the portfolio is intended to be teacher-driven and elicit constructive feedback.  The portfolio serves as the primary measure of performance for the teacher, but it is really the process of creating the portfolio and the teaching that is reflected by the portfolio that is important.  The process of collecting, reflecting on and presenting the information is intended to be a positive experience that leads to growth.

The minimum requirement is that teachers place five new artifacts in their portfolio each academic year.  An artifact can be as simple as a one paragraph reflection.  Please see below for additional ideas on what artifacts might look like.

Four collaborative sessions will be scheduled throughout the year during which teachers can get feedback from their peers on their teaching and portfolio content. The goal is for the portfolio to be updated during these four sessions since these sessions provide teachers with designated time to focus on the portfolio.  Attendance at all four collaborative feedback sessions is required.

The senior leadership team will assign each person to a group of 5-6 people at the start of the academic year.  Everyone will meet in the same group for the duration of the academic year.  The senior leadership team can provide a framework and/or set of questions which can be used to foster and guide discussion at each collaborative feedback session.

Meeting Focus		Date	Time
How will achievement of goal be measured?  Plan how to collect data to demonstrate achievement of goals.	Work individually on SMART Goals	Wednesday, Sept. 10, 2025	3:30-4:00pm
Develop and upload artifacts to portfolio.	Session 2	Wednesday, November 26, 2025	2:30-4:00pm
Discuss progress towards achievement of the goals. Get feedback.  Develop and upload artifacts to portfolio.	Session 3	Wednesday, February 11, 2026	2:30-4:00pm
Get final feedback and reflect on how the goals were achieved.	Session 4	Wednesday, April 22, 2026	2:30-4:00pm

The artifacts that are placed in the portfolio should be good indicators of the teacher’s professional growth and success and updated annually.  Ideally, the artifacts chosen should follow up on professional growth goals decided upon at the beginning of the year.  Each artifact should also include a connection to the IB Standards and Practices, ATLs or ATTs. Artifacts can vary by division, but must showcase competency across the responsibilities outlined with the relevant job description.

The portfolio has been adapted for different roles please click on the link below to access the evaluation expectations:

EVALUATION OF TEACHERS (FOREIGN CONTRACTS)
Part 1: Goal Setting:  A description of growth areas and a plan for improvement in these areas:DOWNLOAD SMART GOAL TEMPLATE	One goal is linked to the strategic plan and includes evidence of how you have worked on or met your goal One self-directed goal and include evidence of how you have worked on or met your goal
Part 2: Observation Records:	One observation from your division principal One observation from a coordinator, Head of Department or Grade level lead (PYP).
Part 3: Evidence of how you support or implement of the IB Philosophy: IB Standards and Practices. Specific standards should be listed in the evidence: Link to PSP.	Evidence to show how you contribute to the schools Purpose OR, Evidence to show how you contribute to Culture OR, Evidence to show how you use the Environment OR, Evidence to show Teaching and Learning
Part 4: Professional Development: vvv	A reflection about one “take-away’ from a PD event the teacher has attended
Part 5: Technology Standards:Tech Evaluation Guidelines.docxLink to ISTE Standards for Educators ISTE Standards Rubrics.docx	Evidence showing use of a minimum of Two ISTE for Educator, Sub – Standards (e.g. 2.7c, 2.6b) Technology – Minimum of 2 ISTE for Educator Rubrics Rubrics should be self-rated for discussion purposes Overall PROFICIENCY is based on the final feedback from your principal Example of standards: LPYP: https://padlet.com/isnsphoenix/iste-educator-standards-lpyp-npltpa98fg6zbz70 UPYP: https://padlet.com/isnsphoenix/iste-educator-standards-upyp-1o2jrib00yqzyr50 MSHS: https://padlet.com/isnsphoenix/iste-educator-standards-mshs-8yvkzkjnqh5jmoai

EVALUATION OF LOCAL CONTRACT
Part 1: Goal Setting:  A description of growth areas and a plan for improvement in these areas:DOWNLOAD SMART GOAL TEMPLATE	One goal is linked to the strategic plan and includes evidence of how you have worked on or met your goal One self-directed goal and include evidence of how you have worked on or met your goal
Part 2: Observation Records:	One observation from your division principal
Part 3: Completed End of Year Evaluation	Copy of completed template based on job description
Part 4: Professional Development:	A reflection about one “take-away’ from a PD event the teacher has attended
Part 5: Technology Standards:Tech Evaluation Guidelines.docxLink to ISTE Standards for Educators ISTE Standards Rubrics.docx	Evidence showing use of a minimum of ONE ISTE for Educator, Sub – Standards (e.g. 2.7c, 2.6b) Technology – Minimum of 2 ISTE for Educator Rubrics Rubrics should be self-rated for discussion purposes Overall PROFICIENCY is based on the final feedback from your principal Example of standards: LPYP: https://padlet.com/isnsphoenix/iste-educator-standards-lpyp-npltpa98fg6zbz70 UPYP: https://padlet.com/isnsphoenix/iste-educator-standards-upyp-1o2jrib00yqzyr50 MSHS: https://padlet.com/isnsphoenix/iste-educator-standards-mshs-8yvkzkjnqh5jmoai

EVALUATION OF IB COORDINATORS
Part 1: Goal Setting:  A description of growth areas and a plan for improvement in these areas:DOWNLOAD SMART GOAL TEMPLATE	One goal is linked to the strategic plan and includes evidence of how you have worked on or met your goal One self-directed goal and include evidence of how you have worked on or met your goal
Part 2: Observation Records	Two observations as agreed upon by the division principal, with the focus on the fulfillment of the role and related responsibilities.
Part 3: Coaching	Summary of two coaching instances, with a focus on how the coordinator supported teaching and learning through coaching.
Part 4: Program Development Plan	Evidence of Planning and Progress on the PDP    -Organized Planning   -Data collection and Analysis   -Clear Outcomes
Part 5: Technology Standards:Tech Evaluation Guidelines.docxLink to ISTE Standards for Educators ISTE Standards Rubrics.docx	Evidence showing use of a minimum of ONE ISTE for Educator, Sub – Standards (e.g. 2.7c, 2.6b) Technology – Minimum of 2 ISTE for Educator Rubrics Rubrics should be self-rated for discussion purposes Overall PROFICIENCY is based on the final feedback from your principal Example of standards: LPYP: https://padlet.com/isnsphoenix/iste-educator-standards-lpyp-npltpa98fg6zbz70 UPYP: https://padlet.com/isnsphoenix/iste-educator-standards-upyp-1o2jrib00yqzyr50 MSHS: https://padlet.com/isnsphoenix/iste-educator-standards-mshs-8yvkzkjnqh5jmoai

EVALUATION OF SENIOR LEADERS
Part 1: Goal Setting:  A description of growth areas and a plan for improvement in these areas:DOWNLOAD SMART GOAL TEMPLATE	One goal is linked to the strategic plan and includes evidence of how you have worked on or met your goal One self-directed goal and include evidence of how you have worked on or met your goal
Part 2: BASICS Survey	Copy of survey results shared with your direct supervisor
Part 3: Evaluation Rubric Head of School Evaluation Rubric.docx Director of Student Services Evaluation Rubric.docx Principals Evaluation Rubric.docx	Competed self-rated evaluation rubric discussion with your direct supervisor
Part 5: Technology Standards:Tech Evaluation Guidelines.docxLink to ISTE Standards for Educators ISTE Standards Rubrics.docx	Evidence showing use of a minimum of ONE ISTE for Educator, Sub – Standards (e.g. 2.7c, 2.6b) Technology – Minimum of 2 ISTE for Educator Rubrics Rubrics should be self-rated for discussion purposes Overall PROFICIENCY is based on the final feedback from your principal Example of standards: LPYP: https://padlet.com/isnsphoenix/iste-educator-standards-lpyp-npltpa98fg6zbz70 UPYP: https://padlet.com/isnsphoenix/iste-educator-standards-upyp-1o2jrib00yqzyr50 MSHS: https://padlet.com/isnsphoenix/iste-educator-standards-mshs-8yvkzkjnqh5jmoai

Note: The Head of School Evaluation also consists of an annual report presented to the AKD Board of Governance. The Superintendent evaluation for AKD is completed by Heads of the International Schools and Principals (CVPs) of the AKD partner schools.

Additional Evidence to Consider

• Evidence showing ongoing use of differentiated instruction
• Evidence showing use and leverage of educational technology to support differentiation, assessment and data-driven decision making
• Evidence of the use of educational technology to improve lesson planning
• Evidence of the use of data to improve student achievement
• A summary of how the teacher has contributed to the school through participation in extra-curricular activities or committees
• Evidence which shows how the Learner Profile is integrated into lessons
• Evidence showing the ATLs are included in lesson planning
• Evidence showing a positive classroom climate and effective classroom management
• Evidence showing effective inquiry-based instruction
• Evidence showing instruction encourages and supports English language acquisition
• Evidence showing effective formative assessment and feedback to students
• Evidence showing effective summative assessment
• Evidence showing student achievement across the entire classroom
• Evidence showing how the teacher put professional learning into practice
• Peer Observation Feeback given during Observation days.

Evidence may be in the form of:

• Pictures, Videos, Audio
• Written Summaries or Reflections
• Lesson or Unit Plans
• Copies of Student Work
• Rubric Templates
• Assessments and Results
• Observation Records and Feedback
• Classroom Essential Agreements or Policies
• Notes from Parents
• Other items that demonstrate effective teaching and learning

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A training session will be held during teacher orientation in August so that the expectations are clear and examples of evidence can be shared. Teachers are welcome to tailor their portfolio to fit their own passions, personality and style.

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The ISNS Professional Portfolio System is designed to be: 

• A safe place to share professional accomplishments and learnings.
• Focused on growth.
• Not a burden or another hurdle.
• Compiled in collaboration with colleagues.
• A means to get feedback from colleagues.
• A reflection of the reality in the classroom.
• A means for self-reflection.
• Simple and easy to create.
• A place where teachers have choice regarding what and how they present themselves as a professional to their principal and others.
• A bottom-up rather than top-down means of evaluation.
• Meaningful and not redundant.
• Taken with you.  A portfolio will be a great way to further your career.