District Support – Tennessee Student Growth

Supporting Teachers

The TN Student Growth Portfolio is a model for measuring student growth that is part of the state’s comprehensive evaluation system for teachers based on multiple measures of effectiveness, including student growth indicators. Districts have facilitators and administrators who are in a position to provide support to teachers in planning and collecting student work. Whether assuming one or more of these roles, you play a vital part in supporting teachers through this critical process.

Responsibility of Each Role

  • District Portfolio Leads:

    The District Portfolio Lead is responsible for disseminating information to principals and teachers and identifying the teachers that will be participating in the portfolio process. District Portfolio Leads also monitor teachers’ progress in submitting their evidence collections. District Portfolio Leads should identify a process to ensure that all teachers are developing portfolios in a timely manner. District Portfolio Leads also will assist in identifying potential peer reviewers. Finally, District Portfolio Leads must notify the district of any approved exemptions and late submissions by April 1, 2018.

  • School Level Administrators:

    School-level administrators should work to develop the capacity of teachers as they plan for and implement portfolios. This work is best done through teacher collaboration via professional learning communities, teacher partnership, etc. School level administrators should ensure that teachers are focusing on the right work, which includes deconstructing standards, creating assessment tasks, planning differentiated instruction, collecting and analyzing student work to make instructional decisions, and reflecting.

  • District Technology Leads:

    The District Technology Lead should provide initial support to teachers around the technology use of the platform. Specifically, District Technology Leads should ensure that all participating teachers have the latest browsers and upgrades to operating systems and are familiar with capturing video using the technology available in the district. Teacher demo accounts will be provided to District Technology Leads who request one to answer basic questions around activating accounts and uploading work and referring teachers to the Help Desk when necessary.

Guidelines for Appropriate Support

As an administrator or Portfolio Lead, your goal is to prepare and support teachers to submit their student growth portfolios. Ultimately, completion of the portfolio is the teacher’s responsibility. Below are some guidelines to support teachers in this important work.

  • Identify the teachers that will be participating in the Student Growth Portfolio process and provide that list to TN Compass
  • Protect instructional time by limiting interruptions and maximizing the time these teachers have with their students
  • Utilize the instructional data gathered through the portfolio process to guide PLCs and professional learning for teachers implementing this assessment
  • Assist with providing the required technology
  • Use the portfolio process to inform conversations about instruction, such as pre- and post-conferences or coaching conversations
  • Discuss the correlations between the portfolio process and the TEAM rubric with your teachers
  • Provide opportunities for teachers implementing the portfolio to collaborate around the process
  • Encourage teachers to keep records of all assessments for use in data team meetings
  • Allow time for peer reviewing.
  • Take advantage of the expertise of reviewers when developing professional learning
  • Encourage teachers implementing portfolio growth models to share the process with peers that are unfamiliar with the process
  • Recognize the importance of the individual growth scores earned through the portfolio process
  • Help identify specific student work products to include as evidence
  • Develop or edit the work products assembled by the teacher
  • Provide feedback on how to change the actual work products that points the teacher in a different direction than what they would have submitted
  • Review video clips and provide feedback – weighing in on the selection of videos
  • Use teacher credentials to log into TeachForward system
  • Share the teacher’s actual work products with others

What Teachers Are Expected to Do

Grade Level or Course Domains

Fine Arts

  • K-5 Music
  • General Music (6-8; 9-12)
  • Instrumental Music (6-8; 9-12)
  • Vocal Music (6-8; 9-12)
  • Dance (K-5; 6-8; 9-12)
  • Theatre (6-8; 9-12)
  • Visual Arts (K-5; 6-8; 9-12)
  • Perform
  • Create
  • Respond
  • Connect

Physical Education (K-5; 6-8)

  • Perform


  • ELA:  Literature/Narrative
  • ELA:  Informational/Expository
  • Math: Counting and Cardinality
  • Math: Geometry or Measurement


  • ELA:  Literature/Narrative
  • ELA:  Informational/Expository
  • Math: Counting and Cardinality
  • Math: Operations and Algebraic Thinking

Grade 1

  • ELA:  Literature/Narrative
  • ELA:  Informational/Expository
  • Math: Operations and Algebraic Thinking
  • Math: Number and Operations Base Ten

CTE – Work Based Learning

  • Early Assessment
  • Late Assessment

World Languages (pilot)

  • Interpersonal Communication
  • Interpretive Communication
  • Presentational Communication
  • Reflection

Student growth portfolios provide a holistic, meaningful picture of the value a teacher adds to his/her students’ learning using work already happening in the classroom.

A student growth portfolio consists of a purposeful collection of student work organized into evidence collections that demonstrate student growth within the state standards. The portfolio contains student work across two points of time for a differentiated sample of performance (emerging, proficient, and advanced).

Purposeful sampling is the process of choosing student work artifacts for inclusion in the portfolio collections as a formal part of the evaluation process.

What Teachers Are Expected to Submit

The initial step in the process is for teachers to create a long term instructional plan for the school year, considering when standards will be introduced, pre-assessed, and monitored. Teachers should use the scoring guide for each domain to develop task-specific expectations.

Point A
Teachers will collect Point A work at the most appropriate time within the instructional plan. They should sort Point A work into differentiated groups of students (emerging, proficient, advanced) based on the scoring guide and task-specific expectations and select three student samples. They will also have to download and complete a Context Form for each student and then upload and score the work.

Using the results, teacher should then differentiate their instruction based on specific needs and strengths that were identified within the Point A student work artifacts.

Point B
Teachers will then collect Point B work at the most appropriate time within the instructional plan and score it. Teachers should select the same students’ work samples for each differentiated group as the Point A. They will also download and complete the Context Form for each student and then upload and score the work.

Once the Point A and Point B are scored for all three students, teacher will submit each assessment for peer review. Teachers must submit both the Point A and Point B assessments by April 15, 2018.

Submission Timeline

Teachers are required to complete four evidence collections performance tasks by the following dates.  After teachers submit their evidence collections, trained peer reviewers will evaluate the work and scores will be posted by June 30, 2018.

  • September 25, 2017
    Webinar for District Support
  • October 05, 2017
    Evidence Collection Submission Opens
  • December 15, 2017
    Complete Point A assessments (suggested)
  • April 15, 2018
    Complete and submit all four evidence collections
  • April 19, 2018
    Training for Peer Reviewers
  • April 23, 2018
    Scoring Window begins for Peer Review
  • July 01, 2018
    Scoring Window ends for Peer Review