5 Tips for Putting Together Your Evidence Binder


Do you have to put together an evidence binder or annual portfolio? For me, it is part of my annual performance review (in conjunction with test scores and classroom observations). I know there are different teacher evaluation rubrics, but from what I have seen, they are very similar. There are standards for:
    • teachers' knowledge of students and student learning
    • teachers' knowledge of content and planning
    • teachers' instructional practices
    • establishing a positive learning environment
    • assessment of student learning
    • upholding professional responsibilities and collaboration
    • contributing to professional growth
Some of these standards are observable during classroom observations, such as learning environment and instructional practices. However, others are not. For example, evaluators may not know all of the extra professional development you do outside of the classroom.

Whether you have to provide artifacts for every standard, just the standards that are unobservable, or just a selection as determined by your district, putting together an evidence binder can be stressful and overwhelming. 

I am currently in the process of putting together my evidence binder. Each year, I have tweaked the process and learned some things along the way. Here are five tips for putting together an evidence binder or portfolio.  


This tip may seem like a no brainer. You may be saying, "Megan, of course I'm going to look at the standards before I start collecting artifacts." Well during my first year, this was not the case for me. Yes, I read the standards and the rubric explanations, but I did not look at them closely and really try to interpret them. You know all the close reading we do with our students...yeah...DO THAT!!

Example standard from NYSUT Rubric

The difference in this standard between 'developing', 'effective' and 'highly effective' is the quantity of students engaged in the technology. Do you only use technology as a fast finisher option? Do you take your students to the computer lab when some of your students are being pulled for support services? Do you embed technology into your weekly/daily lessons and provide opportunities for all of your students? The other difference, in 'highly effective', is the ability to prove that students contribute to the variety of technological strategies used to engage them. For this, you may ask yourself, "Do my students select the technology they use to demonstrate their learning, or do they select the technology that will best help them to meet your learning objectives?" 

The other thing to keep in mind, is a message that came from my principal when she was providing us guidance on our evidence binders. Unfortunately, the difference between effective and highly effective are fractions of a point on the rubric. Don't break your back trying to prove that you are HIGHLY EFFECTIVE in every standard and performance indicator. Be honest and think, "Do I live in highly effective, or just visit there?" Whatever your answer, it is OK! The best part of putting together an evidence binder and reflecting on these indicators is setting goals for the future.  


Wait what? Don't plan all year? YES! Don't plan all year. I learned from experience. My first year of
teaching, I was so nervous about "THE BINDER!" I looked at the rubric (remember Tip #1 - cough - oops!) and started collecting. By the time Spring came around and it was time to start finalizing the binder for review, I had so much stuff! Everything in the moment seemed great and perfect, so I put it in a folder. As I started to sort through the papers, I had a ton of evidence for some standards, and no evidence for others. So many of the things that I saved had the same rationale (see tip #4), I could have easily saved two artifacts and moved on.

Something to consider when planning for your binder - When you are lesson planning, do you plan for Monday, then Tuesday, then Wednesday... or do you plan Math for the week, then Reading, then Writing...?

It is kind of the same thing with your portfolio. Schedule time a few weeks out to focus on the task of putting together your binder. You may find you will be more successful with selecting the high quality evidence you want reviewed. This is single tasking at its best. When I put my binder together, I focus on one or two standards per week and it takes me just over a month to pull it all together. I dedicate about 20-30 minutes each day after school to locating, copying and writing the rationale. By focusing on one standard and few performance indicators, I have a better handle on selecting the best evidence.


Many of the teachers I have worked with find the evidence binder stressful. The evaluation rubric my school follows has 96 performance indicators (some are observable, and some are exclusively proven in the binder). That's a lot of evidence!


Don't do this alone! Even if you only have to submit an evidence binder or portfolio in your first few years of teaching (or if you have to submit one for teaching certification), you are not alone. Someone else in your building, district or college course is going through the same thing you are. Put out an invitation, and ask colleagues to come together to plan your binders.  This has been so helpful for me
and my colleagues. The way that I interpret an indicator, may be different than my best buddy down the hall. While you may not be whole heartedly saving evidence all year for your binder, you are most certainly keeping it in the back of your mind and have an idea of what might fit. Share those ideas and exchange examples of artifacts that might fit for each indicator. If you are part of a bigger grade level team, or if you are like me, and on a data team, SHARE evidence. Not just the ideas, but actually run to the copier and make copies for others to include.

WAIT... I know what you're thinking. "Megan, you just said to not plan all year!" Yup, I did. And this tip does not contradict my last tip.  You do not need to refile evidence you already have filed. You probably keep a data binder/folder and a conference log (for parents and colleagues). You may already have student work portfolios. You have attended professional development sessions and took notes which you filed away (somewhere), and you implemented a change suggested at that conference. Everything is filed away neatly so you can find it when you are not focused on your binder. Now is the time to go back into those designated locations and pull pages to copy for you and your colleagues to include in your evidence binder.

Binder party goodies
I have "hosted" a binder party for the last two years and every year it gets better. It is a time to collaborate, exchange ideas and analyze our progress over the last year. Everyone brings something to share - light snacks, drinks, plates, napkins or cups. We meet for an hour after school and go over the indicators that are causing us headaches. It has been so helpful, and rumor has it, next time we meet, an administrator will join us. What a great time to find out the inside scoop of what they are actually looking for. Go ahead, invite your admin too!


Congratulations!  You've done the hard part.  You have analyzed those standards, and gathered the evidence you feel shows off the kind of Teacher Boss you are. You are almost ready to submit your portfolio to your administrator.  Before you do, these last two tips explain how you can make their job easier.  

Let me set the stage - You have a student who has poor handwriting and paragraph organization.  You almost dread scoring their assignments.  You know how much effort you need to put in to grade their papers.   This student always has the right content and overall message, but you have to do a lot more work to give them the points they deserve.  

For your own sake, don't make your administrator work that hard when scoring your binder.  You are one of many portfolios they have to review and you want to make their job easy.  The less you leave for interpretation, the better the chances of you getting a score you feel you deserve. 

 When organizing my binder, I create a tab for each standard. Behind each cover page, I write up a rationale explaining why each piece of evidence is in my binder.  Knowing that your administrator will be using the rubric to score
your binder, get that handy dandy tool back out.  Use the language from the rubric to explain your artifacts (you know TTQA - Turn the question around).  Then, elaborate by explaining how the artifact is regularly used in your classroom.  In the case of my binder, my administrator could score my rubric solely on my rationale pages.  I provide artifacts to show examples of student work, pictures from my classroom, copies of logs, or examples of data collection, and basically just show that I'm not making all of the goodness up.

Even though typing up the rationale pages takes extra time, I am confident that it makes my evaluator's job easier.  By including rationale, you give them no choice but to recognize all that you do!

Now that you've taken the time to explain each artifact, don't make your administrator guess what artifact the rationale is explaining.
It may not be pretty, but it serves a greater purpose
 Hopefully they won't need more proof than your rationale, but again the actual artifact is there to prove you are actually doing what you said you were. In the picture above, you can see my rationale page.  I list the standard and performance indicator (1.6A), then under the standard, I list by number, the artifacts that will follow.  You can see in the picture on the right, I label the actual artifact with the corresponding standard and number (1.6A #1). This particular artifact applied to two standards (1.3A and 1.6A). Check with your evaluator, they may not want you to cross reference artifacts for ease of scoring! To label my pages, I just used some fancy masking tape and a sharpie.

In the past, I would print on Post-Its, and include my rationale on each artifact.  While I LOVED this method, I never had enough room to thoroughly explain all that I wanted or needed to.  I could have used bigger Post-Its, but I didn't want to cover up too much of the artifact itself.  I am always learning and adapting - who knows, maybe next year I will go back to my printed Post-Its.

But the big message here, whether you write a rationale page, or a rationale Post-It, is to explain why you selected a specific artifact and label it.  Make sure your administrator knows what indicator you are trying to prove, so you get the credit you deserve!

To help you execute these tips, I have put together a Binder Planning resource. It is available in my Teachers Pay Teachers store.  In this resource, you will receive:
https://www.teacherspayteachers.com/Product/Professional-Portfolio-Organization-2471035
    • Editable Binder Cover
    • Editable Binder Party Invites
    • Binder Party Planning Page
    • Binder Party Note Catcher
    • Editable Rationale Pages
    • Editable Rational Post-Its





If you have any questions about these tips, please reach out to me.  You can leave a comment, leave a Q&A on the Q&A page, or email me at megan.thymetoread@gmail.com.  I look forward to hearing from you.

If you want to save this post for later reference, click the picture below to Pin! Best of luck putting together your evidence binder. 





Growing Readers & Writers By Teaching With Mentor Texts

Hello and WELCOME! Spring has officially sprung, even in New York!  I am incredibly honored to be joining The Reading Crew for my first ever blog post.  On each blog, we will be sharing a Spring mentor text lesson, using a book we've chosen.  The lesson will model a vocabulary, comprehension or writing skill.  The resources shared may be forever freebies, or may only be free for a limited time.  Please take note of this as you visit the blogs.




When you think of Spring, what comes to mind?  For me, the memories of putting on my rain boots and jumping in puddles rush back.  Jonathan London uses fabulous, rich language to capture the reader's imagination and memories (or fantasies) of puddle jumping.

Puddles by Jonathon London tells the story of two children who fearfully, yet excitedly experience a Spring thunderstorm.  In the morning, they head out to explore, while their mother instructs them to "Watch out for puddles."  The children notice the changes in their surroundings after the storm, especially the puddles! The colorful, two page spread illustrations enhance the already descriptive language and carry the children around while they experience the beautiful aftermath of the storm.  Finally, the children return home ...WET!

Prior to reading, your students would benefit from having some understanding of descriptive language.  Take some time prior to reading this text to discuss the types of descriptive language (similes, metaphors, adjectives, and other types of figurative language).  During this time, be sure to emphasize and model how descriptive language helps to support the visualization strategy.

To engage your students prior to reading, you could begin by asking about their favorite signs of Spring.  You can brainstorm a collaborative list (this list will come in handy for a lesson extension activity) and deepen the discussion by having them describe those signs in more detail.  For example, birds returning is a favorite sign of spring and I know they have arrived when I can hear them chirping outside my window in the morning. I also connect with the bright red chest of the robin, and seeing that bird return, is a special symbol of Spring.  If one of your students shares a connection with jumping in puddles, or rain, you have your hook all set!  However, you can always share your favorite rain boots story to set the stage for this text.

During reading,  you may choose to not show the illustrations (even as colorful and playful as they are), they help to elude to the intended meaning of some of the descriptive language. While reading, stop once to model what you visualize based on the figurative language, and occasionally stop to encourage students to discuss their visualizations as well.  What your students will be visualizing is the author's descriptive language at work.   This is exactly what we want for our students to be understanding and exemplifying in their writing!

After reading the text one time through, ask the students what captured their imagination?  Ask if any particular experience of the characters' day stood out to them, and why?  If your students are like mine, they will probably be most drawn to the pages with descriptive language.  In the following activity, your students will collaboratively work to understand the descriptive language in the text.  

To access your freebie, click HERE.

Within this resource, you will find:

5 examples (posters) of descriptive language from the text

This is for the collaborative carousel activity.  Here your students will work in small groups to identify the author's intended meaning. Collaborative carousel activities are so much fun.  My students LOVE them.  

To complete this activity, post the four posters around your classroom. Group the students in small groups of mixed ability level, and assign them a starting point. At each poster, the group will read the quote and share their ideas for the author's intended meaning. Together as a group, they will need to determine that meaning and write it on a post-it note to be left behind on the poster. I find that approximately 5 mins at each poster is appropriate for this task.  

When a timer goes off, the group moves to the next poster. This time, they read the quote first and also the response(s) of the other groups.  This procedure continues until all groups have read and analyzed each quote.

You will also find one student recording sheet and answer key  

Following the carousel activity, review student responses with the class to confirm or fix up misunderstandings about the descriptive language, and the author's intended meaning.  This would be the perfect time to show your students the illustrations.

As a BONUS, I have included a Common Core aligned lesson outline.  

For a full set of resources (including a brainstorming page, descriptive language anchor posters, writers block suggestions and a writing response page), you can click the picture below to purchase it in my Teachers Pay Teachers store.


To further extend this lesson, return to the brainstormed list of favorite Spring signs.  Allow your students to choose one of the ideas on the list, or brainstorm others, for which they can write about using descriptive language.  By providing your students with the opportunity to read, interpret and have a deeper understanding of descriptive language, (hopefully) it is something they will feel more comfortably using in their writing.

Thank you for joining me for my first blog post!  I plan to share with you a range of literacy activities, strategies and resources to simplify and enhance your instruction.  Come back soon for my official blog LAUNCH and another giveaway, including a copy of this book.  








{3 & up} Growing Readers and Writers by Teaching with Mentor Texts
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