Teacher Education Portfolio Guidelines and Rubric The Teacher Education Portfolio is developed throughout a s program. Most Teacher Education courses have a capstone project designed to meet the InTASC Standards, Nebraska Standards for Educator Preparation, and to align with GU Teacher Education Objectives. This portfolio is a criterion portfolio designed to performance on Professional Education Competencies. The Teacher Education Portfolio Rubric is scored based on performance as d by the overall score on the project associated with each competency. Program Professional Competencies Artifacts Related Course Data Collected Instructional Strategies Instructional Technology Portfolio ED 316 Instructional Technology Student Development Developmental Timeline ED 201 Educational Psychology Learning Environments Classroom Management and Discipline Plan ED 202 Classroom Management Learning Differences Modified (Special Needs) Lesson Plan ED 302 Intro to Special Education Learning Differences Reflective Paper on Diversity ED 203 Pluralism & Cultural Diversity Content Knowledge Application of Content Planning for Instruction Exemplary Instructional Unit Plan ED 315 Secondary Methods or- ED 481 ESL Methods Professional Responsibility Personal Philosophy of Education ED 402 History & Philosophy of Education Assessment Assessment Project ED 301 Assessment, Tests, & Measurements
Teacher Candidate: Endorsement: Portfolio Scoring Guide InTASC/ NCATE/ Grace University Conceptual Framework Semester/Year: Evaluator: Content Knowledge and Pedagogy understands the central concepts, tools of inquiry, and structures of the discipline he or she teachers and can create learning experiences that make these aspects of subject matter meaningful for. Human Development understands how children learn and develop and can provide learning opportunities that support a child s intellectual, social, and personal development. Adapting Instruction of Diverse Learners understands how differ in their approaches to learning and creates opportunities that are adapted to diverse learners. superior knowledge and the extended or extensive adaptation of that knowledge E.G., publication, presentation, dean s list, or significant content leadership theoretical underpinnings of Human Development and/or critiques of various discourse related to human development methods for addressing a range of abilities in the classroom setting including participation in specialized services Continual focus on important worthwhile content, skills, and types of reasoning Shows evidence that knowledge was meaningful to by consistent growth in student learning Grades of B or better in all methods and/or GPA of 3.0 in content area courses include age and grade appropriate activities that support cognitive, social, and emotional development. Allows all to participate at some level, but also allows more advanced to keep working adaptations are holistic, (social, physical, academic) research based, and age appropriate with a focus on learner independence Proof learned with adaptations Some focus on important, worthwhile content, skills, and types of reasoning to be taught Shows evidence that knowledge was meaningful to Grades are above average, B or better in methods and most subjects are varied and multiple approaches to designing, implementing, and assessing student learning opportunities Allows all to participate at some level adaptations focus on referral or teacher dependence on outside specialized services Understands big ideas but shows flaws or gaps in knowledge Gaps or flaws hamper meaningful learning for Grades of 2.5 in methods or content area course are consistently developmentally inappropriate adaptations isolated and/or fractured attempts to accommodate disability and diversity in learning
Instructional Strategies understands and uses a variety of to encourage student development of critical thinking, problem-solving, and performance skills. an ability to multi-task various simultaneously Use of multiple s a knowledge of the relationship between choice of strategy, available technology, learning goals, and student development Uses multiple Uses a preferred and single focus strategy only Motivation and Classroom Management uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and selfmotivation. Demonstrations the create of classroom community Emphasis is on proof of responsibility and for self and others Use of motivation and management include multiple methods and s application of research based practices Emphasis on proof of student responsibility for their own actions Use of motivation and management is varied and s application of more than one method Emphasis on student obedience to rules Use of a motivation or management strategy s a single application or shallow understanding Emphasis on teacher-centered obedience Communication and Technology candida te uses knowledge of effective verbal, nonverbal, media techniques to foster active inquiry, collaboration, and supportive interaction in the classroom An expanded demonstration of the use of media to facilitate Also fosters polite authentic skills among skills are consistent and sensitivity to culture and gender while incorporating multiple uses of media for with parents, colleagues, community and Engaged seen in active learning in cooperative groups (including the use of media) are good and clarity and with parents, colleagues, community, and Plans opportunities for discussions and presentations that promote student skills are adequate: evidence is limited in scope and depth single use of media Plans activities with limited opportunities for student
Planning plans instruction based upon knowledge of subject matter,, the community, and goals. Outstanding demonstration of consistent student learning through a measured and careful analysis of outcomes across multiple, subjects, and settings Curriculum blends design, implementation, and assessment of state goals, and learner goals with structured methods for revision and reflection Evidence of positive learner impact d Curriculum is adequate in scope and applied in long term objectives and is connected to the state/national frameworks Unit plan shows all of the above elements Curriculum is used in short term or fragmented in its implementation Unit plan is shallow or unbalanced Assessment and Evaluation understands and uses formal and informal assessment to evaluate and ensure the continuous intellectual, social, and physical development of the learner. Evaluates achievement in all assessment types over time. For elementary: in all areas Critiques current practices with a deep understanding of national and state reforms continuous assessment with multiple methods i.e., formative, summative and uses rubrics for assessment areas to be tested. Proof of positive student learning is seen in a variety of areas a full understanding of assessment principles and practices by using this knowledge in a variety of ways Does both formative and summative assessment for all objectives in the lesson plan Uses basic knowledge of assessment and principles and practices to evaluate Does only one assessment type consistently i.e. formative or summative for some objectives in the lesson plan. Reflection and Professional Development is reflective practitioner who continually evaluates the effects of his or her choices and actions on others (, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Reflection includes the evaluation and critique of self and the action of teaching and is grounded in a professional discourse and s substantial depth and maturity Reflection involves evaluation and s critical thinking about the effects of teaching Reflection encompasses a variety of issues including and self Reflection focuses on one issue or theme consistently School and Community Relationships fosters relationships with Creates and maintains collaborative working relationships with services in the successful integration of partnering for self and in services, Independently seeks opportunities and plans for involvement for self and with individuals, services, evidence of working cooperatively with the cooperating teacher to develop partnerships/
school colleagues, parents, and agencies in the larger community to support learning and wellbeing. school and agencies or organizations outside the school for both self and organizations, and professional and collaborative relationships and organizations outside the classroom. relationships outside the classroom for self and Personal Characteristics and Interpersonal Skills The Teacher s skills, beliefs, values, and behaviors that guide their interactions with, families, and colleagues during their professional practice problem solving and decisions. the ability to create opportunities for the ethical development of through curricular planning an integration of underlying principles of education with a personal philosophy of teaching and ethics Understands legal obligations of teaching in ways that are separate and dichotomous Operates within legal obligations but s questionable judgment or is overly critical or intolerant of specific groups