Introduction to Portfolio ELEMENTARY EDUCATION K- & ELEMENTARY/MIDDLE K-/-8 INTRODUCTION TO PORTFOLIO RUBRIC Trait Vaguely defines the purpose of the portfolio. Does not define the purpose of the portfolio. Adequately defines the purpose of the portfolio. Clearly and accurately delineates the purpose of the portfolio. Defines the purpose of the TWS portfolio in a professional and articulate manner. There is no description (or a very poor one) of the learning outcomes selected. There is a brief description of outcomes, but the number is less than required. There is an acceptable description of learning outcomes. There is a specific description of the learning outcomes. There is an exemplary description of the outcomes. There are no connections made between the TWS elements, AECI Standards, and the College of Education Outcomes. The connections made between the elements of the TWS, AECI Standards, and the COE Outcomes are minimal The connections made between the elements of the TWS, AECI Standards, and the COE Outcomes are satisfactory. The connections made between the elements of the TWS, AECI Standards, and the College of Education Outcomes are clear. The connections made between the elements of the TWS, AECI Standards, and the COE Outcomes are clear and focused. There is no description of the TWS portfolio organization. The description of the organization of the TWS portfolio is vague and not easily understood. The description of the TWS portfolio organization is acceptable. The description of the TWS portfolio organization is logical and in an easy to understand format. The description of the organization is excellent, well thought out, and logical.
PHILOSOPHY STATEMENT RUBRIC Trait Philosophy Statement Offers no evidence that the candidate has the as the focus. Offers minimal evidence that the candidate has the as the focus. Offers adequate candidate has the as the focus. Offers significant candidate has the as the focus. Offers superior evidence that the candidate has the as the focus. Offers no evidence that the SPECTRUM model is the framework Offers minimal evidence that the SPECTRUM model is the framework. Offers adequate SPECTRUM model is the framework. Offers significant SPECTRUM model is the framework. Offers superior evidence that the SPECTRUM model is the framework. AECI Standard Offers no evidence that the candidate understands the concepts, principles, theories and research relevant to supporting s development, acquisition of knowledge, and motivation. Offers minimal evidence that the candidate understands the concepts, principles, theories and research relevant to supporting elementary students development, acquisition of knowledge, and motivation. Offers adequate candidate understands the concepts, principles, theories and research relevant to supporting elementary students development, acquisition of knowledge, and motivation. Offers significant candidate understands the concepts, principles, theories and research relevant to supporting elementary students development, acquisition of knowledge, and motivation. Offers superior evidence that the candidate understands the concepts, principles, theories and research relevant to supporting s development, acquisition of knowledge, and motivation. Offers no evidence that the candidate has gained insight into teaching and learning through field experiences and coursework. Offers minimal evidence that the candidate has gained insight into teaching and learning through field experiences and coursework. Offers adequate candidate has gained insight into teaching and learning through field experiences and coursework. Offers significant candidate has gained insight into teaching and learning through field experiences and coursework. Offers superior evidence that the candidate has gained insight into teaching and learning through field experiences and coursework.
Writing Mechanics and Organization Standard: TWS Portfolio is organized clearly, grammatically correct and written in standard English. Trait Writing Mechanics The use of standard written English is unsatisfactory at this level. More than 0 errors in punctuation, capitalization, subject-verb agreement may exist or excessive fragments or run-ons may detract from the overall content of the writing. The use of standard written English needs attention. More than 9 errors in punctuation, capitalization, subjectverb agreement may exist or or more fragments or run-ons may exist. The use of standard written English is adequate with no more than 8 errors in punctuation, capitalization, subjectverb agreement may exist or or more fragments or run-ons may exist. The use of standard written English is good with no more than errors. The use of standard written English is outstanding with no more than errors in punctuation, capitalization, subject-verb agreement may exist. No fragments or run-ons may exist Syntax Syntax and word choice may be unsatisfactory, or the writing may lack cohesion. Syntax and word choice may need attention, or the writing may lack cohesion. Syntax and word choice are satisfactory, and the writing is cohesive. Syntax and word choice are appropriate, and the writing is cohesive. Syntax and word choice are clearly superior, and the writing is very cohesive.
Contextual Factors TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning. Displays no knowledge of Displays minimal, irrelevant, or Displays some Displays a Displays and explains an the characteristics of the biased knowledge of the knowledge of the comprehensive in-depth understanding of community, school, or the characteristics of the characteristics of the understanding of the the characteristics of the elementary classroom; nor community, school, and the community, school, and characteristics of the community, school, and Knowledge of how families, communities, elementary classroom, and elementary classroom, community, school, and elementary classroom with Community, and colleagues support and minimally understands how and has some elementary classroom, specific data, cited sources, School and promote elementary families, communities, and understanding of how and has a good and/or statistics. Candidate Classroom students learning. colleagues support and families, communities, understanding of how exhibits an excellent Factors promote s and colleagues support families, communities, understanding of how learning. and promote elementary and colleagues support families, communities, and students learning. and promote learning. colleagues support and Knowledge of Characteristics of Students Knowledge of Students Varied Approaches to Learning Displays no knowledge of differences (e.g., development, interests, culture, abilities/disabilities). Fails to demonstrate understanding of a variety of approaches to learning among students, e.g., multiple intelligences and/or learning modalities. Displays minimal, stereotypical, or irrelevant knowledge of elementary student differences (e.g., development, interests, culture, abilities/disabilities). Demonstrates general understanding of a variety of approaches to learning among students and may know one or two learning modalities but not a variety. Displays general knowledge of elementary student differences (e.g., development, interests, culture, abilities/disabilities). Demonstrates general understanding of a variety of approaches to learning among students and can distinguish between multiple modalities. Displays general and specific knowledge of differences (e.g., development, interests, culture, abilities/disabilities). Articulates an understanding of varied learning modalities and multiple intelligences. promote learning. Displays and explains indepth knowledge of differences (e.g., development, interests, culture, abilities/disabilities). Articulates general and specific understanding of varied learning modalities and multiple intelligences. Score.... Knowledge of Students Skills and Prior Learning Displays no knowledge of s skills and previous learning and does not indicate either is important. Identifies the value of understanding of elementary students skills and previous learning but demonstrates its importance for the whole class only. Identifies the value of understanding of s skills and previous learning for the group and individuals. Displays knowledge of understanding of s skills and previous learning, including special needs students. Articulates an in-depth understanding of s skills and previous learning for the group and individuals including special needs students.. Implications for Instructional Planning and Assessment Does not provide implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics or provides inappropriate implications. Provides minimal implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics or provides inappropriate implications. Provides general implications for instruction and assessment based on student individual differences and community, school, or classroom characteristics. Provides specific implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics. Provides specific implications and analyzes decisions for instruction and assessment based on student individual differences (ELL and inclusion students) and community, school, and classroom characteristics..
Learning Goals TWS Standard: The teacher sets significant, challenging, varied and appropriate learning Significance, Challenge and Variety Clarity Appropriateness for Students Alignment with National, State or Local Standards Goals are not in evidence. Goals are vague or not in evidence. No goals are presented or inappropriate goals and/or expectations have been set for elementary students. Fails to develop goals aligned with national, NJ and COE standards Goals reflect only one type or level of learning Goals are not stated clearly and are activities rather than learning outcomes. Goals are not developmentally appropriate for s, don t address prerequisite knowledge, and skills, and do no provide for critical thinking, reflection, and problem solving by elementary students. Goals are not aligned with national, NJ standards or COE standards. Goals reflect several types or levels of learning but lack significance or challenge Some of the goals are clearly stated as learning outcomes. Some goals are developmentally appropriate for s, address some prerequisite knowledge, and skills, in addition to providing for some critical thinking, reflection, and problem solving by elementary students. Some goals are aligned with national, NJ or COE standards. Goals reflect several types or levels of learning and are significant and challenging. Most of the goals are clearly stated as learning outcomes Most goals are developmentally appropriate for s, address pre-requisite knowledge, and skills, in addition to providing for adequate critical thinking reflection, and problem solving by elementary students. Most of the goals are explicitly aligned with national, NJ and COE standards. Goals are significant and challenge thought and expectations including three or more levels and types. Goals are clearly stated in behavioral terms. Goals demonstrate realistic expectations for all s; in addition to providing for s critical thinking, reflection and problem solving. Goals are aligned with national, NJ, COE standards and are articulated through the lesson presentations. Alignments are explained. Score..
Assessment Plan TWS Standard: The teacher sets significant, challenging, varied and appropriate learning Alignment with Learning Goals and Instruction Clarity of Criteria and Standards for Performance Multiple Modes and Approaches Technical Soundness Adaptations Based on the Individual Needs of Students Minimal plans for pre and post assessments provided; assessments do not measure learning Assessments contain no criteria for measuring performance relative to learning The assessment plan fails to demonstrate evidence of assessment other than after instructions. No knowledge of formal/informal assessments Assessments are not designed to measure lessons goals and objectives; scoring procedures are inaccurate. Teacher does not attempt to address or link assessments to the development of each s needs. Content and methods of assessment lack congruence with learning goals or lack cognitive complexity. Assessments contain poor criteria for measuring elementary student performance relative to learning The assessment plan includes only one assessment mode and does not assess s before, during, and after instruction. Limited knowledge of formal and informal assessments Assessments are not valid; scoring procedures are inaccurate; items are poorly written; directions are confusing Teacher does not adapt assessments to meet the development of each elementary student s individual needs. Some of the learning goals are assess through the assessment plan, but many are not congruent with learning goals in content and cognitive complexity. Assessment criteria have been developed for measuring performance, but they are not clear or are not explicitly linked to learning The assessment plan includes multiple modes but are either pencil/paper based (not performance based) and/or do not require the integration of knowledge, skills and critical thinking for s. Some knowledge of formal and informal assessments. Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear. Teacher makes adaptations to assessments that are appropriate to meet the development of some elementary student s individual needs. Each of the learning goals is assessed by the assessment plan; assessments are congruent with the learning goals in content and cognitive complexity. Assessment criteria are clear, measuring performance, and are explicitly linked to the learning The assessment plan includes multiple assessment modes (performance assessments) and assesses elementary student performance throughout the instructional sequence. Good knowledge of formal and informal assessment. Assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students. Teacher makes adaptations to assessments that are appropriate to meet the development of most s individual need. All learning goals are assessed by the assessment plan, and provide students with constructive feedback on their learning. Assessment criteria are linked to learning goals; accurately documenting learning. The assessment plan uses formal/informal assessments and student s selfassessments to assess performance and to plan, evaluate and strengthen instruction. Assessments are valid and clearly. Data was used to document students strengths and opportunities for learning. Teacher s adaptations to assessments meet the development of all s individual needs and are creative and show problem-solving skills. Sco.0.0
Design for Instruction TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. No lesson Few lessons include Most lessons include All lessons include All lessons include includes integrated curricular integrated curricular integrated curricular integrated curricular integrated (learning) Few (learning) Most (learning) All (learning) goals, curricular learning activities, learning activities, learning activities, demonstrating critical Alignment with (learning) assignments and assignments and assignments and thinking and reflection Curricular No learning resources are aligned with resources are aligned resources are aligned in activities and Learning Goals activities are curricular (learning) with curricular (learning) with curricular (learning) assignments. aligned to learning Not all curricular (learning) Most curricular All curricular goals are covered in the (learning) goals are (learning) goals are Accurate Representation of Content Across Curriculum Lesson and Unit Structure Use of a Variety of Instruction, Activities, Assignments and Resources Teacher does not attempt to provide any connections across content areas for elementary students, and does not demonstrate purpose and relevancy of content. The lessons within the unit do not demonstrate knowledge of how content is created and developed. A single, instructional modality is used with textbook as only reference. design. Teacher provides few connections across curriculum and content areas for elementary students. The use of content appears to contain numerous inaccuracies. Content seems to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure. The lessons within the unit are not logically organized (e.g., sequenced). Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (e.g., work covered in the design. Teacher provides some connections across curriculum and content areas for elementary students. The use of content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline. The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning Some variety in instruction, activities, assignments, or resources, but with limited opportunities for covered in the design. Teacher provides adequate connections across curriculum and content areas for s. The use of content appears to be accurate. Focus of the content is congruent with the big ideas or structure of the discipline. Most lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning Significant variety across instruction, activities, assignments, and/or resources. This variety includes many Teacher provides significant connections across curriculum and content areas for learning, stressing depth and breadth of content. All lessons within the unit demonstrate how knowledge of content is created and organized and integrate knowledge from other fields of content. All instructional strategic assignments are varied and include multiple opportunities for elementary Score....
No attempt made to consider social interaction or active engagement of learners to accommodate individual learner needs sheets). No opportunities for s to engage in positive social interaction or actively engage in lessons to accommodate individual learner needs. s to engage in positive social interaction and active engagement in lessons. Some attention paid to individual needs. opportunities for s to engage in positive social interaction and active engagement in lessons to accommodate most learner needs. students to engage in positive social interaction and active engagement to accommodate for individual learner needs and to achieve lesson. Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resources Use of Technology Instruction has not been based upon knowledge of subject matter, students or preassessment data. Teacher does not use technology during instruction. Instruction has been designed with very limited reference to contextual factors and preassessment data. Activities and assignments do not appear productive and appropriate for each student. Technology is inappropriately used and inappropriate rationale is provided. Some instruction has been designed with reference to contextual factors and preassessment data. Some activities and assignments appear productive and appropriate for each student. Teacher uses technology but it does not make a significant contribution to teaching and learning or teacher provides limited rationale for not using technology. Most instruction has been designed with reference to contextual factors and preassessment data. Most activities and assignments appear productive and appropriate for each student. Teacher integrates appropriate technology that makes a significant contribution to teaching and learning or provides a strong rationale for not using technology. All instruction addresses the diverse needs of individual students and contextual factors of community, school and the elementary class. Teacher integrates a variety of media and technology into instruction and relates both directly to lesson
Instructional Decision-Making TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions. Sound Professional Practice Modifications Based on Analysis of Student Learning Instructional decisions are inappropriate for age of elementary student, content, and community. Teacher treats elementary class as one plan fits all with no modifications. Fails to demonstrate evidence of instructional modifications. Many instructional decisions are inappropriate and not pedagogically sound. Limited modifications of the instructional plan have been made, to accommodate individual elementary learners. Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound. Some modifications of the instructional plan are made to address individual elementary student needs, but these are not based on the analysis of student learning, best practice, or contextual factors. Most instructional decisions are pedagogically sound (i.e., they are likely to lead to learning). Appropriate modifications of the instructional plan are made to address individual student needs. These modifications are informed by the analysis of learning/performance, best practice, or contextual factors. Most instructional decisions are pedagogically sound and build on concepts and skills previously learned. Appropriate modifications of the plan are made to individualize instruction. Rational to improve student progress is provided. Score.. Congruence Between Modifications and Learning Goals Inappropriate modification in instruction. Modifications in instruction lack congruence with learning Modifications in instruction are somewhat congruent with learning Modifications in instruction are congruent with learning Modifications in instruction are congruent with learning goals and cites current research as the rationale for the modifications...0.
Analysis of Student Learning TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Clarity and accuracy of Presentation Alignment with Learning Goals Interpretation of Data Evidence of Impact on Student Learning Presentation does not include data. Neither analysis of student learning nor visual representation is aligned with learning Interpretation is unsupported by data Analysis is weak and fails to provide subgroup achievement Presentation is not clear and accurate; it does not accurately reflect the data. Analysis of student learning is aligned with learning Visual representations do not include whole class, sub-groups or individual students. Interpretation is inaccurate, and conclusions are missing. Analysis of student learning fails to include evidence of impact on student learning in terms of numbers of students who achieved and made progress toward learning No remediation is Presentation is understandable and contains few errors. Analysis of student learning is general with learning goals and/or fails to provide a comprehensive profile of student learning relative to the goals for the whole class, subgroups, and two individuals. Interpretation is technically accurate, but conclusions are missing or not fully supported by data. Analysis of student learning includes incomplete evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward learning Limited Presentation is easy to understand and contains no errors of presentation. Analysis is fully aligned with learning goals and provides a comprehensive profile of student learning for the whole class, subgroups, and two individuals. Interpretation is meaningful, and appropriate conclusions are drawn from the data. Analysis of student learning includes evidence of the impact on student learning in terms of number of students who achieved and made progress toward each learning goal. Remediation is Contains no errors of presentation. Presentation is communicated with the use of technology and media. Analysis is thorough and complete, recognizing student progress in developing content proficiency. Visual and narrative summaries demonstrate the extent of student progress. Interpretation is comprehensive. Appropriate conclusions are drawn from the data. Candidate has detailed assessment of student gains. A thorough analysis of the learning gains of all students and subgroups is presented. Remediation is specific. Score
provided. remediation is provided. specific. Reflection and Self-Evaluation TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. No evidence or Provides one possible Provides evidence but Uses evidence to Uses evidence to reasons provided to reason as evidence to simplistic, superficial support conclusions support more than four support conclusions support conclusions reasons are given or drawn in Analysis of conclusions drawn in drawn in Analysis of drawn in Analysis of hypotheses to support Student Learning Analysis of Student Interpretation of Student Learning Student Learning. conclusions drawn in section. Learning section. Student section. Analysis of Student Explores multiple Learning Learning section. hypotheses for why some students did and others did not meet Insights on Effective Instruction and Assessment Alignment Among Goals, Instruction and Assessment No attempt is made to reflect on practice. No evaluation of the effects professional decisions have on student learning is present. Provides no rationale for why some activities or assessments were more successful than others. Does not connect learning goals, instruction, and assessment results in the discussion of student learning and effective instruction and/or the connections are irrelevant or Attempt is made to reflect on practice, but fails to evaluate the effects professional decisions have on student learning. Rationale describing purpose of activities or assessments is confusing; insights limited to knowledgebased instruction and use of formal assessments. Connections among learning goals, instructions and assessments are irrelevant or inaccurate. Reflects on practice by identifying successful and unsuccessful practices or assessments and superficially evaluating the effects professional decisions have on student learning (no use of theory or research). Connects learning goals, instructions, and assessment results in the discussion of student learning and effective instruction, but misunderstandings or conceptual gaps are present. Reflects on practice by identifying successful and unsuccessful activities and assessments, evaluating the effects professional decisions have on student learning by providing plausible reasons (based on theory or research) for their success or lack thereof. Logically connects learning goals, instruction, and assessment results in the discussion of student learning and effective instruction. learning Reflects, in depth, on practice, extensively evaluating the effects professional decisions have on student learning. Current research on teaching is incorporated as supportive documentation. Connects learning goals, instruction and assessment results in the discussion of student learning and effective instruction. Current research findings are incorporated as supportive documentation. Score.
inaccurate. Implications for Future Teaching Provides no ideas or inappropriate ideas for redesigning learning goals, instruction, and assessment. Provides limited ideas for redesigning learning goals, instruction, and assessment. Rationale is inadequate; or absent. Provides ideas for redesigning learning goals, instruction, and assessment but offers no rationale for why these changes would improve student learning. Provides ideas for redesigning learning goals, instruction, and assessment and explains why these modifications would improve student learning. Provides a repertoire of strategies, offering specific alternative actions complete with probable successes for student learning. Implications for Professional Development Provides no professional learning goals or evidence of future use of resources available for professional learning or related to the education of s. Provides goals that are not related to the insights and experiences described in this section. Little evidence of future use of resources available for professional development related to the education of s. Presents professional learning goals that are not strongly related to the insights and experiences described in this section and/or provides a vague plan for meeting the goals and a commitment to use resources available for professional development related to the education of s. Presents professional learning goals that emerge from the insights and experiences described in this section. Describes at least one specific step to meet these goals and a commitment to use resources available for professional development related to the education of s. Presents four or more professional learning goals that clearly emerge from the insights and experiences described in this section. Describes at least two specific steps to meet these goals and a commitment to use resources available for professional development related to the education of s..