2011 - 2012
Nova Southeastern University
Abraham S. Fischler School of Education
Undergraduate Teacher Education Program
Middle & Secondary English
Portfolio Review Checklist
Teacher Candidate: ______ID #: ______
NSU Campus ______NSU Email: ______Program______
Benchmarks / Field Experiences Present? / Benchmark Completed? / Testing Information -- Evidence of passing scores on:Benchmark I / Yes No / Yes No / GK / Professional or PRAXIS 1 / Subject Area or PRAXIS 2
Benchmark II / Yes No / Yes No / Yes No / Yes No / Yes No
Benchmark III / Yes No / Yes No / If NO is checked for TESTING INFORMATION, list areas not
passed/missing
Benchmark IV / Yes No / Yes No
Secondary English Education Program Exam
NCTM Content Standards (9 – 15) / Evidence of
Assessment / Passing Score
FTCE Practice Test / Yes / No / Yes / No
Comprehensive English Test / Yes / No / Yes / No
Matriculation letter included? ____Yes ____ No
DIRECTIONS: The Teacher Candidate must achieve “MET” or “EXCEEDED” on all criteria in order to pass the Portfolio Review. Directions for how to complete the Portfolio Introduction and Conclusion are located at http://www.nova.edu/~karpj/portfolio_website/about.html
Portfolio Conclusion Reflection Rubric Gradations of Quality:
Exceeded Standards – 90% - 100% – All criteria are met.
Met Standards – 80% – 89% – Most criteria are met; some criteria may be partially met.
Not Met Standards – 79% or below – Most criteria for item are partially met and/or missing.
The Reviewer evaluates the Introduction and Conclusion DURING THE FINAL PORTFOLIO REVIEW (EDUC 4502). After the evaluation, the reviewer checks off the gradations of quality using the following rubric. These scores are averaged for the final Portfolio Review grade.
Portfolio Conclusion Reflection
Element / NOT MET(0 pt.) / MET
(4 pts.) / EXCEEDED
(5 pts.)
Introduction/Overview / Little or no evidence of required elements is provided. / Required elements are minimally provided. / Required elements are clearly provided, and optional items are included.
Candidate addresses his/her philosophy about the learning, teaching and assessment of English in grades 6 – 12
/ Relationship is addressed with no reference to: / Relationship is addressed with some reference to: / Relationship is addressed with clear reference to:
- Equity / - Equity / - Equity
- Use of stimulating curricula / - Use of stimulating curricula / - Use of stimulating curricula
- Effective teaching / - Effective teaching / - Effective teaching
- Commitment to learning with understanding / - Commitment to learning with understanding / - Commitment to learning with understanding
- Use of various assessments / - Use of various assessments / - Use of various assessments
- Use of various teaching tools including technology / - Use of various teaching tools including technology / - Use of various teaching tools including technology
Candidate addresses the relationship between the portfolio and the program standards / Relationship is addressed with less than two references (i.e., drawn from Field-based Experiences) to: / Relationship is addressed with two to three references (i.e., drawn from Field-based Experiences) to: / Relationship is addressed with more than three clear references (i.e., drawn from Field-based Experiences) to:
- Selection and use of differentiated curricula / - Selection and use of differentiated curricula / - Selection and use of differentiated curricula
- Selection and use of concrete materials / - Selection and use of concrete materials / - Selection and use of concrete materials
- Use of varied assessment approaches / - Use of varied assessment approaches / - Use of varied assessment approaches
- Planning units and lessons aligned to local, state, and national English goals / - Planning units and lessons aligned to local, state, and national English goals / - Planning units and lessons aligned to local, state, and national English goals
- Knowledge of research results in the teaching and learning of English / - Knowledge of research results in the teaching and learning of English / - Knowledge of research results in the teaching and learning of English
- Use of different types of instructional strategies in planning lessons / - Use of different types of instructional strategies in planning lessons / - Use of different types of instructional strategies in planning lessons
- Ability to promote student problem solving skills, and in-depth conceptual understanding. / - Ability to promote student problem solving skills, and in-depth conceptual understanding. / - Ability to promote student problem solving skills, and in-depth conceptual understanding.
Candidate reflects on the use of each NCTE Standard to improve the effectiveness
Student Learning / Relationship is addressed with little or no reference to: / Relationship is addressed with some referenced to: / Relationship is addressed with multiple clear and detailed examples/references to:
- Student teaching that includes observing and participating in both middle and secondary English / - Student teaching that includes observing and participating in both middle and secondary English / - Student teaching that includes observing and participating in both middle and secondary English
- Increasing students’ knowledge of English / - Increasing students’ knowledge of English / - Increasing students’ knowledge of English
Candidate meets university writing standards / Writing is riddled with errors and clearly not proofread / Writing meets university standards with some errors / Writing meets university standards with very few errors
Totals
Student Score on Rubric: ______Grade: ______
Comments:
Instructor’s Signature: ______Date: ______
Key Assessments Checklist
Directions: The teacher candidate checks the courses required for his/her program in the table below and places the corresponding Key Assessment in the portfolio. The Reviewer scores the Key Assessments using the scoring key below and initials the appropriate column. Scoring Key:
1 = exceeded expectations (grade of A) 2 = met expectations (grade of B+, B, or B-)
3 = did not meet expectations (grade lower than B-, not graded, or missing)
4 = did not take/finish course at time of review 5 = Course was transferred in
Portfolio Review Code: 1 = 1st Review 2 = 2nd Review 3 = 3rd and FINAL Review
NOTE: Teacher Candidates must include all Key Assessments listed below from their Program’s required courses.
FEAP/INTASC Principle / Courses / Key Assessment / Score(1 – 4) / Portfolio review code 1, 2, or 3 / Reviewer’s
Initials
FEAP #1 Assessment
INTASC # 8 Assessment / SECE 4560
(FCAT Assignment) / Review Standardized (norm or criterion referenced) test scores for the purpose of improving teaching to meet the needs of students
FEAP #2 Communication
INTASC # 6 Communication / SECE 4320 / Communicate behavioral concerns and progress with families- Communication Plan
FEAP #3 Continuous Improvement
INTASC # 9 Reflection and Responsibility / ESOL 3340 / Participate in school-wide activities that contribute to improvement- Evidence and Reflection
FEAP #4 Critical Thinking
INTASC # 4 Variety of Instructional Approaches / SECE 4370
(Prob. Solving Tasks/Lesson Plan Assignment) / Demonstrate problem-solving strategies with a lesson plan that targets evaluation as a critical thinking tool for PreK – 12 students
FEAP #5 Diversity
INTASC # 3 Diversity in Learning / ESOL 4565 / Identify instructional (assessment) strategies for varying learning styles for students
FEAP #6 Ethics
INTASC # 9 Reflection and Responsibility / EDUC 3360 / Observation, discussion, and reflection on an ethical issue – code of ethics and case study
FEAP #7 Human Development and Learning
INTASC # 2 Human Development / SECE 4370
(Instructional Design & lesson Plans Assignment) / Varying activities and strategies to meet individual needs of students
EAP/INTASC Principle / Courses / Critical Task / Score
(1 – 4) / Portfolio review code 1, 2, or 3 / Reviewer’s
Initials
FEAP #8 Knowledge of Subject Matter
INTASC # 1 Knowledge of Subject Matter / FTCE Subject Area/PRAXIS II test scores
FEAP #9 Learning Environment
INTASC #5 Motivation and Management / SECE 4320 / Management/organization plan
FEAP #10 –a Planning
INTASC # 7 Instructional Planning Skills / EDUC 3520 / Standards-based lesson plan
FEAP #10 –b Planning
INTASC # 7 Instructional Planning Skills / SECE 4560 / Standards-based unit plan
or Instructional Plan
FEAP #11 Role of Teacher
INTASC # 10 Relationships & Partnerships / EDUC 3350 / Parent conference plan
FEAP #12 Technology
INTASC # 4 Variety of Strategies
Knowledge of Technology / EDUC 3330 / Presentation technologies
Field Experiences Checklist
Directions: The teacher candidate checks the courses required for his/her program in the table below, places the corresponding Field Experiences Verification Forms in the portfolio, and indicates the location of the field experiences by entering the school’s name. The Reviewer checks and initials the appropriate boxes, and enters the results on the first page of the Portfolio Review Checklist under Field Experiences and Benchmarks Completed sections.
Benchmark / Course / FieldExperiences
Completed
Yes / No / School Name / Reviewer
Initials
I / EDUC 1100
ESOL 2903
EDUC 3330
ESOL 3340
II / EDUC 3350
EDUC 3360
III / EDUC 3520 (Field Experience Supervision)
SECE 4320
SECE 4370 (Field Experience Supervision)
IV / SECE 4560
ESOL 4565
TOTAL NUMBER OF DIFFERENT FIELD EXPERIENCE PLACEMENTS ______
Directions: The portfolio reviewer signs and dates the appropriate columns at the close of EACH review. The reviewer indicates in the Remediation Notes section what the teacher candidate needs to address before the next review or to pass the final review.
Portfolio Review / Portfolio ReviewerName and Signature / Date / Remediation Notes
First
EDUC 3501
Benchmark III
Second
EDUC 4001
Benchmark IV
Third
EDUC 4502
Benchmark V
SECE English Revised Aug 2011