EDUCATION and TRAINING CAREER FIELD:
TEACHING PROFESSIONS PATHWAY
FY2010 PORTFOLIO RUBRIC (ON-LINE RATING SUPPORT ONLY)
ASSESSOR TABULATION SHEET (CANNOT BE SUBMITTED)
Section I: Preparation for a Career in Education / (max: 20)Section II: Organizing Content Knowledge for Student Learning / (max: 20)
Section III: Creating an Environment for Student Learning / (max: 20)
Section IV: Teaching for Student Learning / (max: 20)
Section V: Teacher Professionalism / (max: 16)
Total Portfolio Score / (max: 100)
[All portfolios start from 4 points]
TEACHING PROFESSIONS – FY2010 PORTFOLIO RUBRIC (ON-LINE RATING SUPPORT ONLY)
SCORING KEY
[Assessors enter on-line (ONLY) the appropriate number beside the scoring component.]
4(Accomplished) / 3.5 / 3
(Proficient) / 2.5 / 2
(Emergent) / 1.5 / 1
(Insufficient) / 0
(Unacceptable)
· Verifies a thorough understanding of the domain concepts
· Each bullet is thoroughly addressed
· Appropriate evidence included and referenced in the domain entry
· Minimal grammatical / spelling errors that do NOT detract from the content / Greater than a 3 but not quite a 4 / · Demonstrates an understanding of the domain concepts
· Explanations are clear
· Each bullet is addressed
· Appropriate evidence included and referenced in the domain entry
· Minimal grammatical / spelling errors that do NOT detract from the content / Greater than a 2 but not quite a 3 / · Evidences a weak understanding of the domain concepts
· Explanations are clear
· Each bullet is addressed
· Appropriate evidence included and referenced in the domain entry
· Grammatical / spelling errors exist that DO detract from the content / Greater than a 1 but not quite a 2 / · No documentation of evidence
· Does not demonstrate sufficient understanding of the domain concepts
· Explanations are NOT clear
· Some bullets addressed and/or are unclear
· Appropriate evidence missing and/or not referenced in the domain entry
· Excessive grammatical / spelling errors that DO detract from the content / · No documentation of evidence
· Does not demonstrate an understanding of the domain concepts
· Writing is off topic, or missing
· Explanations are NOT clear
· Appropriate evidence missing and / or not referenced in the domain entry
· Excessive grammatical / spelling errors
that DO detract
from the content
Italicized text refers to Technology Unit
TEACHING PROFESSIONS – FY2010 PORTFOLIO RUBRIC (ON-LINE RATING SUPPORT ONLY)
SECTION I: PREPARATION FOR A CAREER IN EDUCATION
1-1 Evidencing My Competency in Academics and Meeting Personal Obligations / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0· Verifies personal level of core academics mastery
· Explains how mastering academics impacts both future teachers and their students
· Describes personal responsibility related to school expectations and personal obligations
1-2 Evidencing My Knowledge and Skills in Technology / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Documents the use of technology to enhance my learning, communication and productivity
· Examines legal/ethical, social/cultural and safety issues related to technology
· Defines criteria for determining the credibility of online information
1-3 Planning for My Career in Education / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Identifies various positions within education and the required knowledge and skills needed to obtain licensure (e.g., Praxis, INTASC)
· Evaluates my compatibility for a career in education (including my ability to manage stress)
· Creates a personal plan for a career in education
· Demonstrates appropriate language, conduct and appearance in educational settings
1-4 Describing Responsibility and Accountability Within Educational Systems / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Explain the history and organization of educational systems in the United States
· Describe the teacher’s responsibility/accountability in meeting both school/district and state/national policies and requirements
· Describe the school/district’s responsibility to students, parents and in meeting state/national policies and requirements
1-5 Demonstrating Effective Communication / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Demonstrates effective communication skills through reading, writing, listening and speaking
· Demonstrates the ability to lead and work on a team employing critical thinking, problem solving and innovation skills
Italicized text refers to Technology Unit
TEACHING PROFESSIONS – FY2010 PORTFOLIO RUBRIC (ON-LINE RATING SUPPORT ONLY)
SECTION II: ORGANIZING CONTENT KNOWLEDGE FOR STUDENT LEARNING
2-1 Becoming Familiar with Relevant Aspects of Students’ Background Knowledge and Experiences / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0· Describes how to locate learner background information and experiences; explains how it can be used in planning lessons
· Examines the implications of diversity in planning lessons
· Differentiates student learning capabilities in planning lessons
2-2 Articulating Clear Learning Goals for the Lessons that are Appropriate for the Students / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Explains the components of a lesson plan and the benefits of planning with clear goals and objectives
· Selects age-appropriate goals and objectives that align with state academic content standards
· Selects goals and objectives that are differentiated for varying abilities and learning styles and for multiple intelligences
2-3 Demonstrating an Understanding of the Connections Between the Content that was Learned Previously, the Current Content and the Content that Remains to be Learned in the Future / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Explains long range plans as they relate to previous and future lessons
· Demonstrates how lessons fit within the structure of the subject matter
2-4 Selecting Age-appropriate Teaching Methods, Learning Activities, Instructional Materials and Resources that are Aligned with the Goals and Objectives of the Lesson / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Examines how various developmentally-appropriate teaching methods are aligned with the goals and objectives of the lesson
· Describes how instructional materials and resources are used to enhance the lesson
· Identifies and describes the use of technology to reinforce the lesson’s developmental goals and objectives
2-5 Selecting Evaluation Strategies that are Appropriate for the Students and that are Aligned with the Goals of the Lesson / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Compares various evaluation / assessment strategies and the importance of each
· Demonstrates how evaluation / assessment results are used to meet the goals and objectives of the lesson
· Describes effective use of technology tools for evaluating /assessing student understanding
Italicized text refers to Technology Unit
TEACHING PROFESSIONS – FY2010 PORTFOLIO RUBRIC (ON-LINE RATING SUPPORT ONLY)
SECTION III: CREATING AN ENVIRONMENT FOR STUDENT LEARNING
3-1 Creating a Climate that Promotes Fairness / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0· Differentiates between equity and equality in a climate that promotes fairness
· Describes a climate and rationale for promoting fairness
· Illustrates how fairness can be actively encouraged
3-2 Establishing and Maintaining Rapport with Students / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Describes the importance of establishing and maintaining rapport in the classroom
· Illustrates various methods of establishing and maintaining rapport that are appropriate to all learners
3-3 Communicating Challenging Learning Expectations to Each Student / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Explains the importance of an environment in which challenging learning expectations are communicated
· Describes how teachers show through words, actions and attitudes that each student is capable of meaningful achievement
3-4 Establishing and Maintaining Consistent Standards of Classroom Behavior / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Explains the importance of effective classroom management techniques
· Identifies examples of developmentally-appropriate classroom management techniques
· Describes how to consistently and successfully maintain an environment where classroom behavior is appropriate
3-5 Making the Physical Environment as Safe and Conducive to Learning as Possible / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Identifies ways to make the environment physically and emotionally safe and conducive to learning
· Describes how to use the environment as a resource that accommodates all learners
· Explains health and safety issues associated with the use of technology in the classroom
Italicized text refers to Technology Unit
TEACHING PROFESSIONS – FY2010 PORTFOLIO RUBRIC (ON-LINE RATING SUPPORT ONLY)
SECTION IV: TEACHING FOR STUDENT LEARNING
4-1 Making Learning Goals and Instructional Procedures Clear to Students / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0· Describes how to clearly and accurately communicate learning goals and objectives to students
· Describes how to clearly and accurately communicate instructional procedures to students
4-2 Making Content Comprehensible to Students / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Explains the importance of instruction that is accurate and logical
· Illustrates how content can be made understandable to students
· Describes how the use of technology makes content understandable to students
4-3 Encouraging Students to Extend their Thinking / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Explains the importance of self-directed, creative and critical thinking
· Describes how higher-order thinking stimulates creative and critical thinking
· Demonstrates how technology can be used to extend student thinking
4-4 Monitoring Students’ Understanding of Content Through a Variety of Means, Providing Feedback to Students to Assist Learning, Adjusting Learning Activities as the Situation Demands / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Explains formal and informal methods for monitoring student understanding
· Describes how appropriate student feedback and data are used to effectively adjust instruction
4-5 Using Instructional Time Effectively / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Explains the importance of using instructional time effectively
· Describes how instruction is adjusted so students remain on task
· Illustrates how non-instructional procedures can be performed efficiently
Italicized text refers to Technology Unit
TEACHING PROFESSIONS – FY2010 PORTFOLIO RUBRIC (ON-LINE RATING SUPPORT ONLY)
SECTION V: TEACHER PROFESSIONALISM
5-1 Reflecting on the Extent to Which the Learning Goals Were Met / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0· Explains the importance personal reflection has on student learning and adjusting instructional practices
· Points out how feedback from others helps identify strengths and weaknesses of instructional practice
5-2 Demonstrating a Sense of Efficacy / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Defines and explains efficacy in the school environment
· Describes techniques teachers use to support students’ success
5-3 Building Professional Relationships with Colleagues to Share Teaching Insights and to Coordinate Student Learning Activities / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Examines how professional relationships improve instruction and address teaching concerns
· Identifies appropriate colleagues and resources for collaboration
· Describes examples of collaboration
5-4 Communicating with Parents or Guardians About Student Learning / 4 / 3.5 / 3 / 2.5 / 2 / 1.5 / 1 / 0
· Explains the importance of communication between school, family and community
· Illustrates how various forms of communication connect home, school and community