Evaluation Rubric and Glossary for Certification Portfolios




A.  General characteristics of the portfolio:

Did you choose every artifact from the appropriate grid for your program or was it approved through the artifact substitution process? Yes     No
Did you choose only artifacts that are faculty-approved assignments? Yes     No
Did you include a reflection for each standard?  (A single artifact can be used for more than one standard.) Yes     No
Did you include the pages on which the teacher has written, from one student teaching evaluation, in your portfolio? Yes     No

B.  Characteristics of reflections:

Does each reflection draws a clear connection between the Standard and the artifact(s)? Yes     No
Are you sure that your reflection does NOT simply state that the requirements in section C have been met, or that you agree with the standard?  
Have you provided a reflection that answers the question:  How does this artifact show that I have met the standard I am working on?  (This is the only question you need to address in this reflection.) Yes     No
Have you answered the above question for all parts of the standard you are working on?  (The exception to this is Standard One, where you need only address the final part of the standard.  Your content knowledge is assessed through Praxis II and your grades in your major/minor.) (See below for more information about what is “all parts of the standard.”) Yes     No
Has each reflection been carefully proofread? Yes     No

C.   Specific requirements for the reflection for each standard:
(requirements in bold must be met)

Standard One:
Teachers know the subjects they are teaching.
Does your reflection show how YOUR teaching made this content meaningful for pupils? (The remainder of the standard is addressed through Praxis II and your content coursework.) Yes     No
Standard Two:
Teachers know how children grow.
Does your reflection show that YOU understand that in a given class there will be pupils at a variety of developmental levels, and that YOU can adapt your teaching to these differences to promote students’ intellectual, social and personal development? Yes     No
Standard Three:
Teachers understand that children learn differently.
Does your reflection show that YOU understand that children learn differently because of a) internal (learning preferences/styles), external (cultural) differences, and b) exceptionalities, and c) that you can adapt your instruction to these kinds of differences? (may need more than one artifact) Yes     No
Standard Four:
Teachers know how to teach.
Does your reflection show that YOU can use varied instructional strategies, that these include technology, and that these strategies lead students to demonstrate critical thinking, problem solving, and performance skills? (may need more than one artifact) Yes     No
Standard Five:
Teachers know how to manage a classroom.
Does your reflection show that YOU understand what classroom/teaching characteristics promote individual and group motivation and positive behavior and YOU know how to include such characteristics in your classroom/teaching? (this artifact is not to be a lesson plan) Yes     No
Standard Six:
Teachers communicate well.
Does your reflection show that YOU can use effective verbal and non-verbal communication in your teaching, including instructional media and technology? (technology may be used for parent communication OR in classroom communication)
Does your reflection show how this communication has lead to active inquiry, collaboration and supportive interaction for your students? (may need more than one artifact)
Yes     No
Standard Seven:
Teachers are able to plan different kinds of lessons.
Does your reflection show that YOU plan systematically, based on YOUR knowledge of subject matter, your attention to state, national or district standards, and your knowledge of the community in which you teach, and of your students?  (may need more than one artifact) Yes     No
Standard Eight:
Teachers know how to test for student progress.
Does your reflection show that YOU include both formal and informal assessments?
Does your reflection show that your assessments not only cover intellectual, but also social and/or physical development of your students?
Yes     No
Standard Nine:
Teachers are able to evaluate themselves.
Does your reflection show that YOU can evaluate how your decisions affect pupils, parents and/or other teachers?
Does it also show how you seek out continuing professional development? (may need more than one artifact)
Yes     No
Standard Ten:
Teachers are connected with other teachers and the community.
Does your reflection show how YOU work with school colleagues, parents and/or the larger community? Yes     No

D.  Glossary of terms for portfolio reflection

Meaningful to students students want to learn materials – “hands on, hearts on, heads on,” connect to prior knowledge, connect to students’ real lives, group work, hands-on, etc.
Developmental levels student progress on a continuum of normal development – does not refer to disabilities, learning preferences/styles, etc.
Learn differently learning differences on an individual basis (not the same as developmental levels (above).
Internal differences learning styles/preferences
External differences cultural differences (attitudes toward learning, family relationships, etc.), effects of bias on various groups, economic differences.
Exceptionalities disabilities, developmental delays, gifts and talents.
Critical thinking higher level thinking skills such as application, synthesis, analysis (will be at students’ developmental level).
Problem solving students are presented with a problem to solve.
Performance skills students “perform”; for example, they write an essay or report, present information orally to the class, create a graph, art work, graphic organizer, many other possibilities.
Use of technology use of technology in the class with the students (includes your presentation supported by PowerPoint or other technology, but not your finding materials on the internet, printing them and bringing them to class). Can be your use of technology, students’ active use of technology in class or for homework. Technology is defined as computers, video/dvd, CDs, etc. Please include an artifact that goes beyond use of an overhead projector if at all possible.
Individual and group motivation what you do to help students want to learn and participate in your class.
Positive behavior students behaving as you want them to, following rules, etc; how you let students know what you expect.
Verbal communication teacher communicating in spoken words with students.
Nonverbal communication teacher uses face and/or body cues, or provides visual materials to communicate with students.
Technology teacher uses technology (e-mail, blogs, podcasting, website, etc.) to communicate with students or parents.
National, district or state standards the specific standards that you consulted in your planning and made sure your plans addressed.
Knowledge of your students their developmental levels, individual differences, interests, prior knowledge that you incorporated in your planning.
Knowledge of the community what you knew about the makeup of the community, its location, its resources, its history, or other specific knowledge that you incorporated in your planning.
Formal assessments are completed by students and graded by the teacher.
Informal assessments observations, reviews of student work without grading it, anecdotal records the teacher keeps, and more.
Professional development used in education circles to refer to activities like classes, workshops, inservice, book groups, added certification, advanced degrees, creation of professional development plans by teachers.
Work with colleagues, parents, and the larger community refers to developing professional, positive relationships, communicating effectively, and using others as resources for your teaching and your students.

Rubric Revision: 4/16/08