Introduction to Portfolio 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, State and NAEYC Standards, and the College of Education Outcomes. The connections made between the elements of the TWS, State and NAEYC Standards, and the COE Outcomes are minimal The connections made between the elements of the TWS, State and NAEYC Standards, and the COE Outcomes are satisfactory. The connections made between the elements of the TWS, State and NAEYC Standards, and the College of Education Outcomes are clear. The connections made between the elements of the TWS, State and NAEYC 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 P- student as the focus. Offers minimal evidence that the candidate has the P- student as the focus. Offers superior evidence that the candidate has the P- student as the focus. Offers adequate candidate has the P- student as the focus. Offers significant candidate has the P- student 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. Offers no evidence that the candidate understands theory and research relevant to early childhood. Offers minimal evidence that the candidate understands theory and research relevant to early childhood. Offers adequate candidate understands theory and research relevant to early childhood. Offers significant candidate understands theory and research relevant to early childhood. Offers superior evidence that the candidate understands theory and research relevant to early childhood. 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, and characteristics of the characteristics of the understanding of the the characteristics of the classroom; nor understands community, school, and community, school, and characteristics of the community, school, and Knowledge of and values the importance classroom and minimal classroom that may community, school, and classroom that may affect Community, and complex characteristics understanding and value of the affect learning and some classroom that may learning with specific data, School and of children s families and importance and complex understanding and value affect learning and a cited sources, and/or Classroom communities. characteristics of children s of the importance and good understanding and statistics. Candidate also Factors families and communities.. complex characteristics value of the importance clearly understands, and of children s families and and complex values the importance and communities.. characteristics of complex characteristics of children s families and children s families and Knowledge of Characteristics of Students Knowledge of Students Varied Approaches to Learning Knowledge of Students Skills and Prior Learning Displays no understanding of young children s characteristics and needs, and of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. Fails to demonstrate understanding of a variety of approaches to learning among students, e.g., multiple intelligences and/or learning modalities. Displays no knowledge of students skills and previous learning and does not indicate either is important. Does not indicate that understanding of young children s characteristics and needs is essential. Displays minimal, stereotypical, or irrelevant understanding of young children s characteristics and needs, and of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. Demonstrates general understanding of a variety of approaches to learning among students and may know one or two learning modalities but not a variety. Identifies the value of understanding students skills and previous learning but demonstrates its importance for the whole class,only, not recognizing the importance of understanding individual children s characteristics and needs,. Displays general understanding of young children s characteristics and needs, and of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. Demonstrates general understanding of a variety of approaches to learning among students and can distinguish between multiple modalities. Identifies the value of understanding students skills and previous learning for the group and individuals demonstrating an understanding of young children s characteristics and needs. communities.. Displays general and specific knowledge of understanding of young children s characteristics and needs, and of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. Articulates an understanding of varied learning modalities and multiple intelligences. Displays knowledge of understanding students skills and previous learning, including special needs students with a clear understanding of young children s characteristics and needs. communities. Displays and explains indepth understanding of young children s characteristics and needs, and of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. Articulates general and specific understanding of varied learning modalities and multiple intelligences. Articulates an in-depth understanding of students skills and previous learning for the group and individuals including special needs students with an indepth understanding of young children s characteristics and needs.
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. Goals presented are inappropriate for the class or set unrealistic expectations for students. Fails to develop goals aligned with NAEYC, state 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; nor address pre-requisite knowledge, skills, experiences, or other student needs. Goals are not aligned with NAEYC, 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 and address some pre-requisite knowledge, skills, experiences, and other student needs. Some goals are aligned with NAEYC, state 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; addresses pre-requisite knowledge, skills, experiences and other student needs are considered. Most of the goals are explicitly aligned with NAEYC, state 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 demonstrates realistic expectations for all students in addition to providing for students critical thinking and reflection. Goals are aligned with NAEYC, state, COE standards and are articulated through the lesson presentations. Alignments are explained.
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 Minimal plans for pre and post assessments are provided; assessments do not measure learning The assessments contain no criteria for measuring student performance relative to the learning goals nor provide for use of systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children s development and learning. The assessment plan fails to demonstrate evidence of student assessment other than after instructions. Limited knowledge of Content and methods of assessment lack congruence with learning goals or lack cognitive complexity. Assessments contain poorly stated criteria for measuring student performance leading to student confusion. No use of systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children s development and learning. The assessment plan includes only one assessment mode and does not assess students before, during, and after instruction. 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, but they are not clear or are not explicitly linked to the learning Some use of use systematic observations, documentation, and other assessment strategies responsibly in partnership with families and other professionals, to positively influence children s development and learning. The assessment plan includes multiple modes but all are either pencil/paper based (i.e., they are not performance assessments) and/or do not require the integration of knowledge, skills and critical thinking. Each of the learning goals is assessed through the assessment plan; assessments are congruent with the learning goals in content and cognitive complexity. Assessment criteria are clear and are explicitly linked to the learning Good use of systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children s development and learning. The assessment plan includes multiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the 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 student learning. Consisitent use of systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children s development and learning. The assessment plan uses formal/informal assessments and student s selfassessments to assess student performance and effectiveness of the
Technical Soundness Adaptations Based on the Individual Needs of Students formal/informal assessments Assessments are not designed to measure lessons goals and objectives; scoring procedures are inaccurate. Teacher does not address or link assessments to identified contextual factors. Assessments are not valid; scoring procedures are inaccurate; items or prompts are poorly written; directions and procedures are confusing to students. Teacher does not adapt assessments to meet the individual needs of students or these assessments are inappropriate. Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students Teacher makes adaptations to assessments that are appropriate to meet the individual needs of some students. instructional sequence. 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 individual needs of most students. instructional sequence. Assessments appear to be valid and clearly written. Assessments data used to document students strengths as well as opportunities for learning. Teacher s adaptations of assessments for all students needs to be met. Adaptations are creative and show evidence of outstanding problem-solving skills by teacher candidate. Design for Instruction TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. No Few lessons/activities are Most lessons/activities All lessons/activities are All lessons/activities lessons/activities explicitly linked to learning are explicitly linked to explicitly linked to are explicitly linked to are linked to Few learning learning Most learning All learning goals, learning goal. No activities, assignments and learning activities, learning activities, demonstrating critical Alignment with learning activities resources are aligned with assignments and assignments and thinking and reflection Learning Goals are aligned to learning Not all resources are aligned resources are aligned in activities and learning learning goals are covered with learning Most with learning All assignments. in the design. learning goals are learning goals are Accurate Representation of Content Teacher does not demonstrate purpose and relevancy of content. Teacher s use of content appears to contain numerous inaccuracies. Content seems to be viewed more as isolated skills and facts rather than covered in the design. Teacher s use of content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline. covered in the design. Teacher s use of content appears to be accurate. Focus of the content is congruent with the big ideas or structure of the discipline. Teacher provides cross-content approach to student learning, stressing depth and breadth of content.
Lesson and Unit Structure Use of a Variety of Instruction, Activities, Assignments and Resources Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resources Use of Technology 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. Instruction has not been based upon knowledge of subject matter, students or preassessment data. Teacher does not use technology during instruction. 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 sheets). 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. 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 contribution to learning. 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 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 makes a clear contribution to learning. 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 lessons within the unit demonstrate how knowledge of content is created and organized and integrates knowledge from other fields of content. Instructional strategic assignments are varied to accommodate individual learners and to achieve lesson All instruction addresses the diverse needs of individual students and contextual factors of community, school and 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 Congruence Between Modifications and Learning Goals Instructional decisions are inappropriate for age of student, content, and community. Teacher treats class as one plan fits all with no modifications. Fails to demonstrate evidence of instructional modifications. Inappropriate modification in instruction and environment. Many instructional decisions are inappropriate and not pedagogically sound. Limited modifications of the instructional plan have been made, to accommodate individual learners. Modifications in instruction and environment lack congruence with learning Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound. Some modifications of the instructional plan are made to address individual student needs and interests, but these are not based on the analysis of student learning or development, best practice, or contextual factors. Modifications in instruction and environment are somewhat congruent with learning Most instructional decisions are pedagogically sound (i.e., they are likely to lead to student learning). Appropriate modifications of the instructional plan are made to address individual student needs and interests. These modifications are informed by the analysis of student learning/performance, development, best practice, or contextual factors. Modifications in instruction and environment are congruent with learning 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 and development is provided. Modifications in instruction and environment are congruent with learning goals and cites current research as the rationale for the modifications.
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 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 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 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 the assessment and evaluation of student gains. A thorough analysis of the learning gains of all students and subgroups is presented. Remediation is specific.
No remediation is provided. learning Limited remediation is provided. goal. Remediation is 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 Provides no rationale for why some activities or assessments were more successful than others. No evidence that candidate is a continuous, collaborative learner who demonstrates knowledgeable, reflective, and critical perspectives making informed decisions that integrate knowledge from a variety of sources. Rationale for activities or assessments presented in confusing manner; insights limited to knowledge-based instruction and use of formal assessments. Little evidence that candidate is a continuous, collaborative learner who demonstrates knowledgeable, reflective, and critical perspectives making informed decisions that integrate knowledge from a variety of sources. Identifies successful and unsuccessful activities or assessments and superficially explores reasons for their success or lack thereof (no use of theory or research). There is evidence that candidate is a continuous, collaborative learner who demonstrates knowledgeable, reflective, and critical perspectives making informed decisions that integrate knowledge from a variety of sources. Identifies successful and unsuccessful activities and assessments and provides plausible reasons (based on theory or research) for their success or lack thereof. There is good evidence that candidate is a continuous, collaborative learner who demonstrates knowledgeable, reflective, and critical perspectives making informed decisions that integrate knowledge from a variety of sources. learning Reflects on own performance as a teacher focusing on the impact of the experience on student learning. Current research findings are incorporated as supportive documentation. There is strong evidence that candidate is a continuous, collaborative learner who demonstrates knowledgeable, reflective, and critical perspectives making informed decisions that integrate knowledge from a variety of
sources. Alignment Among Goals, Instruction and Assessment 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 inaccurate. Connections among learning goals, instructions and assessments are irrelevant or inaccurate. Connects learning goals, instructions, and assessment results in the discussion of student learning and effective instruction, but misunderstandings or conceptual gaps are present. Logically connects learning goals, instruction, and assessment results in the discussion of student learning and effective instruction. Connects learning goals, instruction and assessment results in the discussion of student learning and effective instruction. Current research findings are incorporated as supportive documentation. Implications for Future Teaching Implications for Professional Development Provides no ideas or inappropriate ideas for redesigning learning goals, instruction, and assessment. Provides no professional learning goals nor evidence that there will be use of ethical guidelines and other professional standards related to early childhood practice Provides limited ideas for redesigning learning goals, instruction, and assessment. Rationale is inadequate; or absent. Provides goals that are not related to the insights and experiences described in this section. Little evidence of future use of ethical guidelines and other professional standards related to early childhood practice Provides ideas for redesigning learning goals, instruction, and assessment but offers no rationale for why these changes would improve student learning. 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 future use of ethical guidelines and other professional standards related to early childhood practice Provides ideas for redesigning learning goals, instruction, and assessment and explains why these modifications would improve student learning. Presents professional learning goals that emerge from the insights and experiences descried in this section. Strong Likelihood of use of ethical guidelines and other professional standards related to early childhood practice Provides a repertoire of strategies, offering specific alternative actions complete with probable successes for student learning. 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 of ethical guidelines and other professional standards related to early childhood practice