Introduction to Social Portfolio INTRODUCTION TO SOCIAL STUDIES PORTFOLIO RUBRIC Trait 1 2 3 4 5 Unacceptable Beginning Developing Capable Accomplished Does not define the Vaguely defines the purpose of the social purpose of the social studies portfolio. studies 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 social studies 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 social studies learning outcomes. There are no connections made between the TWS NCATE social studies elements and the College of Education Outcomes. The connections made between the NCSS elements of the TWS and the COE Outcomes are minimal The connections made between the NCSS social studies elements of the TWS and the COE Outcomes are satisfactory. The connections made between the NCSS social studies elements of the TWS and the College of Education Outcomes are clear. The connections made between the NCSS social studies elements of the TWS and the COE Outcomes are clear and focused. There is no description of the elements in the TWS portfolio organization. The description of the elements in the organization of the TWS portfolio is vague and not easily understood. The description of the elements in the TWS portfolio organization is acceptable. The description of elements in the TWS portfolio organization is logical and in format easy to understand. The description of the elements in the organization is excellent, well thought out, and logical.
SOCIAL STUDIES PHILOSOPHY STATEMENT RUBRIC Trait 1 2 3 4 5 Unacceptable Beginning Developing Capable Accomplished Philosophy Statement Offers no evidence that the candidate has the student as the focus in the philosophy. Offers minimal candidate has the student as the focus in the philosophy. Offers adequate candidate has the student as the focus in the social studies philosophy. Offers significant candidate has the student as the focus of the social studies philosophy. Offers superior evidence that the candidate has the student as the focus social studies philosophy. Offers no evidence that the NCSS themes and SPECTRUM model are in the framework Offers minimal NCSS themes and SPECTRUM model are in the framework. Offers adequate NCSS themes and NCATE SPECTRUM model are in the framework. Offers significant NCSS thematic standards and NCATE SPECTRUM model, k, s, v & d, are in the framework. Offers superior evidence that the NCSS thematic standards and NCATE SPECTRUM model k, s, v & d are in the framework. Offers no evidence that the candidate understands social studies theory and research. Offers minimal candidate understands social studies theory and research. Offers adequate candidate understands social studies theory and research. Offers significant candidate understands social studies theory and research. Offers superior evidence that the candidate understands theory and research. Offers no evidence that the candidate has gained insight into teaching and learning through field experiences and coursework. Offers minimal candidate has gained insight into social studies teaching and learning through field experiences and coursework. Offers adequate candidate has gained insight into teaching and learning through field experiences Offers significant candidate has gained insight into teaching and learning through field experiences Offers superior evidence that the candidate has gained insight into social studies teaching and learning through field experiences and coursework.
and coursework. and coursework.
Knowledge of Community, School and Classroom Factors Contextual Factors Rubric TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning. Rating 1 2 3 4 5 Score Indicator Unacceptable Beginning Developing Capable Accomplished Displays no social studies knowledge of the characteristics of the community, school, and classroom. Knowledge of Characteristics of Students Knowledge of Students Varied Social Approaches to Learning Knowledge of Students Skills and Prior Social Displays no social studies knowledge of student differences (e.g., development, interests, culture, abilities/disabilities). Fails to demonstrate understanding of a variety of social studies approaches to learning among students, e.g., multiple intelligences and/or learning modalities. Displays no knowledge of students skills and previous Displays minimal, irrelevant, or biased knowledge of the characteristics of the community, school, and classroom. Displays minimal, stereotypical, or irrelevant knowledge of 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. Identifies the value of understanding students skills and previous learning but Displays some social studies knowledge of the characteristics of the community, school, and classroom that may affect learning. Displays general knowledge of student differences (e.g., development, interests, culture, abilities/disabilities). Demonstrates general understanding of a variety of social studies approaches to learning among students and can distinguish between multiple modalities. Identifies the value of understanding students social studies skills and Displays a comprehensive understanding of the characteristics of the community, school, and classroom that may affect learning. Displays general and specific social studies knowledge of student differences (e.g., development, interests, culture, abilities/disabilities). Articulates an understanding of varied learning modalities and multiple intelligences. Displays knowledge of understanding students social studies skills and Displays and explains an in-depth social studies understanding of the characteristics of the community, school, and classroom that may affect learning with specific data, cited sources, and/or statistics. Displays and explains in-depth knowledge of student differences (e.g., development, interests, culture, abilities/disabilities). Articulates general and specific understanding of varied learning modalities and multiple intelligences. Articulates an indepth understanding of students social studies skills and
Learning Implications for Social Instructional Planning and Assessment learning and does not indicate either is important. Does not provide implications for social studies instruction and assessment based on student individual differences and community, school, and classroom characteristics or provides inappropriate implications. demonstrates its importance for the whole class only. Provides minimal implications for social studies instruction and assessment based on student individual differences and community, school, and classroom characteristics or provides inappropriate implications. previous learning for the group and individuals. Provides general implications for instruction and assessment based on student individual differences and community, school, or classroom characteristics. previous learning, including special needs students. Provides specific implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics. previous learning for the group and individuals including special needs students. 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 Rubric TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals. Rating Indicator Significance, Challenge and Variety of Social Goals Clarity of Social Goals Appropriateness of Goals for Students Alignment of Social Goals with National, State or Local Standards 1 Unacceptable 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 national, NJCCCS and COE standards 2 Beginning 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 NCSS thematic standards, NJCCCS or COE standards. 3 Developing goals reflect several types or levels of learning but lack significance or challenge Some of the social studies goals are clearly stated as learning outcomes. Some goals are developmentally appropriate and address some prerequisite knowledge, skills, experiences, and other student needs. Some goals are aligned with NCSS thematic standards, NJCCCS or COE standards. 4 Capable goals reflect several types or levels of learning and are significant and challenging. Most of the social studies goals are clearly stated as learning outcomes Most goals are developmentally appropriate; addresses prerequisite knowledge, skills, experiences and other student needs are considered. Most of the social studies goals are explicitly aligned with NCSS thematic standards, NJCCCS and COE standards. 5 Accomplished 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 students in addition to providing for students critical thinking and reflection. goals are aligned with NCSS thematic standards, NJCCCS, COE standards and are articulated through the lesson presentations. Score
Alignments are explained.
Assessment Plan Rubric TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals. Rating Indicator Alignment with Social Learning Goals and Instruction Clarity of Criteria and Standards for Performance Multiple Modes and Approaches For Social Assessment 1 Unacceptable Minimal plans for pre and post assessments are provided; assessments do not measure learning goals. The assessments contain no criteria for measuring student performance relative to the learning goals. The assessment plan fails to demonstrate evidence of student assessment other than after instructions. Limited social studies 2 Beginning NJCCCS 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. The assessment plan includes only one assessment mode and does not assess students before, during, and after instruction. 3 Developing Some of the learning goals are assessed through the assessment plan, but many are not congruent with NJCCCS 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 goals. 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. 4 Capable The NJCCCS & the learning goals are 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 social studies learning goals. The assessment plan includes multiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the instructional sequence. 5 Accomplished All NJCCCS & the learning goals are assessed by the assessment plan, and provide students with constructive feedback on their learning. Assessment criteria are linked to social studies learning goals; accurately documenting student social studies learning. The assessment plan uses formal/informal assessments and student s selfassessments to assess student performance and effectiveness of the Score
Technical Soundness Of Social Assessments Adaptations Based on the Individual Needs of Social Students knowledge of 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 social studies 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. 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 social studies problemsolving skills by teacher candidate.
Design for Instruction Rubric TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Rating Indicator 1 Unacceptable 2 Beginning 3 Developing 4 Capable 5 Accomplished No lesson is Few lessons are Most lessons are All lessons are All lessons are linked to the explicitly linked to the explicitly linked to the explicitly linked to the explicitly linked to NJCCCS, NJCCCS, NCSS themes NJCCCS, NCSS NJCCCS, NCSS the NJCCCS, NCSS NCSS themes or a themes or themes or themes or social Alignment or a social learning goal. Few learning goals. Most learning goals. All studies learning with learning learning activities, learning activities, learning activities, goals and goal. No assignments and assignments and assignments and demonstrate critical Learning learning resources are aligned resources are aligned resources are aligned thinking and Goals activities are with with with reflection in aligned to social learning goals. Not all learning goals. Most learning goals. All activities and studies learning learning learning learning assignments. goals. goals are covered in the goals are covered in the goals are covered in the Accurate Representation of Social Content Lesson and Unit Structure Teacher does not demonstrate purpose and relevancy of NJCCCS social studies content. The social studies lessons within the unit do not demonstrate knowledge of how social design. Teacher s use of NJCCCS content appears to contain numerous inaccuracies. Social studies 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). design. Teacher s use of NJCCCS content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the social studies discipline. The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward design. Teacher s use of NJCCCS 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 Teacher provides NJCCCS interdisciplinary cross- content approach to student learning, stressing depth and breadth of social studies content. All lessons within the unit demonstrate how knowledge of NJCCCS social studies content is created and Score
Use of a Variety of Activities, Assignments and Resources For Social Instruction Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resources Use of Technology to Teach Social studies content is created and developed. A single social studies instructional modality is used with social studies textbook as only reference. instruction has not been based upon knowledge of subject matter, students or preassessment data. teacher does not use technology during social studies instruction. Little variety of social studies instructional 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 pre-assessment data. activities and assignments do not appear productive and appropriate for each student. Technology is inappropriately used in lesson and inappropriate rationale is provided. achieving the social studies learning goals. Some variety in social studies 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. goals. Significant variety across the social studies curriculum instruction, activities, assignments, and/or resources. This variety makes a clear contribution to social studies 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. organized and integrates knowledge from other fields of content. instructional strategic assignments are varied to accommodate individual learners and to achieve social studies lesson goals. 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 goals.
Instructional Decision-Making Rubric TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions. Rating Indicator Sound Professional Practice Modifications Based on Analysis of Student Social Learning Congruence Between Modifications and Social Learning Goals 1 Unacceptable 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. 2 Beginning Many instructional decisions are inappropriate and not pedagogically sound. Limited modifications of the instructional plan have been made, to accommodate individual learners. Modifications in social studies instruction lack congruence with social studies learning goals. 3 Developing 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, but these are not based on the analysis of student learning, best practice, or contextual factors. Modifications in social studies instruction are somewhat congruent with learning goals. 4 Capable 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. These modifications are informed by the analysis of student learning/performance, best practice, or contextual factors. Modifications in social studies instruction are congruent with social studies learning goals. 5 Accomplished Most social studies 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. Modifications in instruction are congruent with learning goals Score
and cite current research as the rationale for the modifications. Analysis of Student Learning Rubric TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Rating Indicator Clarity and Accuracy of Designed Presentation Alignment with Social Learning Goals Interpretation of Social Student Data 1 Unacceptable presentation does not include data. Neither analysis of student learning nor visual representation is aligned with social studies learning goals. Interpretation of social studies student data is unsupported by any relevant data 2 Beginning presentation is not clear and accurate; it does not accurately reflect the data. Analysis of student learning is aligned with learning goals. Visual representations do not include whole class, sub-groups or individual students. Interpretation of student data is inaccurate, and conclusions are 3 Developing Social studied 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 of student data is technically accurate, but 4 Capable presentation is easy to understand and contains no errors of presentation. Analysis is fully aligned with social studies learning goals and provides a comprehensive profile of student learning for the whole class, subgroups, and two individuals. Interpretation of student data is meaningful, and appropriate 5 Accomplished Contains no errors in presentation. Social studies 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 of social studies student data is comprehensive. Appropriate Score
Evidence of Impact on Student Learning Analysis is weak and fails to provide subgroup achievement of learning. 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 goals. No remediation is provided. 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 goals. Limited remediation is provided. 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 social studies learning goal. Remediation is specific. 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.
Reflection and Self-Evaluation Rubric TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Rating Indicator 1 Unacceptable 2 Beginning 3 Developing 4 Capable 5 Accomplished Interpretation of Student Learning Insights on Effective Instruction and Assessment Alignment Among Social Goals, Instruction and Assessment No evidence or reasons provided to support conclusions drawn in Analysis of Student Social Learning section. Provides no rationale for why some activities or assessments were more successful than others. Does not connect NJCCCS social studies learning goals, instruction, and assessment results in the Provides one possible reason as evidence to support conclusions drawn in Analysis of Student Social Learning. Rationale for social studies activities or assessments presented in confusing manner; insights limited to knowledge-based instruction and use of formal assessments. Connections among NJCCCS social studies learning goals, instructions and assessments are irrelevant or Provides evidence but simplistic, superficial reasons are given or hypotheses to support conclusions drawn in Analysis of Student Learning section. Identifies successful and unsuccessful social studies activities or assessments and superficially explores reasons for their success or lack thereof (no use of theory or research). Connects NJCCCS learning goals, instructions, and assessment results in the discussion of student Uses evidence to support conclusions drawn in Analysis of Student Social Learning section. Identifies successful and unsuccessful activities and assessments and provides plausible reasons (based on theory or research) for their success or lack thereof. Logically connects NJCCCS social studies learning goals, instruction, and assessment results in the discussion of Uses evidence to support more than four conclusions drawn in Analysis of Student Learning section. Explores multiple hypotheses for why some students did and others did not meet learning goals. 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. Connects NJCCCS learning goals, instruction and assessment results in the discussion of student Score
discussion of student learning and effective instruction and/or the connections are irrelevant or inaccurate. inaccurate. learning and effective instruction, but misunderstandings or conceptual gaps are present. student learning and effective instruction. learning and effective instruction. Current research findings are incorporated as supportive documentation. Implications for Future Teaching Implications for Social Professional Development Provides no ideas or inappropriate ideas for redesigning social studies learning goals, instruction, and assessment. Provides no professional social studies learning goals. Provides limited ideas for redesigning learning goals, instruction, and assessment. Rationale is inadequate; or absent. Provides social studies goals that are not related to the insights and experiences described in this section. Provides ideas for redesigning social studies learning goals, instruction, and assessment but offers no rationale for why these changes would improve student social studies 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 social studies goals. Provides ideas for redesigning social studies 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. Provides a repertoire of strategies, offering specific alternative actions complete with probable successes for student learning. Presents four or more professional social studies learning goals that clearly emerge from the insights and experiences described in this section. Describes at least two specific steps to meet these goals
Writing Mechanics and Organization Rubric Standard: TWS Portfolio is organized clearly, grammatically correct and written in standard English. Trait 1 Unacceptable 2 Beginning 3 Developing 4 Capable 5 Accomplished Writing Mechanics The use of standard written English is unsatisfactory at this level. More than 10 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, subject-verb agreement may exist or 2 or more fragments or run-ons may exist in social studies writing. The use of standard written English is adequate with no more than 8 errors in punctuation, capitalization, subject-verb agreement may exist or 1 or more fragments or run-ons may exist in social studies writing. The use of standard written English is good with no more than 5 errors in social studies writing. The use of standard written English is outstanding with no more than 2 errors in punctuation, capitalization, subjectverb agreement may exist in writing. No fragments or run-ons may exist Use of Syntax in Social Writing Syntax and word choice may be unsatisfactory, or the writing may lack cohesion in social studies writing. Syntax and word choice may need attention, or the writing may lack cohesion in social studies writing. 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.