2010 - 2012

Nova Southeastern University

Abraham S. Fischler School of Education

Undergraduate Teacher Education Program

Prekindergarten/Primary Education

Portfolio Review Checklist

Teacher Candidate: NSU ID #:

NSU Campus: NSU Email:

Directions: The Reviewer indicates completion of the items listed in the tables below at each Portfolio Review.

Benchmarks / Field Experiences Verification Forms Present? / Benchmark Courses Completed?
Benchmark I / Yes / No / Yes / No
Benchmark II / Yes / No / Yes / No
Benchmark III / Yes / No / Yes / No
Benchmark IV / Yes / No / Yes / No
Testing Information:
Evidence of Passing Scores
Portfolio Review 1 / Portfolio
Review 2 / Portfolio
Review 3
GK / Professional or
PRAXIS 1 / Subject Area or
PRAXIS 2
Yes / No / Yes / No / 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

The Reviewer evaluates the Introduction and Conclusion during the final Portfolio Review (EDUC 4501 by checking off the gradations of quality on the following rubric.

Portfolio Introduction and Conclusion Rubric

Element / Not Met / Met / Exceeded
1. Introduced the purpose of the portfolio and program standards / Little to no evidence of required elements is present / Some evidence of required elements is present / Clear descriptions of required elements is present
2. Analyzed the importance of program standards / Little to no evidence of analysis of the importance of each program standard is present / A clear analysis of the importance of each program standard, including a description of how each standard will impact future practice, is present / A extensive analysis of the importance of each program standard, including a description of how each standard will impact future practice and student learning outcomes, is present
3. Applied the program standards / Little to no application (i.e., example) of each program standard is detailed / At least one specific application (i.e., example) for each program standard is clearly detailed / Multiple applications (i.e., examples) for each program standard is clearly detailed
4. Reflected on the use of the program standards / Little to no examples of student learning outcomes based on each program standard’s use is present / At least one specific example of student learning outcomes based on each program standard’s use is present, including knowledge of subject matter is present / Multiple examples of student learning outcomes based on each program standard’s use is present that lead to the improvement of student learning outcomes, including knowledge of subject matter and specific examples is present
5. Reflected future professional development needed to increase skills in applying program standards / Little to no examples of how the use of each program standard led to professional growth is present / At least one specific example examples of how the use of each program standard led to professional growth is present / Multiple examples of examples of how the use of each program standard led to professional growth is present


Key Assessments Checklist

Directions: The teacher candidate places the designated Key Assessment into 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/Final Review

FEAP/INTASC STANDARDS / Course / Key Assessment / Score
1-5 / Code
1-3 / Reviewer’s
Initials
FEAP 1 Assessment
INTASC 8 Assessment
NAEYC 3 Assessment / EECP 4345 / Review standardized test scores for the purpose of improving teaching to meet the needs of students
FEAP 2 Communication
INTASC 6
Communication
NAEYC 2 Family and Community / EECP 3550 / Plan and conduct a mock parent conference using communication skills to address an ESOL student’s behavioral concerns
FEAP 3 Continuous
Improvement
INTASC 9 Reflection
and Responsibility
NAEYC #6 Professionalism / ESOL 4901 / Participate in the creation of a school improvement plan that addresses the needs of diverse learners
FEAP 4 Critical Thinking
INTASC 4 Variety of
Instructional Approaches
NAEYC # 5 Curriculum / EECP 4560 / Identifies methods to address the diverse linguistic and exceptional needs of students, with entry of competencies appropriate to the lesson objectives, activities teaching strategies to meet individual needs of all students
FEAP 5 Diversity
INTASC 3 Diversity in Learning
NAEYC #1 Child Development; NAEYC 5 Curriculum / ESOL 4902 / Plan, instruct, and assess a SIOP, multi-disciplinary, standards-based unit plan for diverse students
FEAP 6 Ethics
INTASC 9 Reflection and Responsibility
NAEYC # 6 Professionalism / EDEC 3530 / Reflection on an ethical issue through the use of a case study incorporating national and state codes of ethics
FEAP/INTASC/ACEI Standards / Course / Key Assessment / Score
1-5 / Code
1-3 / Reviewer’s
Initials
FEAP 7 Human Development and Learning
INTASC 2 Human Development
NAEYC #1 Child Development / EDEC 3350 / Varying activities and strategies to meet individual needs of students
FEAP 8 Knowledge of Subject Matter
INTASC 1 Knowledge of Subject Matter
NAEYC#1 Child Development; NAEYC #5 Curriculum / N/A / FTCE Subject Area/PRAXIS II test scores
FEAP 9 Learning Environment
INTASC 5 Motivation and Management
NAEYC #1 Child Development / EECP 3550 / Develop a classroom management plan that motivates students’ positive social skills and addresses diverse students’ needs
FEAP 10 A Planning
INTASC 7 Instructional Planning Skills
NAEYC #5 Curriculum / EECP 4550 / Plan, instruct, and assess a standards-based lesson plan
FEAP 10 B Planning
INTASC 7 Instructional Planning Skills
NAEYC #5 Curriculum / EECP 4550 / Plan, instruct, and assess a multi-disciplinary, standards-based unit plan
FEAP 11 Role of Teacher
INTASC 10 Relationships & Partnerships
NAEYC #2 Family and Community / EDEC 3520 / Plan and conduct a mock parent conference using communication skills to address an ESE student’s academic issue(s)
FEAP 12 Technology
INTASC 4 Variety of Strategies
NAEYC # 5 Curriculum / EECP 3330 / Presentation technologies

Field Experiences Checklist

Directions: The teacher candidate circles 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 / Field
Experiences
Completed
Yes / No / School Name / Reviewer
Initials
I
ESOL 2903
EECP 3330
EDEC 3320
EDEC 3350
II
EDEC 3520
Field Experiences Supervision Form (NAEYC #7)
EDUC 3350
EDEC 3530
EDEC 3550
III / EDEC 4320
EECP 4330
EECP 4340
EECP 4345
IV
EECP 4550
EECP 4520
EECP 4545
EECP 4530
EECP 4560
ESOL 4901
ESOL 4902
ESOL 4904
ESOL 4905

Total Number of Field Experiences 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 Reviewer
Name & Signature / Date / Remediation Notes / Pass/
Fail
First Review
EDUC 3501
Benchmark III
Second Review
EDUC 4001
Benchmark IV
Third Review
EDUC 4501
Benchmark V

6 Approved 5/12/11