INTRODUCTION TO SOCIAL STUDIES PORTFOLIO
RUBRIC
Trait / 1 / 2 / 3 / 4 / 5Unacceptable / Beginning / Developing / Capable / Accomplished
Introduction to Social Studies Portfolio / Does not define the purpose of the social studies portfolio. / Vaguely defines the purpose of the social studies portfolio. / Adequately defines the purpose of the social studies portfolio. / Clearly and accurately delineates the purpose of the social studies portfolio. / Defines the purpose of the TWS social studies portfolio in a professional and articulate manner.
There is no description (or a very poor one) of the social studies 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 social studies learning
outcomes. / There is a specific description of the social studies 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 social studies 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 social studies elements in the TWS portfolio organization. / The description of the social studies elements in the organization of the TWS portfolio is vague and not easily understood. / The description of the social studies elements in the TWS portfolio organization is acceptable. / The description of social studies elements in the TWS portfolio organization is logical and in format easy to understand. / The description of the social studies elements in the organization is excellent, well thought out, and logical.
SOCIAL STUDIES PHILOSOPHY STATEMENT
RUBRIC
Trait / 1 / 2 / 3 / 4 / 5Unacceptable / Beginning / Developing / Capable / Accomplished
Social Studies Philosophy Statement / Offers no evidence that the candidate has the student as the focus in the social studies philosophy. / Offers minimal evidence that the candidate has the student as the focus in the social studies philosophy. / Offers adequate evidence that the candidate has the student as the focus in the social studies philosophy. / Offers significant evidence that the 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 evidence that the NCSS themes and SPECTRUM model are in the framework. / Offers adequate evidence that the NCSS themes and NCATE SPECTRUM model are in the framework. / Offers significant evidence that the 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 evidence that the candidate understands social studies theory and research. / Offers adequate evidence that the candidate understands social studies theory and research. / Offers significant evidence that the candidate understands social studies theory and research. / Offers superior evidence that the candidate understands social studies theory and research.
Offers no evidence that the candidate has gained insight into social studies teaching and learning through field experiences and coursework. / Offers minimal evidence that the candidate has gained insight into social studies teaching and learning through field experiences and coursework. / Offers adequate evidence that the candidate has gained insight into social studies teaching and learning through field experiences and coursework. / Offers significant evidence that the candidate has gained insight into social studies teaching and learning through field experiences and coursework. / Offers superior evidence that the candidate has gained insight into social studies teaching and learning through field experiences and coursework.
Contextual Social Studies Factors Rubric
TWS Standard: The social studies teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning.
Rating →Indicator ↓ / 1
Unacceptable / 2
Beginning / 3
Developing / 4
Capable / 5
Accomplished / Score
Social Studies Knowledge of Community, School and Classroom Factors / Displays no social studies knowledge of the characteristics of the community, school, and classroom. / Displays minimal, irrelevant, or biased social studies knowledge of the characteristics of the community, school, and classroom. / Displays some social studies knowledge of the characteristics of the community, school, and classroom that may affect learning. / Displays a comprehensive social studies understanding of the characteristics of the community, school, and classroom that may affect learning. / 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.
Social Studies Knowledge of Characteristics of Students / Displays no social studies knowledge of student differences (e.g., development, interests, culture, abilities/disabilities). / Displays minimal, stereotypical, or irrelevant social studies knowledge of student differences (e.g., development, interests, culture, abilities/disabilities). / Displays general social studies knowledge of student differences (e.g., development, interests, culture, abilities/disabilities). / Displays general and specific social studies knowledge of student differences (e.g., development, interests, culture, abilities/disabilities). / Displays and explains in-depth social studies knowledge of student differences (e.g., development, interests, culture, abilities/disabilities).
Knowledge of Students’ Varied Social Studies Approaches to Learning / Fails to demonstrate understanding of a variety of social studies approaches to learning among students, e.g., multiple intelligences and/or learning modalities. / Demonstrates general understanding of a variety of social studies approaches to learning among students and may know one or two learning modalities but not a variety. / Demonstrates general understanding of a variety of social studies approaches to learning among students and can distinguish between multiple modalities. / Articulates an understanding of varied social studies learning modalities and multiple intelligences. / Articulates general and specific understanding of varied social studies learning modalities and multiple intelligences.
Knowledge of Students’ Skills and Prior Social Studies Learning / Displays no knowledge of students’ social studies skills and previous learning and does not indicate either is important. / Identifies the value of understanding students’ social studies skills and previous learning but demonstrates its importance for the whole class only. / Identifies the value of understanding students’ social studies skills and previous learning for the group and individuals. / Displays knowledge of understanding students’ social studies skills and previous learning, including special needs students. / Articulates an in-depth understanding of students’ social studies skills and previous learning for the group and individuals including special needs students.
Implications for Social Studies Instructional Planning and Assessment / 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. / Provides minimal implications for social studies instruction and assessment based on student individual differences and community, school, and classroom characteristics or provides inappropriate implications. / Provides general implications for social studies instruction and assessment based on student individual differences and community, school, or classroom characteristics. / Provides specific implications for social studies instruction and assessment based on student individual differences and community, school, and classroom characteristics. / Provides specific implications and analyzes decisions for social studies instruction and assessment based on student individual differences (ELL and inclusion students) and community, school, and classroom characteristics.
Social Studies Learning Goals
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating →Indicator ↓ / 1
Unacceptable / 2
Beginning / 3
Developing / 4
Capable / 5
Accomplished / Score
Significance, Challenge and Variety of Social Studies Goals / Social studies goals are not in evidence. / Social studies goals reflect only one type or level of learning / Social studies goals reflect several types or levels of learning but lack significance or challenge / Social studies goals reflect several types or levels of learning and are significant and challenging. / Social studies goals are significant and challenge thought and expectations including three or more levels and types.
Clarity of Social Studies Goals / Social studies goals are vague or not in evidence. / Social studies goals are not stated clearly and are activities rather than learning outcomes. / Some of the social studies goals are clearly stated as learning outcomes. / Most of the social studies goals are clearly stated as learning outcomes / Social studies goals are clearly stated in behavioral terms.
Appropriateness of Social Studies Goals for Students / Social studies goals presented are inappropriate for the class or set unrealistic expectations for students. / Social studies goals are not developmentally appropriate; nor address pre-requisite knowledge, skills, experiences, or other student needs. / Some social studies goals are developmentally appropriate and address some pre-requisite knowledge, skills, experiences, and other student needs. / Most social studies goals are developmentally appropriate; addresses pre-requisite knowledge, skills, experiences and other student needs are considered. / Social studies goals demonstrate realistic expectations for all students in addition to providing for students’ critical thinking and reflection.
Alignment of Social Studies Goals with National, State or Local Standards / Fails to develop social studies goals aligned with national, NJCCCS and COE standards / Social studies goals are not aligned with NCSS thematic standards, NJCCCS or COE standards. / Some social studies goals are aligned with NCSS thematic standards, NJCCCS or COE standards. / Most of the social studies goals are explicitly aligned with NCSS thematic standards, NJCCCS and COE standards. / Social studies goals are aligned with NCSS thematic standards, NJCCCS, COE standards and are articulated through the lesson presentations. Alignments are explained.
Social Studies Assessment Plan
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating →Indicator ↓ / 1
Unacceptable / 2
Beginning / 3
Developing / 4
Capable / 5
Accomplished / Score
Alignment with Social Studies Learning Goals and Instruction / Minimal plans for pre and post assessments are provided; assessments do not measure social studies learning goals. / Social studies NJCCCS content and methods of assessment lack congruence with social studies learning goals or lack cognitive complexity. / Some of the social studies learning goals are assessed through the assessment plan, but many are not congruent with NJCCCS social studies learning goals in content and cognitive complexity. / The NJCCCS & the social studies learning goals are assessed through the assessment plan; assessments are congruent with the social studies learning goals in content and cognitive complexity. / All NJCCCS & the social studies learning goals are assessed by the assessment plan, and provide students with constructive feedback on their social studies learning.
Clarity of Criteria and Social Studies Standards for Performance / The assessments contain no criteria for measuring student performance relative to the social studies learning goals. / Social studies assessments contain poorly stated criteria for measuring student performance leading to student confusion. / Assessment criteria have been developed, but they are not clear or are not explicitly linked to the social studies learning goals. / Assessment criteria are clear and are explicitly linked to the social studies learning goals. / Assessment criteria are linked to social studies learning goals; accurately documenting student social studies learning.
Multiple Modes and Approaches
For Social Studies Assessment / The social studies assessment plan fails to demonstrate evidence of student assessment other than after instructions. Limited social studies knowledge of formal/informal assessments / The social studies assessment plan includes only one assessment mode and does not assess students before, during, and after instruction. / The social studies 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 social studies knowledge, skills and critical thinking. / The social studies assessment plan includes multiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the social studies instructional sequence. / The social studies assessment plan uses formal/informal assessments and student’s self-assessments to assess student performance and effectiveness of the social studies instructional sequence.
Technical Soundness
Of Social Studies Assessments / Social studies assessments are not designed to measure lessons goals and objectives; scoring procedures are inaccurate. / Social studies assessments are not valid; scoring procedures are inaccurate; items or prompts are poorly written; directions and procedures are confusing to students. / Social studies 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 / Social studies assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students. / Social studies assessments appear to be valid and clearly written. Assessments data used to document students’ strengths as well as opportunities for learning.
Adaptations Based on the Individual Needs of Social Studies Students / Social studies teacher does not address or link social studies assessments to identified contextual factors. / Social studies teacher does not adapt social studies assessments to meet the individual needs of students or these assessments are inappropriate. / Social studies teacher makes adaptations to social studies assessments that are appropriate to meet the individual needs of some students. / Social studies teacher makes adaptations to social studies assessments that are appropriate to meet the individual needs of most students. / Social studies teacher’s adaptations of assessments for all students needs to be met. Adaptations are creative and show evidence of outstanding social studies problem-solving skills by teacher candidate.
Design for Social Studies Instruction