Secondary English Language Arts Cluster

Portfolio Cover Page

Name:
School:
District:
Date:

Best practice indicates that lessons should only be developed within the context of a unit. To assist the cluster facilitators in evaluating your final lesson plan, please describe the unit in which you envision teaching your lesson.

Title of the Unit:
Grade Level
Content Area(s)
Brief description of this Unit
Title of Lesson being submitted as final product
Suggested timeline (in hours) for teaching this lesson
Describe how this lesson fits into the unit (timing, prior student experiences, etc.)
/ Cluster Completion Form
for DEEDS

In order to register you on the DEEDS web-link for this cluster, please provide me with the following information. Without this information you will not be able to earn any cluster credit.

Please include this completed form in your portfolio that you submit when you complete the cluster coursework.

If you have any questions regarding this process, please send them to Louis Stricoff at

I appreciate your cooperation.

1. Name: ______

2. The last four digits of your Social Security number: ______

3. Your date of birth: mm/dd/yyyy: ______

4. The first two letters of your legal last name: ______

5. Cluster Name (select one):

_____ Addressing Student Needs with Technology

_____ Technology Implementation in the Classroom

_____ Secondary Math

_____ Secondary English Language Arts

_____ Secondary Social Studies


Secondary English Language Arts

Summative Evaluation Rubric

Name:
Date:
Participation in the three EDC Online Courses
/ Your
Score
1.  Strategies and Tools for Teaching the Writing Process
(Mandatory, 3 points) / Certification of Completion for the online course is included in portfolio.
Printout of the Final Product (Lesson Plan) is included in portfolio.
2.  Helping Struggling Readers to Improve Comprehension (Mandatory, 3 points) / Certification of Completion for the online course is included in portfolio.
Printout of the Final Product (Lesson Plan) is included in portfolio.
3.  Making the Most of Adolescent Literature (Mandatory, 3 points) / Certification of Completion for the online course is included in portfolio.
Printout of the Final Product (Lesson Plan) is included in portfolio.
Online Course Completion
(Maximum: 9 Points)
Your Score:
Domain of Evaluation / 3
Accomplished / 2
In Progress / 1
Below Expectations / Your
Score or Comments /
4.  Strategies and Tools for Teaching the Writing Process: Minimum of two (2) and a maximum of five (5) student artifacts / Samples of student artifacts clearly demonstrate an active engagement with technologies that can be used to facilitate each phase of the writing process and show the appropriate use of writing strategies and technological resources to communicate effectively. / Samples of student artifacts demonstrate moderate engagement with technologies that can be used to facilitate some phases of the writing process and show an appropriate use of writing strategies but not technological resources to communicate effectively. / Samples of student artifacts demonstrate no or minimal engagement with technologies that can be used to facilitate each phase of the writing process.
5.  Strategies and Tools for Teaching the Writing Process: Reflection of the lesson plan implementation and suggestions for improvement / The written reflection contains highly detailed information about the implementation, challenges, and gains about the writing process and includes a comprehensive set of constructive suggestions for modifications. / The written reflection contains somewhat detailed information about the implementation, challenges, and gains about the writing process and only includes some constructive suggestions for modifications. / The written reflection contains little or no detailed information about the implementation, challenges, and gains about the writing process and doesn’t include constructive suggestions for modifications.
6.  Helping Struggling Readers to Improve Comprehension: Minimum of two (2) and a maximum of five (5) student artifacts / Student artifacts demonstrate student application of three or more comprehension strategies. / Student artifacts demonstrate student application of two comprehension strategies. / Student artifacts demonstrate student application of one comprehension strategy.
7.  Helping Struggling Readers to Improve Comprehension: Reflection of the lesson plan implementation and suggestions for improvement / The written reflection contains highly detailed information about the implementation, challenges, and gains about the writing process and includes a comprehensive set of constructive suggestions for modifications. / The written reflection contains somewhat detailed information about the implementation, challenges, and gains about the writing process and only includes some constructive suggestions for modifications. / The written reflection contains little or no detailed information about the implementation, challenges, and gains about the writing process and doesn’t include constructive suggestions for modifications.
8.  Making the Most of Adolescent Literature: Minimum of two (2) and a maximum of five (5) student artifacts / Student artifacts demonstrate student application of three or more literature comprehension strategies. / Student artifacts demonstrate student application of two literature comprehension strategies. / Student artifacts demonstrate student application of one literature comprehension strategy.
9.  Making the Most of Adolescent Literature: Reflection of the lesson plan implementation and suggestions for improvement / The written reflection contains highly detailed information about the implementation, challenges, and gains about the writing process and includes a comprehensive set of constructive suggestions for modifications. / The written reflection contains somewhat detailed information about the implementation, challenges, and gains about the writing process and only includes some constructive suggestions for modifications. / The written reflection contains little or no detailed information about the implementation, challenges, and gains about the writing process and doesn’t include constructive suggestions for modifications.
10.  Reflection on the entire cluster and experiences / Reflection illustrates a strong ability to effectively critique the cluster and provide constructive, practical suggestions for improvement. / Reflection illustrates a moderate ability to effectively critique the cluster and somewhat provides constructive, practical suggestions for improvement. / Reflection illustrates a weak ability to effectively critique the cluster or provide constructive, practical suggestions for improvement.
Portfolio Components
(Maximum: 21 Points)
Your Score:
Domain of Evaluation / 3
Accomplished / 2 / 1
In Progress / 0
Below Expectations / Your
Score or Comments /
11.  Learning Community Meetings / Participated in both Learning Community Meetings / Score does not apply to this domain. / Participated in one of the two Learning Community Meeting / Did not participate in either Learning Community Meeting
Learning Community Component
(Maximum: 3 Points)
Your Score:
Total Cluster Score:
(Maximum 33 points; 28 points must be earned to receive the Cluster credit)
Your Score:

Facilitators’ Comments:

/ Secondary English Language Arts
Portfolio Content Requirements
Domain of Evaluation / Criteria / Point Value
DEEDS Information Sheet / N/A
Portfolio Cover Page / N/A
Certificates of Completion for EDC Courses and Appropriate Course Product Documentation / 1.  Strategies and Tools for Teaching the Writing Process
a.  Certification of Completion for the online course is included in portfolio.
b.  Printout of the Final Product (Lesson Plan) is included in portfolio. / 3
2.  Helping Struggling Readers to Improve Comprehension
a.  Certification of Completion for the online course is included in portfolio.
b.  Printout of the Final Product (Lesson Plan) is included in portfolio. / 3
3.  Making the Most of Adolescent Literature
a.  Certification of Completion for the online course is included in portfolio.
b.  Printout of the Final Product (Lesson Plan) is included in portfolio. / 3
4.  Strategies and Tools for Teaching the Writing Process: Minimum of two (2) and a maximum of five (5) student artifacts / Include student products from the lesson you have submitted. Student work should demonstrate active engagement and high quality that is standards-based and reflects technology use. Explanations or descriptive paragraphs may be included for any clarification you need to provide. / 3
5.  Strategies and Tools for Teaching the Writing Process: Written Evaluation of the Lesson Plan Implementation and Suggestions for Improvement / Include a detailed reflection on your lesson plan and its implementation. Include specific suggestions for improvement based on your experiences in implementing the lesson. / 3
6.  Helping Struggling Readers to Improve Comprehension: Minimum of two (2) and a maximum of five (5) student artifacts / Include student products from the lesson you have submitted. Student work should demonstrate active engagement and high quality that is standards-based and reflects technology use. Explanations or descriptive paragraphs may be included for any clarification you need to provide. / 3
7.  Helping Struggling Readers to Improve Comprehension: Written Evaluation of the Lesson Plan Implementation and Suggestions for Improvement / Include a detailed reflection on your lesson plan and its implementation. Include specific suggestions for improvement based on your experiences in implementing the lesson. / 3
8.  Making the Most of Adolescent Literature: Minimum of two (2) and a maximum of five (5) student artifacts / Include student products from the lesson you have submitted. Student work should demonstrate active engagement and high quality that is standards-based and reflects technology use. Explanations or descriptive paragraphs may be included for any clarification you need to provide. / 3
9.  Making the Most of Adolescent Literature: Written Evaluation of the Lesson Plan Implementation and Suggestions for Improvement / Include a detailed reflection on your lesson plan and its implementation. Include specific suggestions for improvement based on your experiences in implementing the lesson. / 3
10.  Summative Reflection on Cluster / Reflect on your cluster experience. Include what you have gained from this cluster, your insights and opinions into the eLearning experience, and the effects on your classroom practice. Critique the cluster and provide constructive, practical suggestions for improvement. / 3
11.  Learning Community Meetings / Include your certificate of attendance from the Beginning of Cluster meeting that was provided. A certificate from the End of Cluster meeting will be provided when you attend that meeting so that you can add it to your portfolio. Clarification of the procedures for the receipt of these documents may vary by cluster. / 3
Total Possible Points / (Maximum 33 points; 28 points must be earned to receive the Cluster credit) / 33
/ Secondary English Language Arts
Portfolio Content Format Suggestions

What makes a great portfolio? Aside from well-written contents, we offer the following suggestions:

1.  Include all the required contents (don’t leave anything out or assume we already have it).

2.  TYPE the required contents. Documents should be in size 12 font with double spacing.

3.  Put contents into a 3-ring binder – preferably no larger than 1-1/2” wide.

4.  Put contents in the order requested.

5.  Include tabs between the required sections.

6.  If you need to include labels or other clarifying documents, please do so.

7.  Do not put each page into a plastic page protector.

8.  Make sure your name and the name of the cluster are on the front cover.