School of Social Sciences & Behavioral Studies

Portfolio Rubrics

School of Social Sciences & Behavioral Studies

Department: Education

Developing Your Teaching Portfolio

EDU 401/ 420

A teaching portfolio documents your philosophy, preparation and accomplishments as a teacher. The portfolio should serve you. The contents of the portfolio should enable you to reflect on your teaching successes; identify your weaknesses and provide strategies to improve your teaching; solicit peer and expert feedback; and organize your best works and resources. A portfolio can be shown to prospective employers, and it is a useful way to document your continuing development as a professional educator.

Your portfolio will be an ongoing project throughout the 2011-2012 academic years. At the end of the semester, your portfolio will be evaluated and returned to you. Throughout student teaching you will be expected to continually revise your portfolio.

The kinds of exhibits that are typically included in a teaching portfolio are listed below. This is by no means an exhaustive list of possible kinds of evidence concerning your knowledge and abilities as a teacher. Think carefully about what you place in your portfolio, since its purpose is to reflect you and your approach to teaching. Organize your work in an attractive, 3-ring binder (vinyl or leather folders are available at office supply stores), with labeled section dividers.

Organizing your Teaching Portfolio

1. Evidence of experience, knowledge, skill, and dispositions as an educator

a.Resume

b. Philosophy of teaching

c. Papers or projects from education courses

d. Letters of recommendation

e.URL for your personal teaching Web page (optional)

2. Relevant work, including work in progress

a. Unit and lesson plan(s) you developed

b. Descriptions of past teaching experiences

c. Examples of your students' work

d. Evaluation and validity of student assessment related to the overall assessment and individual

questions

3. Evaluation and reflection

a. Self-reflection from journals

b. Compiled comments from microteaching with reflection on validity of critiques, changes that could be made in the lesson and successful strategies employed in the lesson

c. Supervisor's evaluations of your lessons and teaching along with your reflection on the comments (cooperating teachers during 207,307, or student teaching)

4. Resources and "tools" for teaching.

a. Your resource unit developed during the unit plan

b. A reference list of articles that inform your teaching

c. Discussion of types of technology with which you are familiar and evaluation of the utility of such technology in teaching

EducationTeaching Portfolio Evaluation Rubric

DIRECTIONS: For each category assign a score (0-4) for completeness, relevance, and presentation. Calculate subtotals for each column and a total score.

Criteria / Cover letter/resume
Teaching philosophy / Lesson plans/unit plan
Concept maps or graphic organizers
Work samples- yours/your students Assessment evaluation and validity assignment related to student assessment / Evaluations/ reflections
207/307 microteaching evaluations to show growth / Resources
Completeness: includes rich variety of items relevant to teaching
Relevance: items relate to current & effective materials, methods & content
Presentation: justification of items, creativity, organization, visual appeal, grammar & spelling
SUBTOTALS

TOTAL SCORE = /48

Score of greater than 36 to pass anything less is a revise and resubmit

Scoring key:

0 = Not present. There is limited or no evidence in this category.

1 = Below expectations; unacceptable. Evidence presented is of low quality. Items are not completed in a thorough and professional manner (e.g., sloppy, not typed) or are of variable quality. Further work is required to adequately document the candidate's qualifications.

2 = Meets minimum expectations; fair Evidence presented indicates a minimally acceptable level of competence. Demonstrates some strength, but reveals inconsistent quality and/or clear weaknesses in the candidate's understandings, experiences, and/or abilities as a teacher. Demonstrates that the candidate has the potential to become a satisfactory teacher.

3 = Exceeds expectations; good. Evidence provided indicates that the candidate's competence clearly exceeds minimum expectations for professional practice. Documents work that is consistently of good quality. Documents some experience with, and a good understanding of, issues and practices in education. The portfolio demonstrates that this candidate has the potential to become a good teacher.

4 = Far exceeds expectation; exceptional. Evidence provided indicates that the candidate has the potential to be an exceptionally well qualified teacher. The items are neat, accurate, complete, and professionally presented. The portfolio indicates substantial experience with, and excellent understanding of, issues in education, and a desire and ability to blend theory and practice in one’s teaching. high quality.

EDU 201 Teaching Philosophy Paper(7.5% of course grade; goes in department writing portfolio)

What to do:

Write a paper in which you explain your philosophy on teaching at this point in your career based upon the three different approaches from the text. In a sense, you are talking about what parts of each approach you would use, and what specifics you would leave behind. Said another way, if you had to build an approach by taking parts of these approaches, which parts would you choose? For each of these parts, give an explanation for why you would choose it. How does it support learning? How is it beneficial for students? Why is it better than another approach? What does it offer that others do not? There might be parts that you think are better for classroom environment, curriculum, teaching/learning methods, etc.

In talking about these strengths, you can also make references to aspects of other approaches that you do not agree with and that you think are weaknesses. You might disagree with an entire approach, in which case you should state so and explain why. Chapters 5 and 6 summarize many of the strengths and weaknesses of these approaches, and you should definitely consult these chapters as well as the others. You should be engaging concepts such as behaviorism, constructivism, humanism, etc. that are central to these approaches too. If you consult ANY resources (website, book, article, crystal ball, etc.) beyond the text for ANY reason whatsoever, you MUST document this in your paper.

How to do it?

This paper should have 4 sections: Instruction, Classroom management, Assessment, and Curriculum. Organize your response under these areas. Review the 3 different approaches from the book. Re-read Chapters 5 and 6, as they give good summaries and bring the ideas together well. Draw from this material as discussed in the above section to describe your approach to teaching at this point in your career in the 4 sections. You should write no shorter than 1 page (300 words) under teach section.

Grading on back

Grade / Grasp of content / Discussion of content / Writing/presentation
“A” papers / -Accurately discuss specific aspects of the 3 approaches as related to the 4 sections of the paper
-Accurately reference theoretical aspects of approaches such as constructivism, behaviorism, etc. / -Clearly explains reasons for picking different parts of approaches (strengths/ weaknesses) / -Be free of major grammatical errors
“B” papers / -Discuss specific aspects of the 3 approaches as related to the 4 sections of the paper
- Reference theoretical aspects of approaches such as constructivism, behaviorism, etc. / -Explains reasons for picking different parts of approaches (strengths/ weaknesses) / -Be free of major grammatical errors
“C” papers / References parts of the 3 approaches but in a very general way. Lacks specificity / -Lacks some explanation for choosing different aspects of each approach. / -Have some grammatical errors (aka, you should have taken it to the Writer’s Studio in University Hall!)
 papers / Fundamentally misunderstand or confuse aspects of the 3 approaches. Fail to discuss approaches in enough detail to demonstrate understanding. / -Little to no explanation for choosing different aspects of each approach. / -Too many grammatical errors. Doc P. is now irritated with you.

EDU 202 – Educational Psychology

Rubric To Evaluate the Research Paper – Signature Assignment

Points / 4 / 3 / 2 / 1
Structure / Clear structure (introductory paragraph, sufficient body paragraphs, and concluding paragraphs) / Clear structure (introductory paragraph, sufficient body paragraphs, and concluding paragraphs / Structure (introductory paragraph, sufficient body paragraphs, and concluding paragraphs) is present, but there are some structural issues (short paragraphs, no transitions) that need improvement / Structure is attempted, but structural issues (no/weak thesis statements, disconnected paragraphs, etc) impede understanding the essay
Grammar / Grammar, spelling, and punctuation are always accurate / Grammar, spelling, and punctuation are mostly accurate / Grammar, spelling, and punctuation are sometimes accurate / Grammar, spelling, and punctuation are inconsistent
Writing Flow / Writing flows/ideas are connected / Writing flows/ideas are connected, for the most part / Writing is sometimes staccato (choppy); some ideas are connected / Writing is staccato (choppy), and the ideas are not connected or some ideas are connected, but the ideas may not answer the questions in the prompt
Application of theories from educational psychology / Theory is consistently analyzed, not summarized / Theory present, but the analysis could have been more succinct or more detailed / Theory present but analysis is brief; may read more like a summary / Rare instances of analysis present
Application of the research to one of the stages of child development / Stage indicated and the research is clearly applied / Stage indicated but the research is not aligned / Stage missing from the research discussion / The research presented is unrelated to educational psychology
Citations included / Evidence from text(s) is always used / Evidence from text(s) is used, for the most part / Evidence from text(s) is sometimes used / This paper lacked suitable structure
APA format / All citations are correct / Less than 3 errors / Less than 6 errors / Greater than 6 errors

Rubric Score Sheet

Category / Score
Structure
Grammar
Writing Flow
Application of theories from educational psychology
Application of the research to one of the stages of child development
Citations included
APA format

28/28=100

27/28=96

26/28=92

25/28=89

24/28=85

23/28=82

22/28=78

21/28= 75

20/28=71

Anything below is unsatisfactory

Department: HPER

HPR 130: Character Counts Paper

20 ptsName ______

Met
(5 pts) / Partially
Met (3) / Not
Met (0) / Comments
1. Follows instruction for a 1-2 page paper , double-spaced
2. Describes positive qualities. / Fully describes positive qualities in complete detail / Partially describes positive qualities / No details are given
3. Describes distracting qualities / Fully describes distracting qualities / Partially describes distracting qualities / No details are given
4. Relates qualities to career choice / Fully relates qualities to career / Partially relates qualities to career / No relationship given
TOTAL POINTS

HPR 130: Intro to HPER

Assignment: “Character Counts”

Compose a 1-2 page typed, double-spaced paper that describes your “qualities” and how they may (1) affect your choice of career and (2) how they may increase your potential for securing a particular job. Also, identify any distracting characteristics that may detract from your potential success.

HPR 415: Annotated Bibliography

Name ______

Met
(5 pts) / Partially
Met (3) / Not
Met (0) / Comments
Referenced Citation
Paraphrased Article
Validity of Article
Usefulness of Article
Correct APA Style
Total Points

HPR 415: Research Project

Review of Literature (40 pts)

Name ______

Exemplary (100%) / Adequate (80%) / Inadequate (0%)
Introductory Statement:
Purpose Clearly stated (5 pts) / Clearly states
the purpose
(5) / States the purpose
(3) / Does not state the purpose
(0)
Literature Review:
Discussion Well organized (10 pts) / Well organized; uses transitions to flow from ideas (10) / Somewhat organized
(8) / No evidence of organization
(0)
Thorough (supported w/ sufficient data) (10 pts) / Well-supported; ample evidence of data noted (10) / Somewhat supported with data (8) / Not supported with ample data
(0)
Clarity (5 pts) / Easy to read, (5) effective use of transitions/smooth / Mostly readable, few distractions
(3) / Difficult to (0) read/understand w/out re-reading
APA Style:
12 pt font, Times New Roman, Doubled-spaced, paragraphs correctly formatted (3 pts) / Follows APA format
(3) / Mostly follows APA format
(2) / Does not follow APA format
(0)
Correct Referencing (2 pts) / Uses correct referencing (author,date,yr) (2) / Mostly uses correct referencing (1) / Does not use correct referencing (0)
Grammar/Spelling/Punctuation
(5 pts) / Free of syntax, grammar, punctuation errors
(5) / Mostly free of syntax errors
(3) / Many errors
(0)
TOTAL (40 pts)

Suggestions:

HPR 415: Research Project

Introduction (40 pts)

Name ______

Exemplary (100%) / Adequate (80%) / Inadequate (0%)
Identifies the problem: (10 pts) / Clearly identifies
the problem / Identifies the problem / Does not present the problem
Thesis Statement: (10 pts) / Clearly stated at end of last paragraph / Stated in body of Introduction / No evidence of thesis statement
Clarity / Easy to read, effective use of transitions/smooth / Mostly readable, few distractions / Difficult to read/understand w/out re-reading
APA Style:
12 pt font (2 pts) / Follows APA format / Mostly follows APA format / Does not follow APA format
Times New Roman (2 pts) / Uses Times New Roman / Does not use Times New Roman
Doubled-Spaced (2 pts) / Double spaces document / Does not double space
1” margins (2pts) / Uses proper margins / Does not use proper margins
Unjustified paragraphs (2 pts) / Document is unjustified / Document is not unjustified
Correct Referencing (2 pts) / Uses correct referencing (author, date, yr) / Mostly uses correct referencing / Does not use correct referencing
Grammar/Spelling/Punctuation
(3 pts) / Free of syntax, grammar, punctuation errors / Mostly free of syntax errors / Many errors
TOTAL (40 pts)

Suggestions:

HPR 415

Conclusion

25 pts

Name ______

Restates Thesis 5 pts
Statements move from specific to general 5 pts
Summarizes major points 5 pts
Gives final analysis /suggest future research in area 5 pts
Concluding statement grabs attention of audience 5 pts
TOTAL 25 pts

Suggestions:

HPR 415: Issues and Trends

Rationale

20 pts

Grader ______Name ______

Importance of Topic 4 pts
Data/Statistics that support topic 10 pts
APA Format 4 pts
Grammar 2 pts
TOTAL 20 pts

Comments:

HPR 415: Issues and Trends

Rationale

20 pts

Grader ______Name ______

Importance of Topic 4 pts
Data/Statistics that support topic 4 pts
APA Format 2 pts
Grammar 2 pts
TOTAL 20 pts

Comments:

HPR 415: Research Project Evaluation

(85 pts)

Project Title ______Name ______

Abstract (5 pts)
Introduction (10 pts)
Statement of the Problem (5 pts)
Rationale (20 pts)
Review of Literature (25 pts)
Conclusion (5 pts)
Reference Page (5 pts)
OVERALL (5 pts)
(Clear, Cogent – convincing,
Thorough, Well-organized)
APA Format (5)
TOTAL (85 pts)

Comments:

HPER 325 – Drug Prevention/Education/Treatment Paper

Grading Rubric

Meets Expectations
(100%) / Partially Meets Expectations (80%) / Does Not Meet Expectations (0%) / Score
Drug program
availability
(5 ) / Clearly describes availability of drug program / Omits some important elements of drug program / Does not present drug program availability at all
Screening & assessment
(5) / Concisely states drug program screening & assessment procedures / Only includes a few examples of drug program screening & assessment / No mention of drug program screening & assessment
Drug plan goals
(8) / Briefly explains goals surrounding drug program / Identifies a few goals associated with drug program / Omits goals associated with drug program
Drug program intervention
(8) / Correctly describes drug program intervention / Basically identifies a few drug program intervention strategies / No drug program intervention included
Dignity
(10) / Completely identifies how program ensures patient dignity / Partially identifies how program ensures patient dignity / Does not state how program ensures patient dignity
Targeted subgroups
(10) / Includes current subgroups for particular drug program / Only includes general subgroups for all drug programs / Targeted subgroups not mentioned
Criminal justice system
(10) / Discusses relationship with criminal justice system for particular drug program / Generalizes criminal justice system response for all drug programs / Omits criminal justice system relationship
Community involvement
(10) / Presents current status and recommendations for particular drug program / Includes only general status and generalized recommendations drug programs / Does not include any community involvement issues in drug programs
Clarity
(8) / Logical progression, good readability,
Smooth transitions / Mostly presented in logical progression with a few distractions / Difficult to read, lacks logical sequence
APA Style
(8) / Follows APA format / Mostly follows APA format / Does not follow APA format
References
(8) / Uses correct references / Contains mostly error-free references / Referencing is not correct
Paper mechanics
(8) / No syntax, grammar, punctuation errors / Mostly free of syntax, grammar, punctuation errors / Many errors
Punctuality
(2) / Submitted on or before due date / Late submission

Total (100): ______

HPR 275: Disease Prevention for the Elderly

Case Study: Part II

After you interview your “patient,” you will type a 2-3 page assessment on your findings.

Format: Paragraph format, typed, double-spaced, not to exceed 3 pages.

Due Date: Last day of class, stapled together with part I.

Includes:

Paragraph describing your assessment of the health status of the individual (i.e., excellent, average, above-average, below average, poor). This paragraph must use concrete examples from part I to back-up your assessment.

Advice that you might give as a follow-up if you were a health care practitioner. Must include THREE pieces of advice based on your findings.

• Can include: exercise, nutrition, sleep, activities of daily living, social interaction, vitamin intake
• MUST include why you are giving this advice (e.g., I would recommend that my patient begin to strength train with light weights 3 x per week and intake more calcium due to osteoporosis.).

Remember, no matter how healthy we are, we can always do something better.

To be graded: / Meets expectations
(9-10) / Partially meets
(7-8) / Does not meet
(0-6)
Grammar/spelling/punctuation / Free of syntax, grammar, word choice, punctuation errors / Mostly free of syntax, grammar, word choice, punctuation errors / Many errors
Health status assessment / Clearly, precisely written with plausible reasons / Is not clearly written or is not written with plausible reasons / Neither clearly written nor written with plausible reasons
Advice # 1 (with back-up) / Clearly, precisely describes with plausible reasons / Is not clearly written or is not written with plausible reasons / Neither clearly written nor written with plausible reasons
Advice # 2 (with back-up) / Clearly, precisely describes with plausible reasons / Is not clearly written or is not written with plausible reasons / Neither clearly written nor written with plausible reasons
Advice # 3 (with back-up) / Clearly, precisely describes with plausible reasons / Is not clearly written or is not written with plausible reasons / Neither clearly written nor written with plausible reasons
Conclusion Statements / Clear summary of all findings / Clear summary of most findings / Unclear or inadequate summary findings

Internship Seminar: Resume

Due: Next class