Download - Student Teaching Portfolio - Biology - SP 13 · Student Teaching Portfolio - Biology - SP 13 Levels/Criteria 1 2 3 4 Score/Level 1a. Understand and can successfully convey to students

Student Teaching Portfolio - Biology - SP 13 Levels/Criteria 1 2 3 4 Score/Level

1a. Understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of Biology and supporting fields as recommended by the National Science Teachers Association.

No sample(s) of student work prior to teaching the lesson are showcased, no lesson plan concerning the major concepts, principles, theories, or laws of science provided, post teaching student work sample(s) are not showcased, and no clear relationship exists between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on such things as how to better generalize these principles not provided.

No sample(s) of student work prior to teaching the lessons are showcased, however, a lesson plan concerning the major concepts, principles, theories, or laws of science provided, post teaching student work sample(s) are showcased, however, no clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on such things as how to better generalize these principles not provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan concerning the major concepts, principles, theories, or laws of science provided, post teaching student work sample(s) are showcased, however, only a vague relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on such things as to better generalize these principles were provided

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan concerning the major concepts, principles, theories, or laws of science provided, post teaching student work sample(s) are showcased, and a clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching to better motivate students by using ambiguity when investigating the ability to generalize these principles were provided.

Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 1: Content Teachers of science understand and can articulate the knowledge and practices of contemporary science. They can interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can conduct scientific investigations. To show that they are prepared in content, teachers of science must demonstrate that they: Indicator a: Understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.

1b. Understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards.

Lesson plan identifies National Science Education Standard no example of student growth provided. No reflection is provided.

Lesson plan identifies National Science Education Standards and examples of pre and post student work from lesson shows no student growth. No reflection is provided

Lesson plan identifies National Science Education Standards and examples of pre and post student work from lesson shows student growth. No reflection is provided.

Lesson plan identifies National Science Education Standards and examples of pre and post student work from lesson shows student growth. A reflection of the lesson is also provided showing candidate understands how growth was affected.


USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 1: Content Teachers of science understand and can articulate the knowledge and practices of contemporary science. They can interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can conduct scientific investigations. To show that

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Levels/Criteria 1 2 3 4 Score/Level

they are prepared in content, teachers of science must demonstrate that they: Indicator b : Understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards.

1c. Understand and can successfully convey to students important personal and technological applications of science in their fields of licensure, Biology.

No sample(s) of student work prior to teaching the lessons are showcased, no lesson plan investigating important personal and technological applications of science provided, post teaching student work sample(s) are not showcased, and no clear relationship exists between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results were not provided.

No sample(s) of student work prior to teaching the lessons are showcased, however, a lesson plan investigating important personal and technological applications of science provided, post teaching student work sample(s) are showcased, however, no clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results were not provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan investigating important personal and technological applications of science provided, post teaching student work sample(s) are showcased, however, only a vague relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results were provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan investigating important personal and technological applications of science provided, post teaching student work sample(s) are showcased, and a clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results demonstrated the ability to reflect on teaching and to consider improvements by applying pedagogical theory.


USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 1: Content Teachers of science understand and can articulate the knowledge and practices of contemporary science. They can interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can conduct scientific investigations. To show that they are prepared in content, teachers of science must demonstrate that they: Indicator c: Understand and can successfully convey to students important personal and technological applications of science in their fields of licensure.

2c. Engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of

No examples of lesson plans and pre and post evidence available. No reflection was present.

Example of lesson plan but no pre and post evidence present. No reflection was present

Lesson plan present and pre or post evidence present but does not show student growth in area. Reflection was present, however was not evident of how the lesson helped to assist the student’s comprehension of the concept.

Lesson plan is present and pre and post assessment shows student growth in area. Reflection was present and was reflective on how the lesson helped to assist the students in the comprehension of the concept.



science. USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 2: Nature of Science Teachers of science engage students effectively in studies of the history, philosophy, and practice of science. They enable students to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. To show they are prepared to teach the nature of science, teachers of science must demonstrate that they: Indicator c: Engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.

4a. Understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues.

Lesson plan is focused on social issues dealing with content area, and activity allows students to understand how decisions are made regarding the issues in society. No evidence of student growth is present in area. No reflection on how growth occurred is present.

Lesson plan is focused on social issues dealing with content area, and activity allows students to understand how decisions are made regarding the issues in society. Student evidence does not show growth in area. No reflection on how growth occurred is present.

Lesson plan is focused on social issues dealing with content area, and activity allows students to understand how decisions are made regarding the issues in society. Evidence of student growth is present in area. No reflection on how growth occurred is present.

Lesson plan is focused on social issues dealing with content area, and activity allows students to understand how decisions are made regarding the issues in society. Evidence of student growth is present in area and reflection on how growth occurred is also present.


USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 4: Issues Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science- and technology-related issues of interest to the general society. They require students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values. To show that they are prepared to engage students in studies of issues related to science, teachers of science must demonstrate that they: Indicator a : Understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues.

4b. Engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.

Lesson plan is focused on analysis of problems dealing with content area, and activity allows students to understand how decisions are made regarding the issues in society. No evidence of student growth is present in area. No reflection on how growth occurred is present.

Lesson plan is focused on analysis of problems dealing with content area, and activity allows students to understand how decisions are made regarding the issues in society. Student evidence does not show growth in area. No reflection on how growth occurred is present.

Lesson plan is focused on analysis of problems dealing with content area, and activity allows students to understand how decisions are made regarding the issues in society. Evidence of student growth is present in area. No reflection on how growth occurred is present.

Lesson plan is focused on analysis of problems dealing with content area, and activity allows students to understand how decisions are made regarding the issues in society. Evidence of student growth is present in area and reflection on how growth occurred is also present.


USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 4: Issues Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science- and technology-related issues of interest to the general society. They require students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values. To show that they are prepared to engage students in studies of issues related to science, teachers of science must demonstrate that they:


Indicator b : Engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.

9a. Understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials.

Candidate shows knowledge of lab safety and discusses with students but does not provided a lab safety contract.

Candidate provides a lab safety contract for students and reviews contract with students. Contract includes safety protocol in lab. Candidate does not have knowledge of how supplies are maintained.

Candidate provides a lab safety contract for students and reviews contract with students. Contract includes safety protocol in lab. Candidate maintains supplies but does not have accurate records of supplies.

Candidate provides a lab safety contract for students and reviews contract with students. Contract includes safety protocol in lab. Candidate also maintains supplies in appropriate designated areas and is aware of MSDS sheets and maintains accurate records of supplies kept.


USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 9: Safety and Welfare Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or found in the field. To show that they are prepared, teachers of science must demonstrate that they: Indicator a : Understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials.

9b. Know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction.


Candidate provides a lab safety contract for students and reviews contract with students. Contract includes safety protocol in lab. Candidate does not have knowledge of how supplies are maintained.

Candidate provides a lab safety contract for students and reviews contract with students. Contract includes safety protocol in lab. Candidate maintains supplies but does not have accurate records of supplies.

Candidate provides a lab safety contract for students and reviews contract with students. Contract includes safety protocol in lab. Candidate also maintains supplies in appropriate designated areas and is aware of MSDS sheets and maintains accurate records of supplies kept.


USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 9: Safety and Welfare Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or found in the field. To show that they are prepared, teachers of science must demonstrate that they: Indicator b : Know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction.

9c. Know and follow emergency procedures,


Candidate provides a lab safety contract for students and reviews contract with students. Contract includes safety protocol in lab.




maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students.

Candidate does not have knowledge of how supplies are maintained.

Candidate maintains supplies but does not have accurate records of supplies.

Candidate also maintains supplies in appropriate designated areas and is aware of MSDS sheets and maintains accurate records of supplies kept.


USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 9: Safety and Welfare Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or found in the field. To show that they are prepared, teachers of science must demonstrate that they: Indicator c : Know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students.

9d. Treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.

When live or preserved specimens are used the candidate addresses the safety protocols for the handling and disposal of biological materials.

When live or preserved specimens are used the candidate addresses the safety protocols for the handling and disposal of biological materials and the ethical and legal restrictions are stated.

When live or preserved specimens are used the candidate addresses the safety protocols for the handling and disposal of biological materials and the ethical and legal restrictions are stated and students are required to review the safety procedures during class.

When live or preserved specimens are used the candidate addresses the safety protocols for the handling and disposal of biological materials and the ethical and legal restrictions are stated and students are required to review the safety procedures during class and students are assessed on their knowledge of the safety procedures and the ethical and legal restrictions.


USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 9: Safety and Welfare Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or found in the field. To show that they are prepared, teachers of science must demonstrate that they: Indicator d: Treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.

3b. Engage students successfully in developmentally appropriate inquiries that

No sample(s) of student work prior to teaching the lessons are showcased, no lesson plan encouraging inquiry provided, post teaching student work sample(s) are not showcased,

No sample(s) of student work prior to teaching the lessons are showcased, however, a lesson plan encouraging inquiry provided, post teaching student work sample(s) are showcased,

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan encouraging inquiry provided, post teaching student work sample(s) are showcased,

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan encouraging inquiry provided, post teaching student work sample(s) are showcased, and a


require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.

and no clear relationship exists between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on connections between strategies used and student learning were not provided.

however, no clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on connections between strategies used and student learning were not provided.

however, only a vague relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on connections between strategies used and student learning were provided.

clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on connections between strategies used and student learning were considered by creatively applying pedagogical theory.

Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 3: InquiryTeachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences. To show that they are prepared to teach through inquiry, teachers of science must demonstrate that they: Indicator b : Engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.

5b. Successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds

Evidence indicates individual differences were not addressed

Evidence indicates some instruction built on students’ prior knowledge and experiences and some differentiated instruction took place

Evidence indicates instruction clearly built on students’ prior knowledge and experiences, however, more differentiated instruction geared to the particular needs of the students was needed. More pathways to learning need to be geared to students’ differing learning styles.

Evidence indicates instruction clearly built on students’ prior knowledge and experiences, and differentiated instruction took place so that the particular needs of the students in the class were clearly met. Multiple pathways were provided and they met the needs of the students’ learning styles.

Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 5: General Skills of Teaching Teachers of science create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning. They use, and can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies. To show that they are prepared to create a community of diverse learners, teachers of science must demonstrate that they: Indicator b : Successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds.

5a. Vary their teaching actions, strategies, and methods to

Evidence indicates that none of the following strategies were used: direct instruction, discovery learning, cooperative learning,

Evidence does not indicate that an appropriate combination of the following strategies were used so that the need of the diverse

Evidence indicates an appropriate amount of the following strategies were used so that most of the diverse students’ needs for

Evidence indicates an appropriate amount of the following strategies were used so that all of the diverse students’ needs for


promote the development of multiple student skills and levels of understanding.

role playing, discussions, technology simulations, “hands-on/minds-on” materials, paired students, etc.

students could be met: direct instruction, discovery learning, cooperative learning, role playing, discussions, technology simulations, “hands-on/minds-on” materials, paired students, etc.

learning were met direct instruction, discovery learning, cooperative learning, role playing, discussions, technology simulations, “hands-on/minds-on” materials, paired students, etc.

learning were met: direct instruction, discovery learning, cooperative learning, role playing, discussions, technology simulations, “hands-on/minds-on” materials, paired students, etc.

Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 5: General Skills of Teaching Teachers of science create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning. They use, and can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies. To show that they are prepared to create a community of diverse learners, teachers of science must demonstrate that they: Indicator a : Vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding.

5c. Successfully organize and engage students in collaborative learning using different student group learning strategies.

Evidence indicates that none of the following strategies were used: discovery learning, cooperative learning, paired students, project based learning

Evidence does not indicate that an appropriate combination of the following strategies were used so that the need of the diverse students could be met: discovery learning, cooperative learning, paired students, project based learning

Evidence indicates an appropriate amount of the following strategies were used so that most of the diverse students’ needs for learning were met discovery learning, cooperative learning, paired students, project based learning

Evidence indicates an appropriate amount of the following strategies were used so that all of the diverse students’ needs for learning were met: discovery learning, cooperative learning, paired students, project based learning

Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 5: General Skills of Teaching Teachers of science create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning. They use, and can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies. To show that they are prepared to create a community of diverse learners, teachers of science must demonstrate that they: Indicator c : Successfully organize and engage students in collaborative learning using different student group learning strategies.

5d. Successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data,

Evidence indicates that none of the following strategies were used: PowerPoint presentations, interactive white board lessons, podcasts, blogs, wikis, teacher web page, manipulation of scientific probes, use of virtual lab activities

Evidence does not indicate that an appropriate combination of the following strategies were used so that the need of the diverse students could be met: PowerPoint presentations, interactive white board lessons, podcasts, blogs, wikis, teacher web page, manipulation of scientific probes, use of virtual lab activities

Evidence indicates an appropriate amount of the following strategies were used so that most of the diverse students’ needs for learning were met: PowerPoint presentations, interactive white board lessons, podcasts, blogs, wikis, teacher web page, manipulation of scientific probes, use of virtual lab activities

Evidence indicates an appropriate amount of the following strategies were used so that all of the diverse students’ needs for learning were met: PowerPoint presentations, interactive white board lessons, podcasts, blogs, wikis, teacher web page, manipulation of scientific probes, use of virtual lab activities


and facilitate the learning of science.

Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 5: General Skills of Teaching Teachers of science create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning. They use, and can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies. To show that they are prepared to create a community of diverse learners, teachers of science must demonstrate that they: Indicator d : Successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science.

7b. Involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.

No sample(s) of student work prior to teaching the lessons are showcased, no lesson plan that relates science to the community provided, post teaching student work sample(s) are not showcased, and no clear relationship exists between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on how to use discussions to reach curriculum goals were not provided.

No sample(s) of student work prior to teaching the lessons are showcased, however, a lesson plan that relates science to the community provided, post teaching student work sample(s) are showcased, however, no clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on how to use discussions to reach curriculum goals were not provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson that relates science to the community provided, post teaching student work sample(s) are showcased, however, only a vague relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on how to better start discussions were made.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan that relates science to the community provided, post teaching student work sample(s) are showcased, and a clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on how to use ambiguities, problems, or student’s preconceptions to start productive discussions were made.

Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standards 7: Science in the CommunityTeachers of science relate their discipline to their local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching. They actively engage students in science-related studies or activities related to locally important issues. To show that they are prepared to relate science to the community, teachers of science must demonstrate that they: Indicator b : Involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.

8a. Use multiple assessment tools and strategies to achieve important goals for instruction that are aligned

No sample(s) of student work prior to teaching the lessons are showcased, no lesson plan describing analysis of problems provided, post teaching student work sample(s) are not showcased, and no clear relationship exists between the

No sample(s) of student work prior to teaching the lessons are showcased, however, a lesson plan describing analysis of problems provided, post teaching student work sample(s) are showcased, however, no clear relationship between the teaching

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan describing analysis of problems provided, post teaching student work sample(s) are showcased, however, only a vague relationship between the teaching

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan describing analysis of problems provided, post teaching student work sample(s) are showcased, and a clear relationship between the teaching methods described


with methods of instruction and the needs of students.

teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved students’ ability to consider risks and costs were not provided.

methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved students’ ability to consider risks and costs were not provided.

methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved students’ ability to consider risks and costs were provided.

and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results demonstrated the ability to reflect on teaching and to consider improvements by applying pedagogical theory.

Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standards 8: Assessment Teachers of science construct and use effective assessment strategies to determine the backgrounds and achievements of learners and facilitate their intellectual, social, and personal development. They assess students fairly and equitably, and require that students engage in ongoing self-assessment. To show that they are prepared to use assessment effectively, teachers of science must demonstrate that they: Indicator a : Use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students.

8b. Use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process.

No sample(s) of student work prior to teaching the lessons are showcased, no lesson plan describing analysis of problems provided, post teaching student work sample(s) are not showcased, and no clear relationship exists between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved students’ ability to consider risks and costs were not provided.

No sample(s) of student work prior to teaching the lessons are showcased, however, a lesson plan describing analysis of problems provided, post teaching student work sample(s) are showcased, however, no clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved students’ ability to consider risks and costs were not provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan describing analysis of problems provided, post teaching student work sample(s) are showcased, however, only a vague relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved students’ ability to consider risks and costs were provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan describing analysis of problems provided, post teaching student work sample(s) are showcased, and a clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results demonstrated the ability to reflect on teaching and to consider improvements by applying pedagogical theory.

Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

USA- NSTA - 2003 Standards for Science Teacher Preparation


Standard: Standards 8: Assessment Teachers of science construct and use effective assessment strategies to determine the backgrounds and achievements of learners and facilitate their intellectual, social, and personal development. They assess students fairly and equitably, and require that students engage in ongoing self-assessment. To show that they are prepared to use assessment effectively, teachers of science must demonstrate that they: Indicator b : Use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process.

10b. Reflect constantly upon their teaching and identify ways and means through which they may grow professionally.

Candidate does not clearly explain why the entries were included in portfolio and does not clearly explain how they relate to this INTASC standard

Candidate gives a reason why the entries were included but fails to clearly explain how they relate to this INTASC standard

Candidate very clearly explains why the samples have been included in the portfolio and how they relate to this INTASC standard

Candidate very clearly explains why the samples have been included in the portfolio, describes how they relate to this INTASC standard, and elaborates on how they best exemplify an aspect of good teaching

Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 10: Professional Growth Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession. They have a desire and disposition for growth and betterment. To show their disposition for growth, teachers of science must demonstrate that they: Indicator b: Reflect constantly upon their teaching and identify ways and means through which they may grow professionally.

10c. Use information from students, supervisors, colleagues and others to improve their teaching and facilitate their professional growth.



Candidate very clearly explains why the samples have been included in the portfolio and how they relate this INTASC standard


Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 10: Professional Growth Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession. They have a desire and disposition for growth and betterment. To show their disposition for growth, teachers of science must demonstrate that they: Indicator c : Use information from students, supervisors, colleagues and others to improve their teaching and facilitate their professional growth.

10d. Interact effectively with colleagues, parents, and students; mentor new colleagues; and foster



Candidate very clearly explains why the samples have been included in the portfolio and how they relate this INTASC standard



positive relationships with the community.

Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

USA- NSTA - 2003 Standards for Science Teacher Preparation Standard: Standard 10: Professional Growth Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession. They have a desire and disposition for growth and betterment. To show their disposition for growth, teachers of science must demonstrate that they: Indicator d: Interact effectively with colleagues, parents, and students; mentor new colleagues; and foster positive relationships with the community.

Conventions Minimal control of grammar, mechanics, spelling, usage, and sentence formation. Missing the following: is neatly typed using a 12 font, double-spaced, and includes appropriate citations.

Limited control of grammar, mechanics, spelling, usage, and sentence formation. Missing two of the following: is neatly typed using a 12 font, double spaced, and includes appropriate citations.

Sufficient control of grammar, mechanics, spelling, usage, and sentence formation. Missing one of the following: is neatly typed using a 12 font, double spaced, and includes appropriate citations.

Evident control of grammar, mechanics, spelling, usage, and sentence formation. Neatly typed using a 12 font, double spaced, and includes appropriate citations.

Download - Student Teaching Portfolio - Biology - SP 13 · Student Teaching Portfolio - Biology - SP 13 Levels/Criteria 1 2 3 4 Score/Level 1a. Understand and can successfully convey to students

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