portfolio rubrics - lincoln .web vieworganizing your teaching portfolio 1. evidence of experience,

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Portfolio Rubrics

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


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


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


Teaching 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.


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


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



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 ones 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


Grasp of content

Discussion of content


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 Writers 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







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, spelling, and punctuation are always accurate

Grammar, spelling, and punctuation are mostly accurate

Grammar, spelling, and punctuation are sometimes accur


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