Growth Portfolio Rubric

Teacher Candidate:________________________________________
Category
ORAL
PRESENTATIO
N
Communication
of Growth

WRITTEN
PRESENTATIO
N
Contents and
Organization

Analysis

Links to the
Standards of
Practice
Use of
Conventions

P/J

J/I

I/S

Total

/25

Level 1
Presentation demonstrates
little evidence of growth
with very limited
reconstruction of phases
(past, present, future) of
the learning journey in the
EDUC 2000 course at the
site and in the host school.
Contents are incomplete. A
very limited range of
artefacts is selected.
Organization of portfolio
provides very limited
support in communicating
ideas clearly.

Level 2
Presentation demonstrates some
evidence of growth with limited
reconstruction of phases (past,
present, future) of the learning journey
in the EDUC 2000 course at the site
and in the host school.

Level 3
Presentation generally demonstrates
evidence of growth with general
reconstruction of phases (past,
present, future) of the learning journey
in the EDUC 2000 course at the site
and in the host school.

Level 4
Presentation clearly demonstrates evidence
of growth with critical reconstruction of
phases (past, present, future) of the
learning journey in the EDUC 2000 course
at the site and in the host school.

Contents are incomplete. A limited

range of artefacts is selected.
Organization of portfolio provides
some support in communicating ideas
clearly.

A wide range of artefacts is selected

Teaching from Within, reading responses,
pamphlet, responses to conferences or inservices etc., as well as artefacts from the
practicum binder e.g., MT reflections,
lesson plans, photographs, goals etc.
Organization of portfolio provides support
in communicating ideas clearly.

Very simple descriptions

about artefacts with little
understanding of their
relationship to theorystudent learning, teaching
practice, personal learning
and/or professional
experience.
Little or no evidence of
links to the Standards of
Practice.
Many technical errors
(spelling, grammar,
sentence structure) so that
they prevent the
communication of ideas.

Somewhat detailed and analytical

descriptions about artefacts with some
understanding of their relationship to
theory- student learning, teaching
practice, personal learning and/or
professional experience.

A range of artefacts is selected .e.g.,

Teaching from Within, reading
responses, pamphlet, responses to
conferences or in-services etc., as well
as artefacts from the practicum binder
e.g., MT reflections, lesson plans,
photographs, goals etc. Organization
of portfolio provides support in
communicating ideas clearly.
Detailed analytical descriptions about
artefacts with general understanding
of their relationship to theorystudents learning, teaching practice,
personal learning and/or professional
experience.

Some evidence of links to the

Standards of Practice.

General evidence of solid links to the

Standards of Practice.

Thorough evidence of complex links to the

Standards of Practice.

Some technical errors (spelling,

grammar, sentence structure) so that
they somewhat interfere with the
communication of ideas.

Few technical errors (spelling,

grammar, sentence structure) so that
they rarely interfere with the
communication of ideas.

Rarely any technical errors (spelling,

grammar, sentence structure) so that there
is no interference with the communication
of ideas.

Insightful, articulate, complex analytical

descriptions about artefacts with in-depth
understanding of their relationship to
theory- student learning, teaching practice,
personal learning and/or professional
experience.