INTRODUCTION TO PORTFOLIO

RUBRIC
(Non-program specific)

Trait 1 2 3 4 5
Unacceptable Beginning Developing Capable Accomplished
Introduction to Portfolio Does not define the Vaguely defines the Adequately defines Clearly and Defines the purpose of the
purpose of the portfolio. purpose of the the purpose of the accurately TWS portfolio in a
portfolio. portfolio. delineates the professional and articulate
purpose of the manner.
portfolio.

There is no description There is a brief There is an There is a specific There is an exemplary

(or a very poor one) of description of acceptable description of the description of the outcomes.
the learning outcomes outcomes, but the description of learning outcomes.
selected. number is less than learning outcomes.
required.

There are no The connections made The connections The connections The connections made
connections made between the elements made between the made between the between the elements of the
between the TWS of the TWS and the elements of the elements of the TWS and the COE
elements and the COE Outcomes are TWS and the COE TWS and the Outcomes are clear and
College of Education minimal Outcomes are College of focused.
Outcomes. satisfactory. Education
Outcomes are
clear.

There is no description The description of the The description of The description of The description of the
of the TWS portfolio organization of the the TWS portfolio the TWS portfolio organization is excellent,
organization. TWS portfolio is vague organization is organization is well thought out, and logical.
and not easily acceptable. logical and in an
understood. easy to understand
format.

35
 PHILOSOPHY STATEMENT
RUBRIC
(non-program specific)

Trait 1 2 3 4 5
Unacceptable Beginning Developing Capable Accomplished
Philosophy Statement Offers no evidence Offers minimal Offers adequate Offers significant Offers superior evidence that
that the candidate has evidence that the evidence that the evidence that the the candidate has the P-12
the P-12 student as candidate has the P-12 candidate has the P- candidate has the P- student as the focus.
the focus. student as the focus. 12 student as the 12 student as the
focus. focus.

Offers no evidence Offers minimal Offers adequate Offers significant Offers superior evidence that
that the SPECTRUM evidence that the evidence that the evidence that the the SPECTRUM model is
model is the SPECTRUM model is SPECTRUM model SPECTRUM model the framework.
framework the framework. is the framework. is the framework.

Offers no evidence Offers minimal Offers adequate Offers significant Offers superior evidence that
that the candidate evidence that the evidence that the evidence that the the candidate understands
understands theory candidate understands candidate candidate theory and research.
and research. theory and research. understands theory understands theory
and research. and research.

Offers no evidence Offers minimal Offers adequate Offers significant Offers superior evidence that
that the candidate has evidence that the evidence that the evidence that the the candidate has gained
gained insight into candidate has gained candidate has candidate has insight into teaching and
teaching and learning insight into teaching gained insight into gained insight into learning through field
through field and learning through teaching and teaching and experiences and
experiences and field experiences and learning through learning through coursework.
coursework. coursework. field experiences field experiences
and coursework. and coursework.

36
 Writing Mechanics and Organization
Rubric
(Non-program specific)
Standard: TWS Portfolio is organized clearly, grammatically correct and written in standard English.

1 2 3 4 5
Trait Unacceptable Beginning Developing Capable Accomplished

Writing Mechanics The use of standard The use of standard The use of standard The use of standard The use of standard
written English is written English needs written English is written English is written English is
unsatisfactory at this attention. More than 9 adequate with no good with no more outstanding with no
level. More than 10 errors in punctuation, more than 8 errors in than 5 errors. more than 2 errors in
errors in punctuation, capitalization, subject- punctuation, punctuation,
capitalization, subject- verb agreement may capitalization, subject- capitalization, subject-
verb agreement may exist or 2 or more verb agreement may verb agreement may
exist or excessive fragments or run-ons exist or 1 or more exist. No fragments or
fragments or run-ons may exist. fragments or run-ons run-ons may exist
may detract from the may exist.
overall content of the
writing.

Syntax Syntax and word choice Syntax and word Syntax and word Syntax and word Syntax and word choice
may be unsatisfactory, choice may need choice are choice are are clearly superior, and
or the writing may lack attention, or the writing satisfactory, and the appropriate, and the the writing is very
cohesion. may lack cohesion. writing is cohesive. writing is cohesive. cohesive.

37
 Writing Mechanics and Organization
Rubric (Non-program specific)
Standard: TWS Portfolio is organized clearly, grammatically correct and written in standard English.

1 2 3 4 5
Trait Unacceptable Beginning Developing Capable Accomplished

Organization of TWS Poorly organized Subsection not well Subsections are Subsections are Subsections are labeled
Portfolio with no section defined and papers labeled and papers labeled and stand and tabs stand out from
dividers. poorly placed in placed in appropriate out from folder and the contents of the
sections. sections. papers are placed in portfolio with thoughtful
appropriate placement of contents in
sections. appropriate places.

Table of contents is clear

and alerts reader to
contents of portfolio;
Table of contents is Table of contents is reader can locate material
No table of Table of contents is well organized. clear and reader can easily.
contents. brief and vague. locate information
with ease. Binder is attractive and
cover page is professional,
eyecatching and
Binder is appropriate appropriate.
Binder or notebook is and the cover page
Not placed in a Binder or notebook is organized with an is professionally
binder, no cover in poor condition with appropriate cover page. done.
page. a poorly worded,
difficult to read cover
page.

38
 Teacher Work Sample
Contextual Factors Rubric
(Non-program specific)

TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set
learning goals, plan instruction and assess learning.
Rating → 1 2 3 4 5
Score
Indicator ↓ Unacceptable Beginning Developing Capable Accomplished
Displays no knowledge of Displays minimal, Displays some Displays a Displays and explains
the characteristics of the irrelevant, or biased knowledge of the comprehensive an in-depth
community, school, and knowledge of the characteristics of the understanding of the understanding of the
Knowledge of
classroom. characteristics of the community, school, characteristics of the characteristics of the
Community,
community, school, and and classroom that community, school, community, school, and
School and
classroom. may affect learning. and classroom that classroom that may
Classroom
may affect learning. affect learning with
Factors
specific data, cited
sources, and/or
statistics.
Displays no knowledge of Displays minimal, Displays general Displays general and Displays and explains
student differences (e.g., stereotypical, or irrelevant knowledge of student specific knowledge of in-depth knowledge of
Knowledge of development, interests, knowledge of student differences (e.g., student differences student differences
Characteristics culture, differences (e.g., development, (e.g., development, (e.g., development,
of Students abilities/disabilities). development, interests, interests, culture, interests, culture, interests, culture,
culture, abilities/disabilities). abilities/disabilities). abilities/disabilities).
abilities/disabilities).
Fails to demonstrate Demonstrates general Demonstrates general Articulates an Articulates general and
Knowledge of understanding of a understanding of a variety understanding of a understanding of specific understanding
Students’ variety of approaches to of approaches to learning variety of approaches varied learning of varied learning
Varied learning among students, among students and may to learning among modalities and modalities and multiple
Approaches to e.g., multiple know one or two learning students and can multiple intelligences. intelligences.
Learning intelligences and/or modalities but not a variety. distinguish between
learning modalities. multiple modalities.
Displays no knowledge of Identifies the value of Identifies the value of Displays knowledge of Articulates an in-depth
students’ skills and understanding students’ understanding understanding understanding of
Knowledge of
previous learning and skills and previous learning students’ skills and students’ skills and students’ skills and
Students’
does not indicate either is but demonstrates its previous learning for previous learning, previous learning for the
Skills and
important. importance for the whole the group and including special group and individuals
Prior Learning
class only. individuals. needs students. including special needs
students.

39
 Does not provide Provides minimal Provides general Provides specific Provides specific
implications for implications for instruction implications for implications for implications and
instruction and and assessment based on instruction and instruction and analyzes decisions for
Implications assessment based on student individual assessment based on assessment based on instruction and
for student individual differences and community, student individual student individual assessment based on
Instructional differences and school, and classroom differences and differences and student individual
Planning and community, school, and characteristics or provides community, school, or community, school, differences (ELL and
Assessment classroom characteristics inappropriate implications. classroom and classroom inclusion students) and
or provides inappropriate characteristics. characteristics. community, school, and
implications. classroom
characteristics.

40
 Learning Goals
Rubric
(Non program specific)

TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.

Rating → 1 2 3 4 5
Score
Indicator ↓ Unacceptable Beginning Developing Capable Accomplished
Goals are not in Goals reflect only one Goals reflect several Goals reflect several Goals are significant
Significance, evidence. type or level of learning types or levels of types or levels of and challenge thought
Challenge and learning but lack learning and are and expectations
Variety significance or significant and including three or
challenge challenging. more levels and types.
Goals are vague or Goals are not stated Some of the goals are Most of the goals are Goals are clearly
not in evidence. clearly and are activities clearly stated as clearly stated as stated in behavioral
Clarity
rather than learning learning outcomes. learning outcomes terms.
outcomes.
Goals presented are Goals are not Some goals are Most goals are Goals demonstrates
inappropriate for the developmentally developmentally developmentally realistic expectations
class or set unrealistic appropriate; nor address appropriate and appropriate; for all students in
Appropriateness expectations for pre-requisite knowledge, address some pre- addresses pre- addition to providing
for Students students. skills, experiences, or requisite knowledge, requisite knowledge, for students’ critical
other student needs. skills, experiences, skills, experiences and thinking and reflection.
and other student other student needs
needs. are considered.
Fails to develop Goals are not Some goals are Most of the goals Goals are aligned
goals aligned with aligned with aligned with are explicitly with national,
national, state and national, NJ national, state or aligned with state, COE
Alignment with
COE standards standards or COE COE standards. national, state and standards and are
National, State
standards. COE standards. articulated through
or Local
the lesson
Standards
presentations.
Alignments are
explained.

41
 Assessment Plan
Rubric
(Non-program specific)

TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.

Rating → 1 2 3 4 5
Score
Indicator ↓ Unacceptable Beginning Developing Capable Accomplished
Minimal plans for Content and methods of Some of the learning goals Each of the learning goals All learning goals are
pre and post assessment lack are assess through the is assessed through the assessed by the
Alignment with assessments are congruence with learning assessment plan, but many assessment plan; assessment plan,
Learning Goals provided; goals or lack cognitive are not congruent with assessments are and provide students
and Instruction assessments do not complexity. learning goals in content and congruent with the with constructive
measure learning cognitive complexity. learning goals in content feedback on their
goals. and cognitive complexity. learning.
The assessments Assessments contain Assessment criteria have Assessment criteria are Assessment criteria
Clarity of contain no criteria poorly stated criteria for been developed, but they clear and are explicitly are linked to learning
Criteria and for measuring measuring student are not clear or are not linked to the learning goals; accurately
Standards for student performance performance leading to explicitly linked to the goals. documenting student
Performance relative to the student confusion. learning goals. learning.
learning goals.
The assessment The assessment plan The assessment plan The assessment plan The assessment plan
plan fails to includes only one includes multiple modes but includes multiple uses formal/informal
demonstrate assessment mode and all are either pencil/paper assessment modes assessments and
evidence of student does not assess students based (i.e., they are not (including performance student’s self-
Multiple Modes
assessment other before, during, and after performance assessments) assessments, lab reports, assessments to
and
than after instruction. and/or do not require the research projects, etc.) assess student
Approaches
instructions. Limited integration of knowledge, and assesses student performance and
knowledge of skills and critical thinking. performance throughout effectiveness of the
formal/informal the instructional sequence. instructional
assessments sequence.
Assessments are Assessments are not Assessments appear to Assessments appear to Assessments
not designed to valid; scoring have some validity. Some be valid; scoring appear to be valid
measure lessons procedures are scoring procedures are procedures are and clearly written.
goals and inaccurate; items or explained; some items or explained; most items or Assessments data
Technical
objectives; scoring prompts are poorly prompts are clearly prompts are clearly used to document
Soundness
procedures are written; directions and written; some directions written; directions and students’ strengths
inaccurate. procedures are and procedures are clear procedures are clear to as well as
confusing to students. to students students. opportunities for
learning.

42
 Teacher does not Teacher does not Teacher makes Teacher makes Teacher’s
address or link adapt assessments to adaptations to adaptations to adaptations of
assessments to meet the individual assessments that are assessments that are assessments for all
identified needs of students or appropriate to meet the appropriate to meet the students needs to
Adaptations
contextual factors. these assessments are individual needs of some individual needs of most be met.
Based on the
inappropriate. students. students. Adaptations are
Individual
creative and show
Needs of
evidence of
Students
outstanding
problem-solving
skills by teacher
candidate.

43
 Design for Instruction
Rubric
(Non-program specific)
TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning
contexts.
Rating → 1 2 3 4 5
Score
Indicator ↓ Unacceptable Beginning Developing Capable Accomplished
No lesson is Few lessons are explicitly Most lessons are All lessons are explicitly All lessons are
linked to learning linked to learning goals. explicitly linked to linked to learning goals. explicitly linked to
goal. No learning Few learning activities, learning goals. Most All learning activities, learning goals,
activities are assignments and resources learning activities, assignments and demonstrating critical
Alignment with
aligned to are aligned with learning assignments and resources are aligned thinking and reflection
Learning Goals
learning goals. goals. Not all learning resources are aligned with learning goals. All in activities and
goals are covered in the with learning goals. Most learning goals are assignments.
design. learning goals are covered in the design.
covered in the design.
Teacher does not Teacher’s use of content Teacher’s use of content Teacher’s use of content Teacher provides
demonstrate appears to contain appears to be mostly appears to be accurate. cross-content
purpose and numerous inaccuracies. accurate. Shows some Focus of the content is approach to student
Accurate
relevancy of Content seems to be awareness of the big congruent with the big learning, stressing
Representation
content. viewed more as isolated ideas or structure of the ideas or structure of the depth and breadth of
of Content
skills and facts rather than discipline. discipline. content.
as part of a larger
conceptual structure.
The lessons The lessons within the unit The lessons within the Most lessons within the All lessons within the
within the unit do are not logically organized unit have some logical unit are logically unit demonstrate how
not demonstrate (e.g., sequenced). organization and appear organized and appear to knowledge of content
Lesson and Unit knowledge of to be somewhat useful in be useful in moving is created and
Structure how content is moving students toward students toward organized and
created and achieving the learning achieving the learning integrates knowledge
developed. goals. goals. from other fields of
content.
A single, Little variety of instruction, Some variety in Significant variety across Instructional strategic
Use of a Variety instructional activities, assignments, and instruction, activities, instruction, activities, assignments are
of Instruction, modality is used resources. Heavy reliance assignments, or assignments, and/or varied to
Activities, with textbook as on textbook or single resources but with limited resources. This variety accommodate
Assignments only reference. resource (e.g., work contribution to learning. makes a clear individual learners and
and Resources sheets). contribution to learning. to achieve lesson
goals.

44
 Instruction has Instruction has been Some instruction has Most instruction has All instruction
Use of
not been based designed with very limited been designed with been designed with addresses the diverse
Contextual
upon knowledge reference to contextual reference to contextual reference to contextual needs of individual
Information and
of subject matter, factors and pre- factors and pre- factors and pre- students and
Data to Select
students or pre- assessment data. assessment data. Some assessment data. Most contextual factors of
Appropriate and
assessment data. Activities and assignments activities and activities and community, school
Relevant
do not appear productive assignments appear assignments appear and class.
Activities,
and appropriate for each productive and productive and
Assignments
student. appropriate for each appropriate for each
and Resources
student. student.
Teacher does not Technology is Teacher uses technology Teacher integrates Teacher integrates a
use technology inappropriately used and but it does not make a appropriate technology variety of media and
during inappropriate rationale is significant contribution to that makes a significant technology into
Use of
instruction. provided. teaching and learning or contribution to teaching instruction and relates
Technology
teacher provides limited and learning or provides both directly to lesson
rationale for not using a strong rationale for not goals.
technology. using technology.

45
 Instructional Decision-Making
Rubric
(Non-program specific)

TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.

Rating → 1 2 3 4 5
Score
Indicator ↓ Unacceptable Beginning Developing Capable Accomplished
Instructional Many instructional Instructional decisions are Most instructional Most instructional
decisions are decisions are inappropriate mostly appropriate, but decisions are decisions are
Sound
inappropriate for and not pedagogically some decisions are not pedagogically sound (i.e., pedagogically
Professional
age of student, sound. pedagogically sound. they are likely to lead to sound and build on
Practice
content, and student learning). concepts and skills
community. previously learned.
Teacher treats Limited modifications of the Some modifications of the Appropriate modifications Appropriate
class as “one instructional plan have instructional plan are of the instructional plan modifications of
plan fits all” with been made, to made to address individual are made to address the plan are made
Modifications no modifications. accommodate individual student needs, but these individual student needs. to individualize
Based on Fails to learners. are not based on the These modifications are instruction.
Analysis of demonstrate analysis of student informed by the analysis of Rational to
Student Learning evidence of learning, best practice, or student improve student
instructional contextual factors. learning/performance, best progress is
modifications. practice, or contextual provided.
factors.
Inappropriate Modifications in instruction Modifications in instruction Modifications in instruction Modifications in
modification in lack congruence with are somewhat congruent are congruent with instruction are
Congruence
instruction. learning goals. with learning goals. learning goals. congruent with
Between
learning goals and
Modifications
cites current
and Learning
research as the
Goals
rationale for the
modifications.

46
 Analysis of Student Learning
Rubric
(Non-program specific)

TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student
progress and achievement.

Rating → 1 2 3 4 5
Score
Indicator ↓ Unacceptable Beginning Developing Capable Accomplished
Presentation does not Presentation is not Presentation is Presentation is easy Contains no errors of
include data. clear and accurate; it understandable and to understand and presentation.
Clarity and
does not accurately contains few errors. contains no errors of Presentation is
accuracy of
reflect the data. presentation. communicated with
Presentation
the use of technology
and media.
Neither analysis of Analysis of student Analysis of student Analysis is fully Analysis is thorough
student learning nor learning is aligned learning is general aligned with learning and complete,
visual representation is with learning goals. with learning goals goals and provides a recognizing student
aligned with learning Visual and/or fails to provide comprehensive progress in developing
Alignment
goals. representations do a comprehensive profile of student content proficiency.
with
not include whole profile of student learning for the whole Visual and narrative
Learning
class, sub-groups or learning relative to class, subgroups, summaries
Goals
individual students. the goals for the and two individuals. demonstrate the
whole class, extent of student
subgroups, and two progress.
individuals.
Interpretation is Interpretation is Interpretation is Interpretation is Interpretation is
unsupported by data inaccurate, and technically accurate, meaningful, and comprehensive.
conclusions are but conclusions are appropriate Appropriate
missing. missing or not fully conclusions are conclusions are drawn
Interpretation supported by data. drawn from the data. from the data.
of Data Candidate has
detailed the
assessment and
evaluation of student
gains.

47
 Analysis is weak and Analysis of student Analysis of student Analysis of student A thorough analysis of
fails to provide learning fails to learning includes learning includes the learning gains of
subgroup achievement include evidence of incomplete evidence evidence of the all students and
impact on student of the impact on impact on student subgroups is
Evidence of learning in terms of student learning in learning in terms of presented.
Impact on numbers of students terms of numbers of number of students Remediation is
Student who achieved and students who who achieved and specific.
Learning made progress achieved and made made progress
toward learning progress toward toward each learning
goals. No learning goals. goal. Remediation is
remediation is Limited remediation specific.
provided. is provided.

48
 Reflection and Self-Evaluation
Rubric
(Non-program specific)

TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.
Rating → 1 2 3 4 5 Sco
Indicator ↓ Unacceptable Beginning Developing Capable Accomplished re
No evidence or Provides one Provides evidence but Uses evidence to support Uses evidence to support
reasons provided to possible reason as simplistic, superficial conclusions drawn in more than four
support conclusions evidence to support reasons are given or “Analysis of Student conclusions drawn in
drawn in “Analysis of conclusions drawn in hypotheses to support Learning” section. “Analysis of Student
Interpretation
Student Learning” Analysis of Student conclusions drawn in Learning” section.
of Student
section. Learning. “Analysis of Student Explores multiple
Learning
Learning” section. hypotheses for why some
students did and others
did not meet learning
goals.
Provides no rationale Rationale for Identifies successful and Identifies successful and Reflects on own
for why some activities activities or unsuccessful activities or unsuccessful activities and performance as a teacher
or assessments were assessments assessments and assessments and provides focusing on the impact of
Insights on
more successful than presented in superficially explores plausible reasons (based the experience on student
Effective
others. confusing manner; reasons for their on theory or research) for learning. Current
Instruction and
insights limited to success or lack thereof their success or lack research findings are
Assessment
knowledge-based (no use of theory or thereof. incorporated as
instruction and use of research). supportive
formal assessments. documentation.
Does not connect Connections among Connects learning goals, Logically connects Connects learning goals,
learning goals, learning goals, instructions, and learning goals, instruction, instruction and
instruction, and instructions and assessment results in and assessment results in assessment results in the
Alignment assessment results in assessments are the discussion of student the discussion of student discussion of student
Among Goals, the discussion of irrelevant or learning and effective learning and effective learning and effective
Instruction and student learning and inaccurate. instruction, but instruction. instruction. Current
Assessment effective instruction misunderstandings or research findings are
and/or the connections conceptual gaps are incorporated as
are irrelevant or present. supportive
inaccurate. documentation.
Provides no ideas or Provides limited Provides ideas for Provides ideas for Provides a repertoire of
inappropriate ideas for ideas for redesigning redesigning learning redesigning learning goals, strategies, offering
redesigning learning learning goals, goals, instruction, and instruction, and specific alternative
Implications for
goals, instruction, and instruction, and assessment but offers assessment and explains actions complete with
Future
assessment. assessment. no rationale for why why these modifications probable successes for
Teaching
Rationale is these changes would would improve student student learning.
inadequate; or improve student learning.
absent. learning.
49
 Provides no Provides goals that Presents professional Presents professional Presents four or more
professional learning are not related to the learning goals that are learning goals that emerge professional learning
goals. insights and not strongly related to from the insights and goals that clearly emerge
Implications for
experiences the insights and experiences descried in from the insights and
Professional
described in this experiences described in this section. experiences described in
Development
section. this section and/or this section. Describes at
provides a vague plan least two specific steps to
for meeting the goals. meet these goals.

50