ࡱ> g 9bjbjVV 4r<r<1 8&tT\ jllllll$G "BBBBjBj`{FV0{#"{#{#0#"EaBBBB{# : PROFESSIONAL PORTFOLIO ASSESSMENT FORM Teacher Candidate: ____________________________ Semester: Fall__________ Spring __________ University Supervisor: __________________________ Major: ________________________________________________ The university supervisor is responsible for assessing the completeness of the portfolio. The completed form should be turned into the Office of Student Teaching with the final evaluation forms. Portfolios should be returned to candidates. Section I - Personal & Professional Information Satisfactory Total Score1. Resume02 / 2 2. Philosophy of Teaching 02 /23. Additional Personal and/or Professional Information (optional)1 1/1OR Submit address of CPSB E3 Project Page for information05ORSection I: Total Score  /5Section II: Teacher as Lifelong Learner: Reflection on the Burton College of Education Conceptual Framework Incomplete (1 point) Reflection is not clearly related to teacher as Life-long Learner and Conceptual Framework (CF) principles of professionalism, diversity, collaboration & reflection No mention of student teaching experience as it relates to CF Proficient (2 points) Reflection is clearly related to teacher as Life-long Learner and (CF) principles of professionalism, diversity, collaboration & reflection and include goals for future learning. Relating student teaching experience to CF needs to be developed Exemplary (3 points) All reflection clearly related to teacher as Life-long Learner and (CF) principles of professionalism, diversity, collaboration & reflection &include goals for continued learning. Well developed reflection relating student .teaching experience to all parts of CF. 1. Professionalism0123 /32. Diversity0123 /33. Collaboration0123 /34. Reflection0123 /3Capacity for technical writing and organization(1 point) Two to three spelling, grammatical, or structural errors exist. *If more than 3 errors assign 0 pts(5 points) One spelling, grammatical, or structural error exists (10 points) No spelling, grammatical, or structural errors are found. /10Section II: Total Score  /22Section III: Planning1. Lesson plans (Technology MUST be integrated and documented)0Incomplete (1 point) CCSS lesson planner not followed. Technology Standards not noted. No evidence that students & teacher USED technology Proficient (2 points) CCSS lesson planner followed. Tech Standard not noted or incorrect. Evidence that students & teacher USED technologyExemplary (3 points) CCSS format followed. Tech Standards noted & correct. Technology integrated throughput lesson. Evidence that students & teacher USED technology. /32. A summary paper of how technology is integrated in your instruction 0Incomplete (1 point) Addresses less than 3 of the 4 Reflection components. Proficient (2 points) Addresses at least 3 of the 4 Reflection components. Exemplary (3 points) 1.Describes students integration and use of technology 2. Describes personal use of technology 3. Describes school-wide use of technology. 4. Includes the pros and cons of technology use. /3 Capacity for technical writing and organization(1 point) Two to three spelling, grammatical, or structural errors exist. *If more than 3 errors assign 0 pts.(5points) One spelling, grammatical, or structural error exists(10 points) No spelling, grammatical, or structural errors are found. /10 Section III: Total Score  /16 Section IV: Management1. Description of classroom management plan/routines 0Satisfactory (1) /12. Copy of daily schedule 0Satisfactory (1) /13. Reflection: Describes the classroom management plan and the discipline strategies that will be used in future classroom. Describes why these techniques will be effective. 0Incomplete (1 point) Minimal or no reflection or insight No connection to use in own classroom Proficient (2 points) Surface understanding and development management strategies Limited connection to use in own classroom Exemplary (3 points) Demonstrates significant reflection & awareness of management strategies and their importance. Significant connection to future classroom. /3 Capacity for technical writing and organization 0(1 point) Two to three spelling, grammatical, or structural errors exist. *If more than 3 errors assign 0 pts.(5points) One spelling, grammatical, or structural error exists (10 points) No spelling, grammatical, or structural errors are found. /10Section IV: Total Score  /15 Section V: Instruction1. University Supervisor Lesson Evaluations (with Lesson plans) 0Incomplete (1 point) Less than 3 formal evaluations and/or lesson plans not includedProficient (2 points) 3 lesson evaluations accompanied by a lesson plan as per lesson planner. Exemplary (3 points) 4 lesson evaluations accompanied by a lesson plan as per lesson planner. /3 2 Cooperating Teacher Lesson Evaluations0Incomplete (1 point) Less than 3 formal evaluations and/or lesson plans not includedProficient (2 points) 3 lesson evaluations accompanied by a lesson plan as per lesson planner.Exemplary (3 points). 4 lesson evaluations accompanied by a lesson plan as per lesson planner. /3Midterm/Final Evaluations 01  /1Section V: Total Score  /7Section VI: Professional Devel1.Honors/Awards/Certificate of attendance at professional activities/training 01 /12. Evidence of membership in professional organization or information about a professional organization 0 1 /13. Other evidence/artifacts 0 Section VI: Total Score  /2 Section VIIPart 3A The Assessment Plan: Before the LessonElementIneffective 1Effective: Emerging 2Effective: Proficient 3Highly Effective 4Rating1. Choice of assessments: both formal and informal assessments are explained and balanced InTasc 6aCandidate fails to apply formal or informal measures of assessment throughout their lessonsCandidate applies formal or informal measures of assessment throughout their lessons but it is unbalanced or inappropriateCandidate correctly applies formal and informal measures that extend from pre-assessment through post-assessmentCandidate correctly applies and balances formal and informal measures that extend from pre-assessment through post-assessment2. Pre-assessment: Pre-assessment data is used to identify current levels of knowledge and grouping students for differentiation within lessons InTasc 6gCandidate understanding of students current level of knowledge and expected growth is not solid or candidate cannot correctly explain how they will group students for differentiation.Candidate provides some details of students current level of knowledge and expected growth or how they will group students for differentiation during the unit but no data from the pre-assessment is linked to decision making.Candidate clearly details students current level of knowledge and expected growth or how they will group students for differentiation during the unit using data from a pre-assessment.Candidate clearly details students current level of knowledge and expected growth as well as how they will group students for differentiation during the unit using data from a pre-assessment.3. Post-assessment: Formal post-assessment data is used to determine mastery of stated outcome. InTasc 6bCandidate understanding of students current level of mastery is vague and/or candidate is not able to clearly identify student growth from pre- to post-assessment. Candidate provides some details about student mastery of each outcome according to assessment criteria or summarizes the growth of the students but no data from the pre-assessment or post assessment is includedCandidate clearly details student mastery of each outcome according to assessment criteria or the academic growth, or lack of, including data from both pre-assessment and post-assessmentCandidate clearly details student mastery of each outcome according to assessment criteria as well as the academic growth, or lack of, including data from both pre-assessment and post-assessment 4. Alignment of lesson Evidence of alignment for outcome, instructional strategies, and assessment InTasc 6rCandidates outcome, instructional strategies, and assessment do not align and/or candidate incorrectly explains alignment. Candidate loosely proves correct alignment of outcome, instruction, and assessment.Candidate reflects over their ability to correctly align outcome, instruction, and assessment in their lesson using overview information to prove alignmentCandidate assesses their ability to correctly align outcome, instruction, and assessment throughout their lesson using specific evidence to prove the alignmentPerformance Level Subtotal: (minimum level of competency is an average of Effective: Proficient)  Part 4: Reflection on the Impact of Instruction: After the LessonElementIneffective 1Effective: Emerging 2Effective: Proficient 3Highly Effective 4Rating5. Student level of mastery and evaluation of factors InTasc 6cCandidate only reflects over factors that influence that success or failure of their studentsCandidate assesses the percent of student mastery of each outcome(s) and lists factors that influenced that success or failure of their students without drawing conclusionsCandidate assesses the percent of student mastery of each outcome(s) and briefly reflects over factors that influenced the success or failure of their studentsCandidate assesses the percent of student mastery of each outcome(s) and determines what factors that contributed to achievement levels.6. Data to determine patterns and gaps InTasc 6lCandidate fails to assess student performance outcomes and/or misalignment of patterns and gaps identified. Candidate assesses student performance outcomes or briefly references student outcomes to lesson outcomes with no clear understanding for patterns and gaps in student learning.Candidate assesses student performance outcomes and determines patterns and gaps in student learning with no data used to support findings.Candidate assesses student performance outcomes and supported with data determines patterns and gaps in student learning.7. Response to Intervention InTasc 6gCandidate plans for the follow-up lesson are not content related and/or do not sufficiently accommodate needs of students (differentiation) as identified by post-assessment data.Candidate plans for the follow-up lesson by including specific data for students chosen, patterns and gaps in learning identified, as well as grouping information; however there is misalignment of data, students included in grouping, and/or proposed activity.Candidate plans follow-up lesson by including specific data for students chosen, patterns and gaps in learning identified, as well as grouping information but no differentiation is noted.Candidate effectively plans for differentiation of the follow-up lesson by including specific data for students chosen, patterns and gaps in learning identified, as well as grouping information. Performance Level Subtotal: (minimum level of competency is an average of Effective: Proficient)   Section VII: Total Score  /28Overall Presentation Design0Incomplete (1 point) Not organized or presented well; no table of contents; no tabs; lacks personalization; not visually pleasing; poor use of design, text elements Proficient (3points) Organized; has table of contents and tabs; some evidence of personalization; is visually pleasing; good use of design, and text elements Exemplary (5points) Well organized; has table of contents and tabs; unique/imaginative approach to design; highly visual; excellent use of design, and text elements  /5Overall Presentation Total Score  /5Portfolio Total Score (100 points) /100  Comments: CHECK MATH! Score below 80 will result in lowering final student teaching letter grade. 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