· web viewthe audience for the student teaching portfolio is the same as for the teacher...

Application to Student Teaching PortfolioGuidelines and Rubric

The application process for student teaching is a significant step toward certification for teaching in Kentucky public schools. Providing a strong representation of one’s gifts, abilities, and knowledge of both pedagogy and content is important. To that end, developing a portfolio which offers a snapshot of one’s best work, strengths, and plans for professional growth is required. The Admission to Student Teaching Portfolio is comprised of a set of materials which best represent the candidate. Specifically, lesson plans demonstrate the ability to plan and implement instruction, then analyze student learning data. A professional growth plan includes a professional statement which allows the candidate to concisely explore various elements related to teaching, followed by a set of tables in which goals and strategies are considered for professional growth. All elements of the portfolio should be complete, concise, and well-written. Additionally, APA should be employed for citations and the reference page.

Purpose – The Student Teaching Portfolio is submitted with the Application to Student Teaching and should reflect a candidate’s developing knowledge, skills, and commitments as someone who is ready to begin professional preparation toward a career as a teacher.

Audience – The audience for the Student Teaching portfolio is the same as for the Teacher Education Program (TEP) portfolio – major department and the faculty of the Education Studies Department. Portfolios will also be reviewed by the Teacher Education Committee as part of a complete review of all admission criteria for student teaching.

Evaluation – See the rubric provided.

OVERVIEW OF REQUIRED COMPONENTS

A. Two Contiguous Lesson Plans – These lesson plans must be connected and may be part of a previously developed unit plan. Both lessons must have been taught. Use the lesson plan template attached. Note that in addition to the detailed lesson plans, one lesson must have been observed and one lesson must include student assessment data and an evaluation of the assessment data. See the attached guidelines for these sections of the submitted lesson plans provided in the template.

B. Professional Growth Plan II – The Professional Growth Plan (PGP) reflects the applicant’s teaching philosophy, self-identified strengths and areas for growth, and a plan which includes goals and strategies for addressing future growth. See the attached guidelines for the PGP.

C. Two Recommendations from Faculty Outside of Education Studies – Two recommendations are required from faculty members who teach in disciplines outside of Education Studies or your content/certification area. A link will be provided to the faculty members submitting the recommendation forms.


LESSON PLAN TEMPLATE GUIDELINES/DATA EVALUATIONNote: This lesson plan template and planning guide corresponds with the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.

This lesson plan template should be used when submitting two (2) contiguous lesson plans for the Student Teaching Application. Both of the lessons must have been taught. Also note that one lesson should have been observed and/or video recorded and one lesson must include student assessment data and an evaluation of the data.

While the lessons may have been part of a larger unit, the entire unit is not required for this application. Note, however, that this will be addressed in the context section of the lesson plan template.

Planning Phase

Content Objective(s)Specify what students should be able to do at the end of the lesson.

Example: Students will be able to add two single-digit numerals for the correct sum.

Content Connection(s) Specify which standard aligns with each content objective.

Language Objective(s)Specify how students will show that they meet the content objective.

Example: Students will be able to use mathematical vocabulary to explain the operation of addition for single-digit numerals orally or in writing.

Language Connection(s)Specify which language standard aligns with each language objective.

Content Context – What is the purpose of the lesson?

How does the lesson support previous learning?

How does the lesson establish a foundation for subsequent learning?

Is the lesson part of a unit of study? If so, what unit?

Students’ ContextConsider the cultural, linguistic, and SEC backgrounds of students and their families. How will connections to students’ cultural knowledge/cultural “data sets” be made?

Are there any ways to incorporate families’ “funds of knowledge?”

What language stages of ELLs will need to be considered in planning?

What accommodations are needed for students with IEPs or other learning differences/needs?

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Key VocabularyWhat terms are critical for student understanding? How will those terms be taught in ways that are engaging and that will assist students in remembering the words and their meanings? (Note: After explicitly teaching them, it is helpful to capture the vocabulary by posting all academic terms on a “word wall” or some other medium and refer to them often as new concepts are addressed.)

Materials What materials and equipment will be required?

Can multicultural literature be included? Artifacts from popular culture (or other materials from the students’ world)? Pictures representing diversity? Technological resources that will promote student engagement? Other media?

What materials which explore current issues or events that are important to the community can be used?

Implementation Phase

Instructional Considerations How much time is anticipated for each procedure? (This may be provided to the left of each

procedure.)

How the students are engaged in the lesson from the beginning

Introducing academic terms

Introducing significant ideas, important characters, historical events, etc. that would be important for meeting the content objective

Explicit teaching (explaining, modeling, thinking aloud, etc.)

Student grouping strategies/collaboration (students work together to answer challenging questions or to solve challenging problems—emphasis on group versus individual success; also see the Discourse considerations below related to grouping strategies)

Student inquiry (students questioning, investigating)

Student choice (choice of problem, topic, reading selection etc.) and teacher choice (why required materials/sources are needed)

Active involvement (activities that will promote active participation)

Cultural ConsiderationsConsider as many aspects of culture as possible, including race, ethnicity, ability levels, learning differences, socio-economics, and even family culture. Also explore how students’ funds of knowledge inform the planning, as well as how anticipated student responses could affect the learning experience.

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Exploring important issues Presenting various perspectives, differing points of view Deconstructing negative stereotypes; challenging the status quo

Discourse ConsiderationsDiscourse is more than student responses to single-answer questions. Instead, discourse should be encouraged by creating a safe place for student input and discussion. Consider what discourse protocols will be used in the lesson, e.g., “shout it out,” “discussion

web,” “call and response,” “musical shares,” “read around,” etc. and explain how/when these protocols will be used.

How will student talk be promoted? How will grouping strategies will be employed to promote equitable discourse? What other equitable discourse practices will be employed so that all students have the

opportunity to participate in discussion?Assessment Considerations

Formative Describe how individual student demonstration of learning will be identified throughout the

lesson so in order to scaffold student learning.

Explain how formative assessment data will be recorded during the lesson (clipboard with a checklist, digital data from a SmartBoard activity, etc.).

Describe how students’ language use will be assessed while they are actively engaged in reading, writing, speaking, and listening.

Summative Describe how the content and language objectives are to be met.

Other (formative and/or summative) Describe how English language learners and/or students with IEPs will be assessed by using

visual or other forms of representation.

Describe any forms of self-assessment to be used.

Post-Instruction Phase

1. One lesson must have been observed by a classroom teacher or faculty member and/or video recorded. Either the video recording (may be digital) or a copy of the observer’s notes/feedback must accompany the lesson plan.

2. One lesson must include formative and summative student assessment data, as well as an evaluation of the data.

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a. Formative assessment, which occurred during the lesson, may be presented with a simple checklist.

b. Summative assessment data should be presented in graphs or tables. Student names should not be included, although each student’s assessment results should be presented (use letters, numbers, etc.).

c. An evaluation of the formative and summative data should follow and include: How many students met the learning objective(s) stated in the lesson plan?

How many students did not meet the learning objectives?

What factors may have contributed to any shortcomings of meeting the objectives?

Were the formative assessment procedures effective? How did the formative assessments guide the lesson flow in providing further explanation/scaffolding to assure that all students were meeting the lesson objectives?

Were the discourse protocols effective? Why or why not?

What re-teaching strategies were employed (or could have been) for students who did not meet the objectives?

PROFESSIONAL GROWTH PLAN II (PGP II) GUIDELINES

Professional Growth Plan (PGP)

The three sections of the PGP include: Section One: Professional Statement Develop a statement which is 500 to 600 words in length, based on responses to the questions

below: 1. What content and/or pedagogical knowledge do teachers need in order to support student

learning? 2. How might a teacher effectively partner with and serve students, their families, and the

school community? 3. What is the role of the teacher as an advocate for students? 4. What are the attributes of a professional in the field of teaching? 5. What are the essential elements of an environment which supports learning for every

student and how is such a culture established? For each question above, consider the following: A. Identify the main idea and explain why it is salient. B. Consider how this part of a philosophy affects student achievement, especially

achievement gaps and best practices considered most important. C. Discuss literature from coursework and/or other relevant sources which have shaped the

ideas presented (document using APA).

Section Two: Strengths and Areas for Growth

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In Section 2a, draw upon your work throughout the program to identify your professional strengths and areas for growth. Using the table below, identify three strengths and then three areas for growth. Additionally, self-critique your skills using technology for teaching. Consider how technology you use in your daily life could support developing skill sets in this area.

In Section 2b, define a set of professional growth goals based on the areas for growth addressed in Section 2a. Identify specific strategies for addressing each one. Technology should also be included in the plan. Consider how technology has been used and how students could be empowered to utilize it. Use the table provided below.

NOTE 1: A strategy differs from a goal. The goal is what one hopes to achieve, while the strategy provides a structure for achieving the goal. See the sample provided in the Appendices following this document. NOTE 2: Are goals specific, measurable, attainable, realistic, and timely? (SMART - http://topachievement.com/smart.html)

Section Two – Strengths and Areas for Growth Section 2a.

Strengths Areas for Growth 1. 1.2. 2.3. 3.

Self-critique of Technology Use in Instruction

Self-critique of Diversity Use in Instruction

Section 2b. Areas for Growth and Self-critique of Technology Goals and Strategies PlanAreas for Growth Goals Strategies

1.2.3.

Technology Area(s) for Growth

Diversity Area(s) for Growth

Section Three: Previous Professional Growth Plan Follow-up

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http://topachievement.com/smart.html


Use the table below to list the areas of growth identified in the most recent PGP developed prior to this endeavor. Also, briefly note whether or not the goals for those areas for growth have been met.

Section Three -Previous Professional Goals

Areas for Growth Goals Goals met or not met

In addition to the table above, please also submit a narrative of 400 to 500 words that addresses the following:

What were the areas for growth goals identified for the previous PGP? How have those goals been addressed and which ones have been identified for

continued growth in this document? How might current strengths positively affect areas for growth? In other words, how

may strengths be used to support goals and strategies? How does the Professional Growth Plan speak specifically to student achievement,

especially with regard to achievement gaps? What literature sources are helpful in considering the strengths and areas of growth

identified? Use APA to cite all sources. References: Be sure to include a reference page using APA!

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APPENDICES

Appendix A – Sample Section 2b

Section 2b – I. Areas for Growth and Self-critique of Technology and Diversity Goals and Strategies Plan –SAMPLE–Reminder: Goals are what one hopes to attain, while strategies provide the means for reaching the goals.

Areas for Growth Goals Strategies 1. Use of formative

assessment (author, year)

Develop formative assessments which evaluate all students during the lesson.

Develop an instrument to use as a recording device during formative assessments (author, year, p.#)

Consider the following for each lesson: What is the content? How can I formatively assess at least three times during the lesson? Do the activities in the lesson provide assessment opportunities? (author, year, p.#)

Create a checklist with each student’s name and columns for the skills or content to be formatively assessed during the lesson (author, year, p.#).

2. 3.

Technology Area(s) for Growth

Diversity Area(s) for

Growth

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Appendix B: Lesson Plan and PGP RubricThis rubric aligns with InTASC, BC Education Studies Dispositions (EDSD), and the Berea College Education Studies’ Learning Goals and Outcomes (BCLG).

Each rubric item for the Lesson Plan and for the PGP must receive at least a score of passing in order for the Application to Student Teaching to be successful.

Lesson Plan: Planning and PreparationComponent Exemplary Target Passing Insufficient Evidence

Knowledge of content and content pedagogy.

InTASC 2g, 4j, 4n; 5b; 7gEDSD 3.4BCLG 2.1

The lesson plan reflects mastery of the content and pedagogical methods selected.

The lesson plan reflects a strong grasp of the content and pedagogical methods selected.

The content presented in the lesson plan is accurate.

Content errors are evident in the lesson plan.

Knowledge of students’ developmental differences, strengths, and needs, funds of knowledge, interests, and how needs inform student engagement and learning.

InTASC 1b, 1d; 2k, 4mBCLG 1

The context statements demonstrate a firm understanding of the role of the lesson and the strengths and needs of the students, including students’ interests. Instruction is differentiated according to the students’ needs and funds of knowledge.

The context statements demonstrate familiarity with the role of the lesson and the strengths and needs of the students, including students’ interests. Instruction is differentiated according to the students’ needs and funds of knowledge.

Some student needs are addressed and differentiated instructional strategies have been stated. There is some evidence that the candidate has sought information related to students’ needs, interests, and funds of knowledge.

There is little or no evidence that the candidate has identified students’ needs, interests or funds of knowledge. Differentiated instruction is minimal, unclear, or nonexistent.

Knowledge of resources available. InTASC 2f; 4g; 7k, 7m; 8nBCLG 2.1, 3.3

The resources needed for the lesson are identified and explained if provided from outside of what is recognized as standard. The candidate has sought resources which uniquely support the content and students’ funds of knowledge and needs.

The resources needed for the lesson are identified and explained if provided from outside of what is recognized as standard.

A complete list of resources needed for the lesson is provided. Some information regarding the resources may or may not be provided.

Information related to lesson resources is limited or not provided.

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Lesson Plan: Planning and PreparationDesigns coherent instruction with regard to learning activities and lesson structure.

InTASC 7c, 7g, 8nEDSD 3.5 BCLG 3.1

All lesson concepts are identified and how they are relevant to the context of the lesson is clear. The stated instructional methods are explained and the cohesive nature of the lesson structure indicates a smooth lesson experience, while encouraging student input and engagement.

All lesson concepts are identified and how they are relevant to the context of the lesson is clear. The stated instructional methods are explained and the cohesiveness of the structure indicates the flow of the lesson is smooth. The lesson structure allows for flexibility to incorporate student input and engagement.

The important concepts are identified, but how they are relevant to the context of the lesson may not be clear. The stated instructional methods are somewhat explained, although the how they fit cohesively for smooth flow is not evident. Student input and engagement is not a focus.

The lesson lacks coherence regarding various elements and/or how those elements are relevant to the lesson content. Student collaboration and engagement is not considered in the lesson.

Design demonstrates congruence between standards, objectives, procedures, and assessments.

InTASC 6bEDSD 3.5, 3.6BCLG 3.1

All elements of the lesson align, including the stated standards and learning objectives, resources, procedures, and assessments.

The elements of the lesson align, including the stated standards and learning objectives, resources, procedures, and assessments.

The elements of the lesson align, including the standards, objectives, procedures, and assessments.

The standards, objectives, instructional procedures, and/or assessments are not clearly listed. The stated elements do not align.

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Lesson Plan: Classroom EnvironmentComponent Exemplary Target Passing Insufficient Evidence

Expectations for learning and achievement are clearly stated and motivate learners toward engagement.

InTASC 3i, 3lEDSD 2.3BCLG 1

Outcomes for learning accommodate multiple types of learning styles and encourage high levels of engagement across ability levels. Classroom discourse demonstrates a balance between teacher and student voice.

Outcomes for learning accommodate most types of learning styles in the class and high expectations are communicated for all students. While student voice is considered, it is not central to the classroom environment.

There is evidence of consideration of more than one learning style and high expectations are generally communicated. While student voice may be considered, it is not central to the classroom environment. Teacher voice is emphasized.

The expectations are not clear or the procedures do not seem to challenge students. Little or no evidence is provided that multiple learning styles will be met. The environment in the classroom emphasizes teacher voice only.

Instructional grouping strategies are stated as needed.

InTASC 3j, 3k, 3lEDSD 3.5BCLG 2.1, 3.1

Grouping strategies are clearly stated and equitable, are appropriate for the activities, promote a sense of ‘voice’ for all students in discourse, and do not encourage a top-down social structure between students.

Grouping strategies are equitable, are appropriate for the activities, and promote a sense of ‘voice’ for all students in discourse.

The use of multiple grouping strategies is evident and gives students a chance to add to the discourse.

Grouping strategies are not identified or are limited to just one method.

Technologies are evident in lesson.

InTASC 3g, 3mBCLG 3.3

(First data available fall 2018)

The use of technologies in lesson planning and implementation is clearly stated, students are guided to use technologies appropriately and effectively.

The use of technologies in lesson planning and implementation is evident. Student use of technologies is appropriate.

The use of technologies in lesson planning and implementation is done at a surface level. Some student use of technologies is evident, but does not reflect a clear connection to meaningful learning.

The use of technologies in lesson planning and implementation is not evident. No consideration has been given to student use of technologies.

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LESSON PLAN: Instruction and AssessmentComponent Exemplary Target Passing Insufficient Evidence

Lesson purposes are connected to students’ interests.

InTASC 7a; 8c, 8kBCLG 1.2

The purposes of the lesson are clearly connected to students' interest and funds of knowledge; and there is evidence of collaboration with students with regard to developing the lesson.

The purposes of the lesson are clearly connected to students' interest and funds of knowledge.

The purposes of the lesson are somewhat connected to students' interest and funds of knowledge.

The purposes of the lesson are not stated OR are not connected to students' interest and funds of knowledge.

Presentation and/or explanation of content, directions and procedures are clear.

InTASC 3lBCLG 2.1, 3.1

All of the procedures are clearly articulated and have a logical sequence. Culturally and linguistically diverse students are considered in how methods are communicated.

The procedures have a logical sequence and are well-articulated for all learners overall.

The procedures have a logical sequence, but could be more clearly stated for all learners.

The procedures are not clearly articulated for all learners and do not have a logical sequence.

A variety of questioning techniques or prompts are used

InTASC 5d, 5mEDSD 3.5BCLG 2.1, 3.1

Students are engaged through appropriate and varied questioning and/or prompts which support problem solving and high-level thinking.

Students are engaged through appropriate and varied questioning and/or prompts.

Evidence of some questioning and prompts is provided. .

Questioning and prompts are limited or not provided.

The sequence, scope, and time allotted for the lesson are appropriate.

InTASC 2b, 7cEDSD 3.5BCLG 2.1, 3.1

The pace of the lesson provides time for all students to think critically, with equitable considerations for each learner.

Adequate time to consider answers is provided for the class as a whole, but may not be equitable considering all students' abilities and needs.

Some time is given for students to think about their responses, but not consistently.

The pace of the lesson does not allow adequate time for students to consider their responses.

Evidence of inquiry and/or self-assessment is provided.

InTASC 4j; 6d, 6e, 6mEDSD 3.6BCLG 4

The procedures include information indicating that students are clearly encouraged to use inquiry and self-assess during the lesson

Students are clearly encouraged to use inquiry and self-assess during the lesson

Students seem to be encouraged to use inquiry and self-assess during the lesson, although the procedures are not explicit about this

Opportunities for students to use inquiry and self-assess during the lesson are limited or are not provided.

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LESSON PLAN: Results and EvaluationComponent Exemplary Target Passing Insufficient Evidence

Accurate assessment results are provided (without student identities) and thoughtfully evaluated, including how the results shape subsequent instruction.

InTASC 6a, 6l, 6oEDSD 3.6BCLG 3.1, 3.2

Accurate results are provided for formative and summative assessments.The effectiveness of the lesson assessments is considered, especially regarding how well the students met the stated objectives by identifying the specific “indicators of effectiveness” (Danielson, 2011, p. 37). The candidate offers several best practice examples of how the results shape subsequent instruction for those who met the objectives, including how the needs of high-functioning students will be met and what re-teaching strategies will be employed for students who did not meet the objectives.

Accurate results are provided for formative and summative assessments.The effectiveness of the lesson assessments is considered.The candidate offers some best practice examples of how the results shape subsequent instruction for all students, specifically what re-teaching strategies will be employed for students who did not meet the objectives.

Accurate results are provided for summative assessments.The effectiveness of the lesson assessments is considered.The candidate offers some general ideas of subsequent instruction, including what re-teaching strategies will be employed for students who did not meet the objectives.

The results are not clear or the candidate is not able to determine whether or not the learning objectives were met. The candidate offers no suggestions of additional teaching strategies to meet the needs of students who did not meet the learning objectives.

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PROFESSIONAL GROWTH PLAN: Professional StatementComponent Exemplary Target Passing Insufficient Evidence

A philosophy of teaching as a profession reflects the candidate’s perspective related to professionalism in the field of teaching. This includes: Content and pedagogical knowledge, as well as a sense of what it means to serve and partner with students, their families, and the community.

InTASC 1e; 2g, 2h, 2i, 2j, 2k; 3l; 4j, 4m; 5g, 5h, 5i, 5o, 5p; 7g, 7h, 7i, 7j, 7k, 7m; 8j, 8k, 8l, 8m,8o; 9e, 9i; 10c, 10d, 10e, 10m, 10nBCLG 4.1, 5

The candidate identifies what he or she considers pedagogical best practices related to various student needs, specifically learning styles, abilities, and identity. With regard to identity, the candidate demonstrates the ability to be culturally responsive by identifying how he or she would engage the community and families, including families from backgrounds and language which differ from the candidate's background and language.

The candidate presents pedagogical best practices related to various student needs, specifically learning styles, abilities, and identity. At least one mention of how the candidate would engage the community is addressed.

The candidate offers at least one best practice pedagogical method when addressing the needs of students related to learning styles, abilities, and identity.

The candidate fails to provide any best practice pedagogical methods or the methods do not align with the concepts specific to student needs, such as learning styles, abilities, and identity.

Attributes of a professional in the role of teaching.

No InTASC standardsBCLG 5

The candidate identifies and concisely explains five or more attributes he or she considers most essential for effective teachers and reflects on how each attribute affects student learning.

The candidate identifies and explains several attributes he or she considers most essential for effective teachers.

The candidate identifies and explains at least two to three attributes he or she considers most essential for effective teachers.

The candidate fails to identify the attributes of an effective teacher or lists some attributes but does not explain their importance.

The role of teachers as student advocates.

InTASC 10jBCLG 5.2

The candidate offers a description of how he or she self-identifies as a servant to students, families, and the school community, including ways to partner with families from varying backgrounds and advocate for students.

The candidate provides a statement of intention related to service to students and families, including specific ways he or she will serve. Specific and clearly articulated advocacy ideas are also provided.

The candidate provides a statement of intention related to service to students and families, but does not offer specific ways one would serve. Likewise, advocacy ideas are limited to the concept, lacking details.

The candidate fails to provide any discussion related to service to students and families or does not offer specific ways one would serve. Likewise, advocacy ideas are non-existent, limited, or are unclear in terms of relevance or how they would be implemented.

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PROFESSIONAL GROWTH PLAN: Professional StatementComponent Exemplary Target Passing Insufficient Evidence

A description of what a classroom which promotes a culture of learning should entail

InTASC 3a-3rBCLG 1

Further, the candidate addresses, the roles of students and others in establishing and sustaining a culture of learning in the classroom and the school. .

The candidate addresses what elements create a culture of learning in the classroom and why those elements are important, providing additional discussion related to the role of the educator for establishing a culture of learning..

The candidate is able to offer three elements for creating a culture of learning in the classroom and explains the importance of each element,

The candidate does not address what is needed to create a culture of learning in the classroom or fails to explain why these elements are important.

Relevant course readings and other literature used to shape and/or support the ideas presented.

No InTASC standardsBCLG 5.2

Relevant literature provides a framework for the ideas presented.

Relevant literature supports the ideas presented.

Some literature is provided in support of ideas.

No literature is provided in support of ideas or the literature used is not relevant.

PROFESSIONAL GROWTH PLAN: Strengths, areas for growth, goals and strategiesComponent Exemplary Target Passing Insufficient Evidence

Thoughtful self-assessment which includes identifying the candidate’s strengths and areas for growth and support from relevant literature. InTASC 8g, 8o; 9gBCLG 4

The candidate has conducted a thorough self-assessment based on the overview of his/her experiences and strengths, followed by identifying areas of growth. These categories provide evidence that the candidate has a strong grasp of best practices in teaching. The candidate provides a thoughtful description of how he or she has incorporated technology into

The candidate has conducted a thorough self-assessment based on the overview of his/her experiences and strengths, followed by identifying areas of growth. These categories provide evidence that the candidate is able to identify some best practices in teaching. The candidate provides a thoughtful description of how he or she has incorporated technology into the process of planning and teaching,

The candidate has self-critiqued his/her strengths and has identified areas for growth. The strengths and areas for growth indicate that the candidate is aware of best practices, although the stated areas for growth may not consistently reflect that awareness. At least two ways the candidate has incorporated technology into the process of planning and teaching are addressed. Some support from course readings is

There is little evidence that the candidate has conducted a thoughtful self-assessment because his/her identified strengths and areas for growth are limited or nonexistent. Stated goals and strategies are minimal and/or repetitive. How the candidate has incorporated technology into the process of planning and teaching is minimal is not addressed at all. Support is limited or has not been provided.

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the process of planning and teaching, explaining why various technologies support student learning. Further, the candidate identifies which technologies were used by students and how student choice is incorporated into the use of technology. All work is well-supported from relevant course readings and other literature.

explaining why various technologies support student learning. All work is well-supported from relevant course readings and other literature.

provided.

The previous PGP goals are provided, noting whether or not the goals have been met

InTASC 9kBCLG 4

The candidate has listed the goals previously identified in the most recent PGP and clearly notes which goals have been met and which have not. Evidence of how each item is currently demonstrated is provided. Additionally, some explanation of why any unmet goals remain.

The candidate has provided previous goals from the most recent PGP and acknowledges which ones have been met and not yet met. Some evidence regarding how met goals are currently demonstrated is provided.

The candidate has provided previous goals from the most recent PGP and acknowledges which ones have been met and not yet met.

The candidate has not provided previous goals from the most recent PGP or has not identified which goals were and were not met.

A series of professional goals and strategies are provided which correlate with the previous PGP and currently identified areas for growth. InTASC 9b, 9k; 10fBCLG 4

Numerous goals and strategies are included which correspond to the identified areas for growth, including any unmet goals which remain from a previous PGP. All suggested goals and strategies challenge the candidate toward professional growth.

Some goals and strategies are included which correspond to the identified areas for growth. At least one goal addresses any unmet goals from a previous PGP. All suggested goals and strategies are challenging.

At least one goal and strategy which speak to an un-met goal previously identified in the most recent PGP. The strategy included for each area of growth identified which will challenge the candidate toward growth. Some of the strategies may be more appropriate as goals, but the candidate demonstrates the basics of self-assessment.

The identified goals and strategies are not consistent with the identified areas for growth or do not speak to any un-met goals from a previously submitted PGP.

Relevant literature All work is supported from Main ideas are supported from At least some ideas are No support from course readings

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support is engaged.

No InTASC standards

relevant course readings and other literature.

relevant course readings and literature.

supported using relevant literature

is provided.

Technical Aspects General Quality Sentence

structure Grammar Punctuation Spelling Correct and

consistent employment of APA in the portfolio and on the reference page

No InTASC standards

Student Teaching Application Portfolio is of high quality. There are no grammatical and mechanical errors. Text structure facilitates ease of understanding for the reader and are highly cohesive. APA is used correctly and consistently throughout the Student Teaching Application Portfolio when citing sources and on the reference page.

Student Teaching Application Portfolio is of high quality. There are one to two grammatical and mechanical errors.

Text structure facilitates ease of understanding for the reader and are cohesive.

APA is used correctly and consistently throughout the Student Teaching Application Portfolio when citing sources and on the reference page, with few errors.

Student Teaching Application Portfolio is of adequate quality. There are a few grammatical and mechanical errors, but they do not detract from the Student Teaching Application Portfolio.

Text structure facilitates reader understanding and achieves a general cohesion of ideas.

APA is used consistently throughout the portfolio, but has some errors in its application; OR APA is used correctly, but is not consistently employed throughout the Student Teaching Application Portfolio.

Student Teaching Application Portfolio is of poor quality. There are multiple grammatical and mechanical errors.

Text structure hinders reader understanding; ideas lack cohesion.

APA is not used, or is not used correctly and consistently throughout the Student Teaching Application Portfolio.

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