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					                                       Clinical Practice Portfolio
                                                Marian University
                              School of Education – Department of Teacher Education
                                              Self-Evaluation Rubric
                                         To be submitted with the Portfolio



                      Student Name: _______________________________________

                      Program:      ___EC        ____EM              ___MS          ____PK-12


                      Evaluator: ____________________________________                         Date: ___________

                                              Insufficient          Emerging        Developing         Meeting         Exceeding
                                              Evidence of         Proficiencies    Proficiencies     Proficiencies    Proficiencies
         Evaluation of Portfolio              Proficiencies      of a Beginning   of a Beginning    of a Beginning   of a Beginning
                                             of a Beginning          Teacher         Teacher           Teacher           Teacher
                                                Teacher
                                                   0                   1                2                 3                4
Reflective Essay
  (WI Teacher Standards 1-10)

Analysis of Wisconsin Teacher Standards
  (WI Teacher Standards 1-10)

Pre-Planning
  (WI Teacher Standards 1-10)

Teaching-Learning-Assessment Cycle
  (WI Teacher Standards 1-10)

Analysis of Student Learning
  (WI Teacher Standards 1, 2, 3, 8, & 9)


Overall
Appendix                                                      _____ Complete                       _____ Not Complete




Note: By the end of Clinical Practice (Student Teaching) experience, candidates are expected to demonstrate an
      overall rating of 3 in each area. Scores of 4 are awarded only when there is consistent evidence of greater
      depth of understanding and work that exceeds the scope of what is required. Scores of less than 3 indicate
      areas that must be revised and resubmitted.




Updated Spring 11
Reflective Essay:

                                                       Insufficient       Emerging        Developing         Meeting         Exceeding
                                                       Evidence of      Proficiencies    Proficiencies     Proficiencies    Proficiencies
                    Criteria                           Proficiencies   of a Beginning   of a Beginning    of a Beginning   of a Beginning
                                                      of a Beginning       Teacher         Teacher           Teacher          Teacher
                                                         Teacher
                                                            0                1                2                 3                4
Introduction:
Provides a thoughtful and engaging introduction
to self as person and professional. Provides a        ___ not included and/or not appropriate            ___ included and appropriate
clear overview of the portfolio. (Standard 9)

Reflection on competence in Values & Ethics:
Thoughtfully explains how s/he promotes the
development of values and ethics as standards for
professional behavior. Demonstrates a valuing of
all students and their well being. (Standards 2, 3,
& 9)

Reflection on Knowledge:
Effectively explains how s/he competently applies
knowledge of subject matter, human learning and
development, pedagogy, pedagogy, theory, and
technology. (Standards 1-9)

Reflection on Reflection:
Critically analyzes his/her own actions and
beliefs, as well as those of diverse learners.
Supports explanations of practice with evidence.
Demonstrates that s/he uses reflection to improve
practice. (Standards 1-10)

Reflection on Collaboration:
Demonstrates effective collaboration with
students, parents, professional colleagues, and
members of the larger community to support
student learning. (Standard 10)

Reflection on Accountability:
Demonstrates accountability to students, parents,
colleagues, and related governmental institutions,
and to the community. (Standard 8, 9, & 10)

Conclusion:
Reflects on overall personal and professional
growth gained through the Marian Teacher              ___ not included and/or not appropriate            ___ included and appropriate
Education Program in preparation for full-time
teaching. (Standard 9)


Overall

Justification for rating:




Updated Spring 11                                                 2
Matrix and Analysis of Wisconsin Teacher Standards for Each Artifact:

                                                        Insufficient       Emerging        Developing        Meeting         Exceeding
                                                        Evidence of      Proficiencies    Proficiencies    Proficiencies    Proficiencies
                    Criteria                            Proficiencies   of a Beginning   of a Beginning   of a Beginning   of a Beginning
                                                       of a Beginning       Teacher         Teacher          Teacher          Teacher
                                                          Teacher
                                                             0                1                2                3                4
T-chart(s) consistently describes specific places in
the artifact(s) where Knowledge, Skills, and
Dispositions of the Wisconsin Teacher Standards
are evident. Strong and consistent connections
are made between the standards, what is written,
and the artifact. (Standards 1-10)

Matrix documents that all 10 Wisconsin Teacher
Standards are demonstrated in multiple ways.
(Standards 1-10)


Overall

Justification for rating:




Updated Spring 11                                                  3
                                                    Teacher Work Sample


Evaluation of Pre-Planning:

                                                       Insufficient       Emerging        Developing        Meeting         Exceeding
                                                       Evidence of      Proficiencies    Proficiencies    Proficiencies    Proficiencies
                    Criteria                           Proficiencies   of a Beginning   of a Beginning   of a Beginning   of a Beginning
                                                      of a Beginning       Teacher         Teacher          Teacher          Teacher
                                                         Teacher
                                                            0                1                2                3                4
The teaching and learning context describes
relevant information about the community, school
district, school and classroom. (Standards 2&3)

The information that is gathered from the
teaching and learning context is evident in
planning and teaching. (Standards 1-10)

Identifies specific teacher background knowledge
needed to help students learn the intended
objective(s) (Standard 1)

Identifies possible misconceptions students might
have about the objective(s) (Standards 2 & 3)

Sets appropriate learning objective(s) and aligns
each objective with appropriate academic
standard(s) (Standard 1)

Identifies appropriate ways to assess student
learning for each objective (Standards 1-9)

Documents that student sought feedback from the
cooperating teacher. (Standards 9 & 10)


Overall

Justification for Rating:




Updated Spring 11                                                 4
Evaluation of Teaching-Learning-Assessment Cycle:

                                                       Insufficient       Emerging        Developing        Meeting         Exceeding
                                                       Evidence of      Proficiencies    Proficiencies    Proficiencies    Proficiencies
                    Criteria                           Proficiencies   of a Beginning   of a Beginning   of a Beginning   of a Beginning
                                                      of a Beginning       Teacher         Teacher          Teacher          Teacher
                                                         Teacher
                                                            0                1                2                3                4
Includes appropriate number of lessons for
students to learn the intended:
  Focused Artifact – minimum of 4 connected
lessons (Standards 7, 8, & 9)

Anticipates management issues that are
appropriate to each lesson (Standards 2, 3, & 5)

Develops a detailed set of procedures for each
lesson in the artifact, including any handouts that
were given to students
(Standards 1, 2, 3, 4, 6, & 7)

Collects and analyzes work for Focus Students for
each lesson
(Standards 8 & 9)

Makes observations of student learning for each
lesson and notes adaptations needed directly on
the lesson plan (Standards 2, 3, 8, & 9)

Consistently seeks and documents feedback from
the cooperating teacher faculty (Standard 10)


Overall

Justification for rating:




Updated Spring 11                                                 5
Evaluation of Analysis of Student Learning:

                                                       Insufficient        Emerging          Developing        Meeting         Exceeding
                                                       Evidence of       Proficiencies      Proficiencies    Proficiencies    Proficiencies
                    Criteria                           Proficiencies    of a Beginning     of a Beginning   of a Beginning   of a Beginning
                                                      of a Beginning        Teacher           Teacher          Teacher          Teacher
                                                         Teacher
                                                            0                 1                  2                3                4
Develops and administers a pre-assessment for
the class that provides appropriate data for the
objective (s) (Standards 1, 2, 3, 8, & 9)

Develops and administers a post-assessment for
the class that provides appropriate data for the
objective (s) (Standards 1, 2, 3, 8, & 9)

Provides an effective discussion of student
learning for the class as a whole, including a data
chart for the class (Standards 2, 3, 8 & 9)

Provides an effective discussion of student
learning for each Focus Student (Standards 2, 3,
8 & 9)


Overall

Justification for Rating:




Evaluation of Appendix:

                           Criteria                                    Complete          Not Complete

Supervisory Visit Observation Forms from Clinical Practice, to
date, are included.


Overall




Updated Spring 11                                                 6

				
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