1
Teaching Licensure Programs
2012-2013
updated May 29, 2016
2
Contents
Introduction ..................................................................................................................... 3
What is a portfolio? ...................................................................................................... 3
Why is a portfolio needed? .......................................................................................... 4
Getting Started ................................................................................................................ 5
Portfolio Structure............................................................................................................ 7
Directed Response Folio ............................................................................................. 7
Standards-Based ......................................................................................................... 9
Performance-Based ................................................................................................... 10
The Portfolio Process .................................................................................................... 10
Submitting an Artifact to an Instructor ........................................................................ 11
Artifact Assessment ................................................................................................... 12
Checkpoints ............................................................................................................... 13
Checkpoint Submission ............................................................................................. 14
Employment Portfolio .................................................................................................... 15
Conclusion .................................................................................................................... 15
Appendix A: Program Self-Enrollment Codes ............................................................... 17
Appendix B: Transfer Student Information .................................................................... 18
Appendix C: Standards Alignment ................................................................................ 19
Appendix D: Choice Artifacts......................................................................................... 23
Appendix E: General Outcome Rubrics for CSU Outcomes.......................................... 26
Appendix F: TaskStream Technical Information ............................................................ 39
3
Introduction
What is a portfolio?
In the Cleveland State College of Education and Human Services, you will gather a
portfolio of work that you produce throughout your program. Your portfolio is a crucial
part of your teacher education experience and serves as a significant method of
demonstrating how you meet the standards of the Cleveland State teacher preparation
program. Over the past 12 years of experience using portfolios in our teacher education
programs, we have found that candidates who understand the process complete the
requirements thoughtfully. When done properly, the portfolio is a valuable tool for
fostering and documenting professional growth.
We want the portfolio process to be a positive experience for you. Toward that goal, this
handbook provides:




An explanation of the purpose of the portfolio
Clarification of the portfolio process at Cleveland State
Technical information about managing your portfolio
Additional resources to help you understand and make the best use of the
portfolio
In the most general terms, a portfolio is documentation of professional growth and
competence. We have found that candidates have different ideas when they hear the
word portfolio. Let’s examine some common misconceptions that people have about
CSU portfolios.
Some people think of a portfolio as a scrapbook of memorabilia. Scrapbooks contain
photos, captions, and snippets of text. Scrapbooks rely heavily on visual appeal and on
the use of brief, punchy statements to generate an emotional response. This is NOT
what your CSU portfolio will be. Although you might include some photos in your
portfolio, the contents of your portfolio must offer a reviewer insight into your knowledge,
skills, and attitudes about teaching (called “dispositions” in education). Photos with
captions alone are not substantial enough to offer insight into your thinking or evidence
of your skills.
Some people think of a portfolio as a file cabinet or notebook containing a complete
collection of assignments from all your courses. This idea of a portfolio treats everything
equally with the ultimate goal of gathering as much material as possible. This is NOT
what your CSU portfolio will be. Your portfolio will be selective and include only a
small subset of your finished work. Some assignments will be required to be in your
portfolio. Other assignments will be included because you have chosen them as
evidence to demonstrate something important about your skills or knowledge.
Some people think of a portfolio as a showcase of best work, similar to a portfolio that
an artist or a designer might use to win a contract with a client. This idea of a portfolio
includes only the artist’s best work and does not document the prior work it took to
reach that level of ability. In addition, the artist herself chooses how to organize the
4
portfolio. This is NOT what your CSU portfolio will be. Your portfolio will include highquality pieces of work, but it will contain work that you produce at every stage in your
teacher preparation program to demonstrate your growing competence in the CSU
Outcomes, a set of standards that identify and describe the essential knowledge, skills
and dispositions you need to start your teaching career. At each transition point you
must meet expectations for that phase of your program, but we expect that you will
continue to develop throughout your program. At the end of your program you will
produce an employment portfolio that will include only your best work to market yourself
to potential employers.
In summary, your CSU portfolio will have the following characteristics:
 The portfolio will contain documents that provide substantial evidence of your
knowledge, skills, and dispositions related to the CSU Outcomes.
 The portfolio will contain only selected work identified by the faculty and by the
candidates.
 The portfolio will document professional growth by including work generated at all
stages of the teacher preparation program.
Why is a portfolio needed?
You may be asking yourself, “If I already receive course grades, isn’t that enough to
document my professional growth? Why do I need a portfolio?” The faculty believe that
the portfolio is a useful component in the CSU teacher preparation programs.
The portfolio process helps teacher candidates in the following ways:






The process provides you with an overview of the requirements that must be
completed prior to licensure and gives you an easy way to track your progress
towards completion.
The portfolio allows you to identify areas of strength and to determine areas
where you need to make additional efforts. The process requires you to reflect on
the documents in light of the CSU Outcomes. The portfolio provides a broader
perspective than an individual course and allows faculty to see that you are
prepared at key transition points to move to the next level of your teacher
preparation program.
The process is fair for all candidates because the portfolio uses common
assessments given across all sections of a course.
At the end of your program, the portfolio helps you demonstrate whether you
have satisfactorily met all program standards and thus qualify for endorsement of
your licensure application.
The portfolio will provide you with materials you can use in an employment
portfolio to show potential employers your skills.
The reflective components of the portfolio process will help become more aware
of the CSU Outcomes and prepare you for interview questions that are likely to
be similar to the outcomes.
The process helps college faculty in the following ways:
5



The common assessments included in the portfolio facilitate conversation among
faculty about course objectives, offer clear guidance for part-time instructors, and
provide program teams with a measure of how courses and assignments
collectively prepare candidates for success in their student teaching internships
and beyond.
The portfolio provides a comprehensive tool to make informed decisions about
candidates’ readiness to progress through the teacher preparation program.
The electronic portfolio process provides the faculty with a simplified system of
gathering, aggregating, and analyzing assessment data within and across
programs. Analysis of these data allows faculty to identify program strengths and
areas for improvement.
Getting Started
The following groups of students will use TaskStream (http://www.taskstream.com) to
submit and manage their portfolios:





Undergraduate students enrolled in EDB 300 in Fall 2012 or later
Graduate early childhood licensure students who took ECE 500 in Fall 2012 or
later
Graduate special education licensure students who took ESE 500 in Fall 2012 or
later
Students in the MUST or Chinese Licensure programs beginning Summer 2012
or later
Students who transferred to the College of Education and Human Services in Fall
2012 or later. Transfer students should refer to Appendix A for details about how
the portfolio process works with transfer courses.
Any student who is not included in one of these groups and who has already submitted
artifacts through ePortfolio will continue to use the ePortfolio system. (Refer to ePortfolio
handbooks and instructional “Quicksheets” to help you navigate and use ePortfolio. You
can find these materials online at http://www.csuohio.edu/cehs/students/eport.html)
All students using TaskStream will be charged a portfolio lab fee which covers the cost
of a 4-year subscription to TaskStream. This fee will automatically be charged to EDB
300 students. Transfer students who receive credit for EDB 300 must visit the Education
Student Services Center to pay this fee. Graduate licensure students will receive
information from their program coordinator about how to pay the fee.
Once you have paid the fee, you will receive a key code to activate your TaskStream
account. To begin your subscription activation, go to the TaskStream Home Page.
Below the login area, click the “Subscribe/Renew Today” link.
6
Select the option that applies to you. First time subscribers should select the “Create a
new TaskStream subscription” option. You will use Subscription Option 2 because
you will be provided with a key code by either your EDB 300 instructor or the Education
Student Services Center.
Follow the directions to complete the subscription purchase or activation process.
Please ensure that you enter a valid email address so TaskStream can send your
username and password to you. All email addresses are confidential and will not be
made available to third parties. TaskStream recommends that you add the taskstreamsubscriptions@taskstream.com, help@taskstream.com, and
notification@taskstream.com email addresses to your email contacts so that
TaskStream emails are not blocked by spam software or computer settings.
7
Once your TaskStream account is activated, you must enter the enrollment code for
your program. The self-enrollment code for all programs is found in Appendix A. To
enroll in your program, simply access your TaskStream account and then click on the
“Enter Code” button on the left side to enter the code.
When prompted, enter the program code and click “Search.” You can then review the
program information that corresponds to the code you entered. To be enrolled in the
program, click “Enroll.” If you enroll yourself into an inactive program, the program will
not appear on your home page until the Cleveland State Program Manager activates
the program. If you switch programs, you should contact Heather Gallacher at
h.gallacher@csuohio.edu or 216-687-3743 to be switched into the new program.
If you have any technical questions about TaskStream, you can always contact the
TaskStream Mentoring Services at help@taskstream.com or at 800-311-5656.
Portfolio Structure
As you move through your program, you will develop and submit evidence to
demonstrate that you meet the 12 CSU Outcomes. Each piece of evidence is called an
artifact. Course instructors assess artifacts using a rubric specific to that artifact. At
various “checkpoints” that mark significant transition points in your program, you will
submit additional artifacts, and a faculty evaluator will check the whole portfolio to
ensure that you have met the criteria to move to the next phase of your program. To
complete your program and receive endorsement for licensure, you must meet the
requirements for all artifacts.
Directed Response Folio
When you click on your program, you will see a list of all portfolio requirements for that
program along the left side of your screen.
8
These requirements comprise a structure called a Directed Response Folio (DRF). By
clicking on any requirement, you will see the course number where the assignment will
be submitted and a brief overview of the assignment. All assignments will be scored
using a rubric which you can also view. Many requirements also include detailed
directions for the assignment; if not, your instructor will provide you with additional
details.
The DRF is divided into three phases: 1) pre-practicum, 2) pre-student teaching, and 3)
pre-licensure. During each phase, you will find the following types of submissions:




Required Artifacts. For selected courses, there are common artifacts that will be
submitted directly to your instructor and assessed by your instructor using a
rubric for that assignment. These artifacts must be submitted and graded in
TaskStream. Each required artifact will be designated as “meets” or “does not
meet” requirements. If you have a required artifact that “does not meet”
requirements, you will not be able to proceed to the next phase of your program.
Choice Artifacts. When your portfolio is ready to be checked to move to the
next phase of your program (checkpoint assessment), you will choose two
additional artifacts to submit and you will write a reflection explaining how these
artifacts demonstrate your competence in the CSU Outcomes. These artifacts
will be assessed by an assigned faculty checkpoint evaluator.
No Submission Requirements. In some phases of your program, there will be
assessments imported directly into your DRF. These might include performance
assessments from field experiences, GPA calculations, or Praxis test scores.
Summative Checkpoint Self-Analysis. In the final step before checkpoint
assessment, you will review your assessments compared to the CSU outcomes
to determine areas of strength and areas for improvement. You will use this
analysis to determine strategies for your own professional development during
the next program phase.
9
Portfolio Standards
The portfolio structure is designed to ensure that you have mastered standards
established by CSU to identify the skills and knowledge needed by beginning teachers.
These standards, called CSU Outcomes (listed in Table 1), are based on a conceptual
model of the TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL—A
PARTNER IN LEARNING. Each outcome is comprised of knowledge, skills, and
dispositions which you must demonstrate. These are goals toward which you will work
in your teacher preparation program. Portfolio requirements have been carefully
selected to provide evidence that you have met all requirements of each Outcome. The
scoring rubric for each artifact is linked to these outcomes, and TaskStream allows you
to you see your scores in relation to each outcome.
Table 1: Cleveland State University Teacher Education Outcomes
Cleveland State University – Teacher Education Outcomes
1.
Personal Philosophy. The CSU teacher education student articulates a personal philosophy of
teaching and learning that is grounded in theory and practice.
2. Social Foundations. The CSU teacher education student possesses knowledge and understanding
of the social, political, and economic factors that influence education and shape the worlds in which
we live.
3. Knowledge of Subject Matter and Inquiry. The CSU teacher education student understands
content, disciplinary concepts, and tools of inquiry related to the development of an educated person.
4. Knowledge of Development and Learning. The CSU teacher education student understands how
individuals learn and develop and that students enter the learning setting with prior experiences that
give meaning to the construction of new knowledge.
5. Diversity. The CSU teacher education student understands how individuals differ in their
backgrounds and approaches to learning and incorporates and accounts for such diversity in teaching
and learning.
6. Learning Environment. The CSU teacher education student uses an understanding of individual and
group motivation to promote positive social interaction, active engagement in learning, and selfmotivation.
7. Communication. The CSU teacher education student uses knowledge of effective verbal, nonverbal,
and media communication techniques to foster inquiry, collaboration, and engagement in learning
environments.
8. Instructional Strategies. The CSU teacher education student plans and implements a variety of
developmentally appropriate instructional strategies to develop performance skills, critical thinking,
and problem solving, as well as to foster social, emotional, creative, and physical development.
9. Assessment. The CSU teacher education student understands, selects, and uses a range of
assessment strategies to foster physical, cognitive, social, and emotional development of learners and
gives accounts of students’ learning to the outside world.
10. Technology. The CSU teacher education student understands and uses up-to-date technology to
enhance the learning environment across the full range of learner needs.
11. Professional Development. The CSU teacher education student is a reflective practitioner who
evaluates his/her interactions with others (e.g., learners, parents/guardians, colleagues and
professionals in the community) and seeks opportunities to grow professionally.
12. Collaboration and Professionalism. The CSU teacher education student fosters relationships with
colleagues, parents/guardians, community agencies, and colleges/universities to support students’
growth and well being.
Besides the 12 Cleveland State Outcomes, there are many other educator standards,
including the Ohio Standards for the Teaching Profession (OSTP), the Praxis domains
that guide the ETS Praxis II Principles of Learning and Teaching examinations, and the
new teacher standards established by the Interstate New Teacher Assessment and
10
Support Consortium (INTASC). In addition, there are subject specific standards
developed by the Specialized Professional Associations (SPAs) that support different
teaching content areas such as mathematics, language arts, science, and physical
education. You will be introduced to these standards in your program-specific courses.
To keep the process simple, the faculty has aligned the Cleveland State Outcomes with
these other standards. The chart in Appendix D shows you how these standards are
aligned. If you meet the 12 Cleveland State teacher education Outcomes, you will also
meet the other necessary sets of standards.
Portfolio as a performance assessment
Unlike paper and pencil tests, the portfolio is designed to assess three things: 1)
knowledge of pedagogy and content; 2) ability to apply and use that knowledge
through the performance of specific skills; and 3) dispositions that reflect a
professional attitude towards teaching. To assess these things, the portfolio will include
a variety of evidence demonstrating what you know, what you can do, and your
attitudes about teaching and learning. This evidence will include written assignments,
electronic materials you produce for teaching, multimedia such as photos and video that
document things you are able to do, and assessments of your abilities and attitudes
completed by qualified people who have observed you working in educational settings.
Many portfolio requirements have been chosen to prepare you for one key culminating
assessment, the Teacher Performance Assessment (TPA), which all student teachers
must complete beginning in Fall 2012.
The TPA is composed of three tasks. First, you must plan a series of 3-5 lessons,
called a lesson segment. Your plan must include a link to relevant content standards
and a strategy for assessing student understanding. Second, you must teach and
videotape yourself teaching the learning segment. You will select specific video clips to
demonstrate your ability to interact with students. Third, you will analyze the learning
of your students and reflect on how well your instruction helped them learn the
content. If you are successful in completing the early requirements of the program, you
should be well prepared for the TPA.
The Portfolio Process
There are two major steps in the portfolio process. First, you will submit required
artifacts to your instructors through TaskStream. Your instructors will assess each
artifact using a rubric for that artifact and inform you whether it meets or does not meet
requirements. If the artifact does not meet requirements, you must revise and resubmit
it to your instructor until it meets requirements.
Second, at the specified “checkpoints,” you will be assigned a checkpoint assessor. You
will prepare your portfolio for checkpoint assessment and submit it to your checkpoint
assessor who will review your progress and determine whether you meet the criteria to
move forward in your program. At the final checkpoint, your assessor will determine
whether you have met the criteria to be endorsed for a teaching license.
11
Submitting an Artifact to an Instructor
This section explains how to submit the different types of artifacts during the process.
As you saw earlier, each required artifact is associated with a course, which you can
see in parentheses next to the artifact title. Your instructor will inform you when you
need to submit the required artifact for assessment.
To submit an artifact, simply click on the title of the requirement itself. The content of the
chosen requirement section will be displayed in the right frame area. You can view the
“Directions” for the requirement and download any additional available details about
the assignment. If you would like to see the rubric being used to evaluate your work,
click the “Evaluation Method” link and click “View rubric.”
Submitting an artifact for assessment is similar to adding an attachment to an email. For
most artifacts, you will be clicking on “Attachments.” Follow these steps:
1. Select the type of file you wish to add. You can select a file from your computer,
a file you previously uploaded in TaskStream, or work that you created in
TaskStream (such as a web folio).
2. Name the file and add a description of the file, if desired.
3. Click the “Add File” button when finished.
4. Click “Save and Return” to go back to the main program work area when you
are done adding attachments. You may add multiple attachments as specified in
the artifact directions.
5. To submit this requirement to your instructor, click “Submit Requirement” from
the top of the Work tab. The dialog box allows you to add comments for your
instructor.
12
6. Select your assessor from the list of faculty (listed alphabetically by last name)
and click “Submit Evaluation.”
Congratulations! You have submitted your artifact for assessment!
Artifact Assessment
Every artifact in your portfolio will be assessed by your instructor using a rubric based
on the specific requirements for that artifact. Each rubric row describes one specific
assignment criterion, and every row will be rated as unacceptable, emerging,
proficient, or exemplary based on the column descriptions. “Proficient” describes the
target level of performance. Ratings of “unacceptable” or “emerging” are not considered
to be meeting the requirements for that particular assignment, whereas “exemplary”
describes work that exceeds expectations. The rubric scores may also be factored into
your course grade. If so, your instructor will inform you how your rubric scores will be
converted into points or letter grades.
Every row of the rubric is related to one or more CSU Outcomes, which you can view by
clicking on the “Standards” link in each row. We suggest that you review the rubric for
every assignment before you submit it to ensure you have met all requirements. In
addition to the artifact-specific rubrics, there are 12 general Outcome Rubrics (Appendix
E) used with the choice artifacts at each checkpoint to assess progress on each of the
12 CSU Outcomes.
When assessing your artifact, the instructor will complete the rubric and may also
provide written comments. At the end of each rubric, the instructor will indicate whether
you have met or not met the requirements for that artifact. The instructor has the ability
to return an electronic copy of your paper through TaskStream with comments or
tracked changes.
After your instructor assesses your work, view your assessment results by clicking on
the “Scores/Results” tab. The “Status” column indicates whether your artifact meets
13
or does not meet the requirements. The “Actions” column shows you to whom you
submitted your artifact and indicates whether the artifact has been assessed yet. The
Results column provides you with your score, and the “History” column allows you to
track any comments made by you or your instructor. If any artifacts do not meet
requirements, you must revise and resubmit the artifact or make alternate arrangements
with the instructor. You will not be allowed to move to the next checkpoint until all
artifacts within that checkpoint meet the requirements.
Checkpoints
Each teacher preparation program at Cleveland State has three assessment
checkpoints:

Checkpoint 1 (Pre-practicum): When you apply online for practicum, your
name will be added to the list of candidates receiving a pre-practicum checkpoint
assessment. By the time you are ready for practicum, you will have taken a
number of professional courses, including foundations and several methods
courses. The requirements in this phase of your program are focused primarily
on foundational knowledge, introductory skills, and dispositions necessary for
success.

Checkpoint 2 (Pre-student teaching): When you apply for student teaching
online, your name will be added to the list of candidates receiving a pre-student
teaching checkpoint. Your practicum experience (or practicum equivalent) will
include assessments to demonstrate your knowledge and mastery of a broad
repertoire of management, instructional, and assessment strategies to prepare
you for independent teaching and the completion of the Teacher Performance
Assessment.

Checkpoint 3 (Pre-licensure): This checkpoint occurs at the end of student
teaching. By the end of Checkpoint 4, you must demonstrate proficiency across
all 12 College Outcomes. At this phase, your portfolio will consist primarily of the
Teacher Performance Assessment materials and a separate employment
portfolio you will develop to assist you in your job search.
Table 2 lists the checkpoints for each undergraduate or post-baccalaureate program.
Table 2: Portfolio Checkpoints by Program
Program
Early Childhood
Mild/Moderate
Moderate Intensive
Checkpoint : When is portfolio checked
1: Prior to EST 370/570
2: Prior to EST 480/580
3: At the conclusion of EST 480/580
1: Prior to EST 377 (ESE 518/522 for graduates)
2: Prior to EST 487 (EST 587 for graduates)
3: At the conclusion of EST 487 (EST 587 for graduates)
1: Prior to EST 378 (ESE
2: Prior to EST 488 (EST 588 for graduates)
3: At the conclusion of EST 488 (EST 588 for graduates)
14
Middle Childhood
Adolescent/Young Adult
Physical Education
Art
Music
Foreign Language
1: Prior to EST 371
2: Prior to EST 481
3: At the conclusion of EST 481
1: Prior to EST 372
2: Prior to EST 482
3: At the conclusion of EST 482
1: Prior to PED 440
2: Prior to PED 445
3: At the conclusion of PED 445
1: Prior to EDC 311
2: Prior to EST 483
3: At the conclusion of EST 483
1: Prior to MUS 445
2: Prior to EST 483
3: At the conclusion of EST 483
1: Prior to EDC 313
2: Prior to EST 484
3: At the conclusion of EST 484
Checkpoint Submission
During the semester when you complete checkpoint assessment, you will be assigned
to a faculty member who will serve as the checkpoint assessor. To prepare for your
checkpoint assessment, in addition to the required artifacts from your courses, you will
prepare the following two portfolio artifacts:
1. Choice Artifacts. For Checkpoints 1 and 2, you will identify two “choice artifacts”
that have not already been submitted as key artifacts. You get to choose
artifacts to represent strengths in particular CSU Outcomes that you wish to
demonstrate for your assessor. Upload both choice artifacts into the “Choice
Artifacts” requirement in your DRF. Then, click on the “Standards” link at the
bottom of the submission screen and identify which of the CSU Outcomes are
addressed by the artifacts you have chosen. Finally, write a single “Reflection
Cover Sheet” that explains what the artifacts are, how you have used the artifacts
in your teaching (if applicable), why you have selected them, and how these
artifacts demonstrate your competence in the Outcomes you have selected.
In preparing this section, you should refer to the general CSU Outcome rubrics
located in Appendix D. For Checkpoint 3, you will not submit choice artifacts, but
instead you will prepare an “Employment Portfolio” which you can use in your job
search. You will be given more information about preparing an employment
portfolio during your student teaching semester.
2. Summative Checkpoint Self-Assessment. This artifact requires you to complete a
form which verifies that you have satisfied college requirements to move to the
next phase in your program (e.g. GPA and grade requirements, background
checks, immunizations, etc.) and involves a self-analysis of your progress on
15
each College Outcome. You should prepare this by clicking on the
“Scores/Results” tab and reviewing your results for all artifacts. The
Summative Checkpoint Self-Analysis Form requires you to identify “strengths”
and “areas for improvement” for each College Outcome, as well as the
identification of specific strategies to improve in each outcome. Finally, the form
includes a self-assessment of the dispositions from the college List of Student
Dispositions. You can view these forms in your TaskStream DRF.
Your checkpoint assessor will check that all required artifacts in that phase have
been assessed as “meeting requirements,” review and assess your choice
artifacts, review your Summative Checkpoint Self-Assessment, and rate the
overall portfolio. This assessment will determine your eligibility to move to the
next program phase. If you do not satisfy the checkpoint requirements, you will
be referred to a Remediation Concern Conference Board which will assess
any resubmitted artifacts, identify a remediation plan (if applicable), and make a
final determination about your eligibility for the next phase of the program.
Employment Portfolio
One of the Checkpoint 3 requirements is an Employment Portfolio. To get started, click
on the “Folios & Web Pages” tab at the top of the browser. Type a title for your
Employment Portfolio and click “Create New.” On the next screen, click “General
Purpose Templates,” select Employment Portfolio from the drop-down list of
available templates, then click “Continue.”
On the following pages you can personalize your employment portfolio according to
your preferences. You can modify the navigation and color selections, and then select
the Edit Content tab to add artifacts you wish to include. You must include a brief
introductory statement, an updated resume, and a list of current references. You may
choose to include any artifacts from your TaskStream portfolio, photographs (with
appropriate permissions), and any other items you choose to include. For assistance in
preparing the employment portfolio, you may want to visit one of the college computer
labs.
Once your portfolio is ready, you will load it into your DRF template by clicking on the
“Attachments” button. Then you will click the radio button for “An artifact created in
TaskStream.” This will open up a drop-down box, where you will select Web Folios.
You should see the name of the employment portfolio you created in the last drop-down
box.
If you wish to publish your employment portfolio to the internet for potential employers,
simply click on the “Publish/Share” tab. Then click the “Publish” button, and
TaskStream will allow you to create a customized web address and password, if you
wish.
Conclusion
If you have questions, do not hesitate to get help from any of the following sources:
 Faculty Advisor
 Course Instructor
16





Education Student Services Center (JH 170A; 216-687-4625)
TaskStream Mentoring Services (800-311-5656; help@taskstream.com)
Center for Educational Technology (JH 118)
College of Education and Human Services TaskStream web page (currently
located under the Dean’s office at
http://www.csuohio.edu/cehs/Deans_Office/Deans_Office.html)
Coordinator of Assessment and Accreditation (Heather Gallacher; 216-687-3743,
h.gallacher@csuohio.edu)
We are optimistic that your portfolio experience will be professionally rewarding, if you
do each of these things:




Follow the steps in this handbook
Listen to the advice of advisors and instructors
Adhere to the written directions included in TaskStream
Seek assistance when needed
We wish you good luck in your program and continued success in your teaching career.
17
Appendix A: Program Self-Enrollment Codes
Use the following codes to add the correct teaching licensure program DRF to your
TaskStream account. If you switch programs, you can add a new program, but you must
also contact the Education Student Services Center (JH 170A; 687-4625) and the
Coordinator of Assessment and Accreditation (Heather Gallacher; JH 201;
h.gallacher@csuohio.edu; 687-3743) to inform them of the change.
Program
Art
Chinese
Early Childhood
Early Childhood Grad
Early Childhood Intervention
Specialist
Foreign Language
Middle Childhood
Mild/Moderate
Mild/Moderate Grad
Moderate/Intensive
Moderate/Intensive Grad
Music
Physical Education
Secondary English
Secondary English Grad
Secondary Math
Secondary Math Grad
Secondary Science
Secondary Science Grad
Secondary Social Science
Secondary Social Science Grad
Self-enrollment Code
CSUARTFA2012
CSUCHIFA2012
CSUECEFA2012
CSUECGFA2012
CSUECISFA2012
CSUFLFA2012
CSUMCEFA2012
CSUMMFA2012
CSUMMGFA2012
CSUMIFA2012
CSUMIGFA2012
CSUMUSFA2012
CSUPEFA2012
CSUENGFA2012
CSUENGGFA2012
CSUMAFA2012
CSUMAGFA2012
CSUSCIFA2012
CSUSCIGFA2012
CSUSSFA2012
CSUSSGFA2012
18
Appendix B: Transfer Student Information
All candidates who transfer to the College of Education and Human Services in Fall
2012 or later will use TaskStream (http://www.taskstream.com) to submit and manage
their portfolios.
Transfer students who receive transfer credit for EDB 300 must visit the Education
Student Services Center in Julka Hall 170 to activate their TaskStream account. You will
need to provide permission for the college to assess a $105 fee to your CSU account to
cover the cost of a TaskStream subscription, and then you will be given a key code to
activate your TaskStream account following the steps in this handbook.
If you receive transfer credit for courses where you are required to submit a TaskStream
artifact, follow these steps to receive credit for these artifacts:
1. Click on the requirement in the TaskStream DRF template. Review the directions
for the assignment and select an assignment you completed at your former
institution that is roughly equivalent to the TaskStream artifact.
2. Click the “Text & Image” button at the bottom of the page. In the dialogue box,
type in a brief description of the artifact you are submitting, with a brief
explanation of why you think it satisfies the artifact requirements.
3. Follow the directions in this handbook to add the assignment as an Attachment.
4. Submit your artifact to Cleveland State Manager (found in the evaluator list under
“M” for the last name).
5. The Cleveland State Manager will determine whether the artifact satisfies the
requirement and mark it in your portfolio as equivalent.
19
Appendix C: Standards Alignment
Alignment Chart: Ohio, INTASC, CSU, Praxis Standards
CSU Outcomes
Ohio Teaching Standards
PRAXIS Standards
INTASC Standards
1.
Personal Philosophy. The CSU
teacher education student
articulates a personal philosophy
of teaching and learning that is
grounded in theory and practice.
1.3 Teachers expect that all students will
achieve to their full potential.
7.1 Teachers understand, uphold and
follow professional ethics, policies
and legal codes of professional
conduct.
2.
Social Foundations. The CSU
teacher education student
possesses knowledge and
understanding of the social,
political, and economic factors that
influence education and shape the
worlds in which we live.
2.3 Teachers understand school and
district curriculum priorities and the
Ohio academic content standards.
3.
Knowledge of Subject Matter and
Inquiry. The CSU teacher education
student understands content,
disciplinary concepts, and tools of
inquiry related to the development
of an educated person.
2.1 Teachers know the content they teach
and use their knowledge of contentspecific concepts, assumptions and
skills to plan instruction.
2.4 Teachers understand the relationship
of knowledge within the discipline to other
content areas.
A3. demonstrating an understanding of
the connections between the
content that was learned previously,
the current content, and the content
that remains to be learned in the
future.
C2. making content comprehensible to
students
1.
4. Knowledge of Development and
Learning. The CSU teacher
education student understands
how individuals learn and develop
and that students enter the
learning setting with prior
experiences that give meaning to
the construction of new
knowledge.
1.1 Teachers display knowledge of how
students learn and of the
developmental characteristics of
age groups.
1.2 Teachers understand what students
know and are able to do, and use
this knowledge to meet the needs of
all students.
A1. becoming familiar with relevant aspect
of student’s backgrounds and
experiences
A2. articulating clear learning goals for the
lesson that are appropriate for
students
A4. creating or selecting teaching
methods, learning activities, and
instructional materials or other
resources that are appropriate for
the students and that are aligned
with the goals of the lesson
A5. creating or selecting evaluation
strategies that are appropriate for
the students and that are aligned
2. Knowledge of Human Development
and Learning. The teacher
understands how children learn and
develop and can provide learning
opportunities that support their
intellectual, social and personal
development.
Knowledge of Subject Matter. The
teacher understands the central
concepts, tools of inquiry, and
structures of the discipline(s) he or
she teaches and can create learning
experiences that make these aspects
of the subject matter meaningful for
students.
20
CSU Outcomes
5. Diversity. The CSU teacher education
student understands how
individuals differ in their
backgrounds and approaches to
learning and incorporates and
accounts for such diversity in
teaching and learning.
6. Learning Environment. The CSU
teacher education student uses an
understanding of individual and
group motivation to promote
positive social interaction, active
engagement in learning, and selfmotivation.
7. Communication. The CSU teacher
education student uses knowledge
of effective verbal, nonverbal, and
media communication techniques
to foster inquiry, collaboration, and
engagement in learning
environments.
Ohio Teaching Standards
1.4 Teachers model respect for students'
diverse cultures, language skills and
experiences.
1.5 Teachers recognize characteristics of
gifted students, students with
disabilities and at-risk students in
order to assist in appropriate
identification, instruction and
intervention.
4.5 Teachers differentiate instruction to
support the learning needs of all
students, including students
identified as gifted, students with
disabilities and at-risk students.
5.1 Teachers treat all students fairly and
establish an environment that is
respectful, supportive and caring.
5.2 Teachers create an environment that
is physically and emotionally safe.
5.3 Teachers motivate students to work
productively and assume responsibility for
their own learning.
5.4 Teachers create learning situations in
which students work independently,
collaboratively and/or as a whole class.
5.5 Teachers maintain an environment
that is conducive to learning for all
students.
2.5 Teachers connect content to relevant
life experiences and career
opportunities.
4.1 Teachers align their instructional goals
and activities with school and district
priorities and Ohio’s academic
content standards.
4.2 Teachers use information about
students’ learning and performance
to plan and deliver instruction that
will close the achievement gap.
4.4 Teachers apply knowledge of how
students think and learn to
instructional design and delivery.
4.6 Teachers create and select activities
that are designed to help students
PRAXIS Standards
with the goals of the lesson
B1. creating a climate that promotes
fairness
A1. becoming familiar with relevant aspect
of student’s backgrounds and
experiences
B1. creating a climate that promotes
fairness
B1. creating a climate that promotes
fairness
B2. establishing and maintaining rapport
with students
B3. communicating challenging learning
expectations to each student
B4. establishing and maintaining
consistent standards of classroom
behavior
B5. making the physical environment as
safe and conducive to learning as
possible
B3. communicating challenging learning
expectations to each student
C1. making learning goals and
instructional procedures clear to
students
C2. making content comprehensible to
students
C3. encouraging students to extend their
thinking
C5. using instructional time effectively
INTASC Standards
3. Adaptation of Instruction for Individual
Needs. The teacher understands
how students differ in their
approaches to learning and creates
instructional opportunities that are
adapted to diverse learners.
5. Skills. The teacher uses an
understanding of individual and
group motivation and behavior to
create a learning environment that
encourages positive social
interaction, active engagement in
learning, and self-motivation.
6. Classroom Motivation and
Management. The teacher uses
knowledge of effective verbal,
nonverbal, and media communication
techniques to foster active inquiry,
collaboration, and supportive
interaction in the classroom.
21
CSU Outcomes
Ohio Teaching Standards
PRAXIS Standards
INTASC Standards
A2. articulating clear learning goals for the
lesson that are appropriate for
students
A4. creating or selecting teaching
methods, learning activities, and
instructional materials or other
resources that are appropriate for
the students and that are aligned
with the goals of the lesson
C3. encouraging students to extend their
thinking
D2. demonstrating a sense of efficacy
4. Multiple Instructional Strategies. The
teacher understands and uses a
variety of instructional strategies to
encourage students’ development
of critical thinking, problem solving,
and performance skills.
A5. creating or selecting evaluation
strategies that are appropriate for
the students and that are aligned
with the goals of the lesson
C4. monitoring students’ understanding of
the content through a variety of
means, providing feedback to
students to assist in learning, and
adjusting learning activities as the
situation demands.
8. Assessment of Student Learning. The
teacher uses formal and informal
assessment strategies to evaluate
and ensure the continuous
intellectual, social, and physical
development of the learner.
D1. reflecting on the extent to which the
learning goals were met
D2. demonstrating a sense of efficacy
9. Professional Commitment and
Responsibility. The teacher is a
reflective practitioner who
continually evaluates the effects of
his/her choices and actions on
develop as independent learners
and complex problem-solvers.
8.
Instructional Strategies. The CSU
teacher education student plans
and implements a variety of
developmentally appropriate
instructional strategies to develop
performance skills, critical thinking,
and problem solving, as well as to
foster social, emotional, creative,
and physical development.
10. Technology. The CSU teacher
education student understands and
uses up-to-date technology to
enhance the learning environment
across the full range of learner
needs.
9.
Assessment. The CSU teacher
education student understands,
selects, and uses a range of
assessment strategies to foster
physical, cognitive, social, and
emotional development of learners
and gives accounts of students’
learning to the outside world.
11. Professional Development. The
CSU teacher education student is
a reflective practitioner who
evaluates his/her interactions
with others (e.g., learners,
2.2 Teachers understand and use contentspecific instructional strategies to
effectively teach the central
concepts and skills of the discipline.
4.1 Teachers align their instructional goals
and activities with school and district
priorities and Ohio’s academic
content standards.
4.2 Teachers use information about
students’ learning and performance
to plan and deliver instruction that
will close the achievement gap.
4.4 Teachers apply knowledge of how
students think and learn to
instructional design and delivery.
4.6 Teachers create and select activities
that are designed to help students
develop as independent learners
and complex problem-solvers.
4.7 Teachers use resources effectively,
including technology, to enhance
student learning.
3.1 Teachers are knowledgeable about
assessment types, their purposes
and the data they generate.
3.2 Teachers select, develop and use a
variety of diagnostic, formative and
summative assessments.
3.3 Teachers analyze data to monitor
student progress and learning, and
to plan, differentiate and modify
instruction.
3.4 Teachers collaborate and
communicate student progress with
students, parents and colleagues.
3.5 Teachers involve learners in selfassessment and goal setting to
address gaps between performance
and potential.
7.2 Teachers take responsibility for
engaging in continuous, purposeful
professional development.
7.
Instructional Planning Skills. The
teacher plans instruction based
upon knowledge of the subject
matter, students, the community,
and curriculum goals.
22
CSU Outcomes
parents/guardians, colleagues
and professionals in the
community) and seeks
opportunities to grow
professionally.
12. Collaboration and
Professionalism. The CSU teacher
education student fosters
relationships with colleagues,
parents/guardians, community
agencies, and colleges/universities
to support students’ growth and
well being.
Ohio Teaching Standards
6.2 Teachers share responsibility with
parents and caregivers to support
student learning, emotional and
physical development and mental
health
6.3 Teachers collaborate effectively with
other teachers, administrators and
school and district staff.
6.4 Teachers collaborate effectively with
the local community and
community agencies, when and
where appropriate, to promote a
positive environment for student
learning.
PRAXIS Standards
D3. building professional relationships
with colleagues to share teaching
insights and to coordinate learning
activities for students
D4. communicating with parents or
guardians about student learning
INTASC Standards
others (students, parents, and other
professionals in the learning
community) and who actively seeks
out opportunities to grow
professionally.
10. Partnerships. The teacher fosters
relationships with school colleagues,
parents, and agencies in the larger
community to support students’
learning and well being.
23
Appendix D: Choice Artifacts
Table 3 provides examples of the kinds of artifacts you may include as choice artifacts
to provide evidence of your competence in each program standard. The list is not
comprehensive. There are many possible artifacts you could use.
Table 3: Examples of Choice Artifacts for each Outcome
Program
Standard
Examples of Artifacts
1. Personal
Philosophy



2. Social
Foundations











3. Knowledge of
Subject Matter
and Inquiry
4. Knowledge of
Development and
Learning
5. Diversity













6. Learning
Environment










personal philosophy paper
position paper on philosophical issue
letter from student, parent, instructor, school administrator containing assessments
of those aspects of your performance that give evidence of your philosophy
essay on a complex social issue
position paper on a complex social issue
research paper/project on a complex social issue
resource reference in lesson plans
learning packet that demonstrate knowledge of content
lesson plan, web site (self-designed), or outline in which content is clearly explained
research conducted in preparation for instruction
research paper in content area
project done as part of content area coursework
article summary or critique
copy of evaluation that comments on and/or rates the knowledge of subject matter
you demonstrate in your teaching
results of Praxis II content area test
case study
notes from observation of pupils
example of differentiated curriculum
adaptation of lesson or unit plan to account for individual differences
lesson plan including “developmentally appropriate” learning activities
diagnostic tool used to get to know pupils
audio or videotape with analysis
sample of checklist used to record development of pupils
curriculum, unit plan, or lesson plan incorporating content, materials, activities
designed to enhance pupils’ appreciation for any ethnic group, gender, religion,
handicapping condition, etc.
curriculum, unit plan, or lesson plan incorporating content, materials, activities
differentiated to account for diverse learners
essay or position paper on issue of diversity
copy of evaluation that comments on and/or rates your ability to interact with and
plan/implement instruction for diverse learners
audio or videotape with analysis
copy of IEP you helped to develop
journal reflection
copy of classroom management plan
audio or videotape with analysis
journal reflection
lesson plan with evidence of planning for the management of time and materials
picture of bulletin board
picture of classroom
written observation by supervisor
24


7. Communication
8. Instructional
Strategies
9. Assessment
10. Technology
11. Professional
Development
12. Collaboration and
Professionalism










































lesson or unit plan incorporating strategies to enhance cooperation and
collaboration among pupils
record showing how pupil behavior was affected by implementation of management
strategies
copy of lesson or unit plan showing effective use of media
copy of media developed for use in instruction
picture of bulletin board
assessment of communication skills by supervisor, cooperating teacher, peers, etc.
audio or videotape with analysis
copy of lesson plan with list of divergent questions asked of pupils
journal reflection on use of effective communication
copy of lesson or unit plan
audio or videotape with analyses
sample of pupil work generated as part of the implementation of an instructional
strategy
journal reflection
assessment of teaching by supervisor, cooperating teacher, peers, etc.
copy (or picture) of materials developed for use in instructional strategies
copy of test developed to measure pupil status
description and/or videotape of assessment procedure with analysis
chart showing pre and post test results
sample of pupil test with comments
sample of pupil project/paper/essay with comments
copy of communication to pupil or parents with results of assessment
description of system used to record pupil assessment results and pupil progress
(with sample materials)
copy of lesson or unit plan showing use of technology
sample of media produced for use in instruction
copy of PowerPoint or similar presentation
audio or videotape with analysis
assessment of use of technology by supervisor, cooperating teacher, peers, etc.
journal reflection
sample of media/technology produced by pupils
journal reflection
copy of lesson or unit plan with reflective analysis
evidence of attendance at workshop, professional conference
evidence of membership in professional association
list of personal goals with analysis of achievement
evidence of presentation made at workshop or conference
annotated list of books and journals read
copy of article written for local, state, national journal
report of action research conducted in a field setting
report of how information and/or skills gained at workshop/conference or through
reading was applied in your teaching
evidence of participation in extra-curricular activities
copy of communication with parents, colleagues, community members
documentation of meetings with parents, colleagues, community members
sample of materials prepared for a meeting, class, etc., in which a leadership role
was assumed
thank you, certificate, testimonial to attest to work done in collaboration with others
You will write one Reflection Cover Sheet to explain how your chosen artifacts relate
to the CSU Outcomes. You will use the Reflection Cover Sheet to help the checkpoint
25
assessor understand what you are trying to demonstrate about your competence. The
Reflection Cover Sheet is extremely important because it is likely to be the first thing
your assessor looks at when reviewing the choice artifacts.
Think of the Reflection Cover Sheet like the cover letter of an application package. Your
choice artifacts, like a resume, contain the information about what you’ve accomplished,
but by themselves it may not be apparent how they demonstrate your abilities. A good
cover letter explains to a potential employer how your experiences on the resume match
with the job requirements. In the same way, a Reflection Cover Sheet explains to an
assessor how your artifacts show your mastery of the CSU Outcomes. A good
Reflection Sheet should not merely summarize the artifact. Instead, it should:




describe the artifact;
state how you used the artifact in your teaching (if applicable);
explain why you selected the artifact for your portfolio;
analyze how your artifact is related to the CSU Outcomes you have chosen
and how the artifact demonstrates your growing competence in those
Outcomes.
Sample Reflection Cover Sheet
Rationale Statement: Why is this artifact filed under the listed Standard? What does the artifact
say about my growing competence? (Be sure to address the relevant items in the appropriate
rubric):
This is a copy of a written test I developed during student teaching to assess how well my students
met the following objectives of a poetry unit:
 The students will be able to identify the major theme of a poem by Edgar Allen Poe
 The students will be able to describe the structure and form of a poem
 The students will be able to describe how Poe uses imagery and figurative language to
convey meaning
 The students will be able to describe how Poe uses language to express feelings.
The test relates specifically to these objectives and is a good example of the kind of assessment
that challenges students to use their higher order cognitive abilities.
Both my student teaching supervisor and I evaluated this test at the “Proficient” level. In addition,
most students commented that it was fair and comprehensive—and even a little “fun” to take. I do,
however, think that the test was a little “long” for the time allotted for the class. I would probably
eliminate questions 7 and 11 next time. Overall, I think the test shows that I am competent at
developing assessment instruments that challenge students and are keyed directly to learning
objectives.
What is not shown in the artifact is how I have used the results of the test to plan changes to my
unit. In analyzing and reflecting on the results, I have concluded that my students had trouble
describing how Poe uses language to express feelings. The next time I teach this unit (or a similar
one), I plan to incorporate many more examples from Poe’s poetry and from the poetry of others. I
will also ask the students to engage in some imagery activities. For example, I will ask them to
close their eyes and get in touch with their feelings as I read specific words, lines, or passages
from various poems. We will then discuss their feelings and how other words might evoke similar or
contrasting feelings. We might also discuss how hearing certain words at home, in school, or “on
the street” evoke feelings.
26
Appendix E: General Outcome Rubrics for CSU Outcomes
27
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
Outcome 1 - PERSONAL PHILOSOPHY
The CSU Teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice. [OHIO 1.3, 7.1]
CRITERIA
LEVELS OF ACHIEVEMENT
UNACCEPTABLE
EMERGING
PROFICIENT
EXEMPLARY
Knowledge & Understanding
In the area of Knowledge and Understanding,
artifacts & reflections are expected to show
that the candidate has an understanding of the
key concepts, ideas, or strategies necessary
to implement this standard in teaching
practice.
The artifact (& reflection)
does not provide a clear
explanation of beliefs.
Educational philosophy as
described is
incomprehensible or
contradictory.
Performance & Skills
In the area of Performance & Skills, artifacts
and reflections are expected to show the
candidate’s ability to implement this standard
in teaching practice.
The artifact (& reflection)
provides little or no evidence
that the candidate can assess
the educational implications
and consequences of
instructional decisions.
Writing is incoherent. The
artifact (& reflection) shows
an inability to cogently
summarize, analyze, or
evaluate information, ideas,
and opinions.
The personal philosophy
reflected in the artifact (&
reflection) violates
professional and/or ethical
standards; it reflects biased,
stereotypical, or prejudicial
attitudes and beliefs; and it
provides no evidence of a
commitment to continued
professional development.
Dispositions
In the area of Dispositions, artifacts and
reflections are expected to show that the
candidate values the key concepts and beliefs
of the standard and behaves in ways that are
consistent with those values and beliefs.
(showing growth toward
proficiency)
The artifact (& reflection) defines
educational beliefs with general
justifications that are largely
based on personal experience.
(ready to be a first year teacher)
(target for experienced teacher)
The artifact (& reflection) provides an
explanation of educational beliefs
consistent with current ideas of best
practice as justified by theory and
research.
The artifact (& reflection) provides an
explanation of educational beliefs
consistent with current ideas of best
practice that includes specific and
appropriate references to personal
experiences. It clearly and
articulately explains the theoretical
and philosophical bases for personal
beliefs.
The artifact (& reflection) provides
some evidence that the candidate
can assess the consequences of
instructional decisions, but lacks
skill in philosophical reasoning.
Writing is somewhat incoherent.
The artifact (& reflection) shows
the ability to cogently summarize
information, ideas, and opinions.
The artifact (& reflection) provides some
evidence that the candidate can apply
philosophical reasoning to assess the
consequences and implications of
instructional decisions. Writing is clear
with minor incoherence. The artifact (&
reflection) shows the ability to cogently
summarize and analyze information,
ideas, and opinions.
The artifact (& reflection) provides
clear evidence that the candidate can
apply philosophical reasoning to the
critical assessment of his/her own
beliefs and actions. Writing is clear
and coherent. The artifact (&
reflection) shows on ability to
cogently summarize, analyze and
evaluate information, ideas, and
opinions.
The personal philosophy reflected
in the artifact (& reflection) is
congruent with professional and
ethical standards. Beliefs and
attitudes expresses are relatively
free from bias; however, scant
evidence is provided to suggest a
ongoing commitment to continued
professional development.
The personal philosophy reflected in the
artifact (& reflection) is congruent with
professional and ethical standards; it
provides some evidence of a
commitment to continued professional
development; and it is free from bias.
The personal philosophy reflected in
the artifact (& reflection) is congruent
with professional and ethical
standards; it provides ample
evidence of a commitment to
continued professional development,
and it is free from bias.
28
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 2 - SOCIAL FOUNDATIONS
The CSU teacher education student has knowledge of pertinent issues in society, how they effect education and how they relate to educational reform on
community, state, national and international levels. [OHIO 2.3]
CRITERIA
LEVELS OF ACHIEVEMENT
UNACCEPTABLE
EMERGING
PROFICIENT
EXEMPLARY
(showing growth toward
proficiency)
(ready to be a first year teacher)
(target for experienced teacher)
Knowledge & Understanding
In the area of Knowledge and Understanding,
artifacts & reflections are expected to show
that the candidate has an understanding of the
key concepts, ideas, or strategies necessary
to implement this standard in teaching
practice.
The artifact (& reflection)
shows a lack of
understanding of the need to
view education within the
framework of broader social
issues.
The artifact (& reflection) shows
limited understanding of the need
to view education within a broader
framework of social issues.
The artifact (& reflection) shows
acceptable understanding of education
as part of a complex socio-cultural
fabric. It shows a knowledge of the
effect of social change through
educational practice.
The artifact (& reflection) shows
evidence through exemplary written
and oral communication of a
profound understanding of sociocultural issues and how they are
effected by and affect the practice of
education.
Performance & Skills
In the area of Performance & Skills, artifacts
and reflections are expected to show the
candidate’s ability to implement this standard
in teaching practice.
The artifact (& reflection)
shows a lack of ability to build
conceptual relationships
between education and other
socio-cultural concepts.
The artifact (& reflection) shows
limited ability to articulate
conceptual relationships between
education and other socio-cultural
fields of study.
The artifact (& reflection) provides
acceptable evidence of the ability to
build conceptual relations among
education and a wide variety of sociocultural issues.
The artifact (& reflection) shows
exemplary evidence of the ability to
use synthesis to build complex
conceptual relations between
education and a wide variety of
socio-cultural issues.
Dispositions
In the area of Dispositions, artifacts and
reflections are expected to show that the
candidate values the key concepts and beliefs
of the standard and behaves in ways that are
consistent with those values and beliefs.
The artifact (& reflection)
shows a lack of desire to
effect social collaboration and
change in education through
understanding of social
issues.
The artifact (& reflection) shows
limited interest and effort in
working collaboratively with
students, colleagues, parents and
community. It shows some sense
of responsibility and empowerment
of effecting social change through
the practice of education.
The artifact (& reflection) shows
consistent work with colleagues to plan
ways to involve a broader community in
the process of the practice of education
and educational reform. It displays
evidence of a belief that educational
practice can effect social change.
The artifact (& reflection) shows
exemplary positive leadership in
working with others to affect the
process of educational change and
reform. It displays considerable
evidence of a belief that educational
practice can effect social change.
29
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 3 - KNOWLEDGE OF SUBJECT MATTER AND INQUIRY
The CSU teacher education student understands content, disciplinary concepts, and tools of inquiry related to the development of an educated person.[OHIO 2.1,
2.4; INTASC #1; PRAXIS A3 & C2]
CRITERIA
LEVELS OF ACHIEVEMENT
UNACCEPTABLE
EMERGING
PROFICIENT
EXEMPLARY
Knowledge & Understanding
In the area of Knowledge and Understanding,
artifacts & reflections are expected to show
that the candidate has an understanding of the
key concepts, ideas, or strategies necessary
to implement this standard in teaching
practice.
The artifact (& reflection)
shows lack of a grasp of
subject matter, content area
standards or strategies
required to create and
implement developmentallyappropriate activities.
Performance & Skills
In the area of Performance & Skills, artifacts
and reflections are expected to show the
candidate’s ability to implement this standard
in teaching practice.
The artifact (& reflection)
shows representations of
disciplinary ideas that are
inaccurate or unclear. It
provides evidence of
engagement in little or no
inquiry for preparation.
The artifact (& reflection)
shows lack of recognition of
the importance of content
knowledge. It shows a lack of
the motivation to engage in
inquiry to learn new content
for panning and teaching
Dispositions
In the area of Dispositions, artifacts and
reflections are expected to show that the
candidate values the key concepts and beliefs
of the standard and behaves in ways that are
consistent with those values and beliefs.
(showing growth toward
proficiency)
The artifact (& reflection) shows
limited knowledge of subject
matter and content area
standards. It evidences some
understanding of strategies,
methods, and materials needed to
create and implement a
developmentally-appropriate
activity.
The artifact (& reflection) shows a
limited ability to use
representations of disciplinary
ideas to make subject matter
accessible to students. It shows
limited engagement in inquiry for
preparation.
The artifact (& reflection) shows
limited recognition of the
importance of content knowledge.
It shows some motivation to
engage in inquiry to learn new
content for planning and teaching.
(ready to be a first year teacher)
(target for experienced teacher)
The artifact (& reflection) displays
substantial knowledge of subject matter
and content area standards. It
evidences adequate understanding of
strategies, methods, and materials
needed to create and implement
developmentally-appropriate activities.
The artifact (& reflection) displays
comprehensive knowledge of subject
matter and content area standards. It
shows understanding of strategies,
methods, and materials to create and
implement developmentallyappropriate activities
The artifact (& reflection) consistently
uses representations of key disciplinary
ideas to make subject matter accessible
and meaningful to students. It shows
engagement in an adequate amount of
inquiry for preparation.
The artifact (& reflection) uses multiple
representations of key disciplinary
ideas to make subject matter
accessible and meaningful to
students. It shows engagement in
extensive inquiry for preparation.
The artifact (& reflection) shows a
consistent recognition of the importance
of content knowledge. It shows
motivation to engage in inquiry to learn
new content for planning and teaching.
The artifact (& reflection) shows
extensive awareness of the synergistic
relationship between content and
inquiry as applied to planning and
teaching.
30
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 4 - KNOWLEDGE OF DEVELOPMENT AND LEARNING
The teacher candidate understands how individuals learn and develop, and that students enter the learning setting with prior experiences that give meaning to the
construction of new knowledge. [OHIO 1.1, 1.2; INTASC #2; PRAXIS A1, A2, A4, A5, & B1]
LEVELS OF ACHIEVEMENT
CRITERIA
Knowledge & Understanding
In the area of Knowledge and Understanding,
artifacts & reflections are expected to show
that the candidate has an understanding of the
key concepts, ideas, or strategies necessary
to implement this standard in teaching
practice.
Performance & Skills
In the area of Performance & Skills, artifacts
and reflections are expected to show the
candidate’s ability to implement this standard
in teaching practice.
Dispositions
In the area of Dispositions, artifacts and
reflections are expected to show that the
candidate values the key concepts and beliefs
of the standard and behaves in ways that are
consistent with those values and beliefs.
UNACCEPTABLE
The artifact (& reflection)
shows lack of knowledge and
understanding of major
theories of cognitive,
physical, emotional, social,
and moral development, of
how students construct
knowledge and acquire
cognitive and metacognitive
skills, and of developmental
progressions.
The artifact (& reflection)
shows lack of ability to apply
knowledge of educational
theories and concepts, to
build on prior knowledge in
the development of students’
thinking and the
implementation of appropriate
instructional activities; it
shows lack of ability to
integrate awareness of
cultural and individual
differences and similarities
into practice.
The artifact (& reflection)
shows lack of appreciation
and respect for
developmental changes,
individual differences, selfefficacy, for the fact that all
students are able to achieve;
and the instructional
opportunity of students’
misconceptions.
EMERGING
PROFICIENT
EXEMPLARY
(showing growth toward
proficiency)
The artifact (& reflection) shows
limited knowledge and
understanding of major theories of
cognitive, physical, emotional,
social, and moral development, of
how students construct knowledge
and acquire cognitive and
metacognitive skills, and of
developmental progressions.
(ready to be a first year teacher)
(target for experienced teacher)
The artifact (& reflection) shows
acceptable knowledge and
understanding of major theories of
cognitive, physical, emotional, social,
and moral development, of how
students construct knowledge and
acquire cognitive and metacognitive
skills, and of developmental
progressions
The artifact (& reflection) shows
extensive knowledge and
understanding of major theories of
cognitive, physical, emotional, social,
and moral development, of how
students construct knowledge and
acquire cognitive and metacognitive
skills, and of developmental
progressions
The artifact (& reflection) shows
limited ability to apply knowledge
of educational theories and
concepts, to build on prior
knowledge in the development of
students’ thinking and the
implementation of appropriate
instructional activities; it shows
limited ability to integrate
awareness of cultural and
individual differences and
similarities into practice.
The artifact (& reflection) consistently
shows application of knowledge of
educational theories and concepts, to
build on prior knowledge in the
development of students’ thinking and
the implementation of appropriate
instructional activities; it shows
consistent integration of the awareness
of cultural and individual differences
and similarities into practice.
The artifact (& reflection) shows
consistent and deliberate application
of knowledge of educational theories
and concepts; it shows provision of
opportunities for students to discover
connections between prior knowledge
and present learning; it shows
consistent and deliberate integration
of the awareness of cultural and
individual differences and similarities
into practice.
The artifact (& reflection) shows
limited appreciation and respect
for developmental change,
individual differences, self-efficacy,
the fact that all students are able
to achieve, and the instructional
opportunity of students’
misconceptions
The artifact (& reflection) shows
consistent appreciation and respect for
developmental changes, individual
differences, self-efficacy, the fact that
all students are able to achieve, and the
instructional opportunity of students’
misconceptions.
The artifact (& reflection) shows
consistent and deliberate appreciation
and respect for developmental
changes, individual differences, selfefficacy, the fact that all students are
able to achieve, and the instructional
opportunity of students’
misconceptions.
31
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 5 - DIVERSITY
The teacher candidate understands how individuals differ in their backgrounds and approaches to learning and incorporates and
accounts for such diversity in teaching and learning. [OHIO 1.4, 1.5, 4.5, 5.1; INTASC #3; PRAXIS A1 & B1]
LEVELS OF ACHIEVEMENT
CRITERIA
Knowledge & Understanding
In the area of Knowledge and Understanding,
artifacts & reflections are expected to show that the
candidate has an understanding of the key concepts,
ideas, or strategies necessary to implement this
standard in teaching practice.
Performance & Skills
In the area of Performance & Skills, artifacts and
reflections are expected to show the candidate’s
ability to implement this standard in teaching
practice.
Dispositions
In the area of Dispositions, artifacts and reflections
are expected to show that the candidate values the
key concepts and beliefs of the standard and
behaves in ways that are consistent with those
values and beliefs.
UNACCEPTABLE
The artifact (& reflection) shows
lack of a grasp of the concept of
varying individual learning
abilities; it shows lack of
knowledge of the need to vary
instructional assessments and
approaches for students,
including those with varying
abilities, second language
learners and those from diverse
cultural backgrounds; it shows
lack of understanding of the
importance of community
resources to learning of diverse
learners.
The artifact (& reflection) lacks
the ability to design instruction
that responds to the needs of
individual and diverse learners; it
demonstrates only modest
expectations for children with
varying abilities, second language
learners, and those from diverse
cultural backgrounds; it does not
respond sensitively to the needs
of students’ families from diverse
cultures or abilities.
The artifact (& reflection) places
little value on high expectations
for all students or on the
importance of “culturally
responsive pedagogy” to meet the
needs of diverse learners; it
shows little respect for students’
varied talents, interests, linguistic
histories, or cultural backgrounds;
it shows little regard for the
importance of community
resources for diverse learners
and their families.
EMERGING
PROFICIENT
EXEMPLARY
(showing growth toward
proficiency)
(ready to be a first year teacher)
(target for experienced teacher)
The artifact (& reflection) shows limited
knowledge of varying individual learning
abilities and of the need to vary
instructional assessments, appropriate
activities, response modes, etc. to
accommodate the needs of learners
with varying abilities, second language
learners, and those from diverse
cultural backgrounds; it shows limited
knowledge of community resources.
The artifact (& reflection) shows acceptable
levels of knowledge of varying learning
abilities and of the need to vary instructional
assessments, appropriate activities, response
modes and adaptations of instruction for
students with varying abilities; it shows
knowledge of educational needs of second
language learners and those from diverse
cultural backgrounds; it shows understanding
of the importance of community resources to
diverse learners and their families.
The artifact (& reflection) shows deep
knowledge of “culturally responsive
pedagogy” including assessments,
curricular and instructional design related to
it for children with varying abilities, second
language learners, and those from diverse
cultural backgrounds; it shows deep
understanding of the importance of
community resources to meet the needs of
diverse learners and their families.
The artifact (& reflection) shows limited
ability to design instruction that is
responsive to individual student needs;
it does not display consistent
expectations for students; it shows
limited ability to respond sensitively to
differing and diverse family cultures and
needs.
The artifact (& reflection) shows ability to
design instruction that appropriately
challenges students of varying abilities,
diverse cultures, and linguistic histories; it
shows the ability to communicate effectively
with families of children with varying abilities,
from diverse cultures and those of second
language learners; it shows ability to utilize
community services and resources to support
students’ learning needs.
The artifact (& reflection) shows ability to
consistently plan and implement effective
instruction which responds to individual
students’ diverse needs; it shows consistent
use of community resources that support
the learning of students with varying
abilities, second language learners, and
those from diverse cultural backgrounds; it
shows ability to work effectively with families
as partners in their children’s learning.
The artifact (& reflection) shows little
value of the need to vary goals,
instruction, activities, and assessment
in response to individual students’
needs for children with varying abilities,
those from diverse cultural
backgrounds, and second language
learners; it shows little appreciation for
human diversity and how human
differences have an impact on the
learning process; it shows some value
on using community resources in the
educational process for diverse learners
and their families.
The artifact (& reflection) shows high value on
the importance of responding sensitively to
students’ varied abilities, cultures, and
linguistic histories; it shows an appreciation
for seeking ways to represent community and
cultural norms in the learning environment; it
shows appreciation for the importance of
families and the community in the educational
process.
The artifact (& reflection) shows high value
on human variability and the importance of
varying instruction to meet the needs of
children with varying abilities, second
language learners, and those from diverse
cultural backgrounds; it shows an
expectation for students to achieve at their
highest levels; it shows a deep appreciation
of the importance of family and community
involvement in the educational process.
32
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
Outcome 6 - LEARNING ENVIRONMENT
The CSU teacher education student uses an understanding of individual and group motivation to promote positive social interaction, active engagement in
learning, and self-motivation. [OHIO 5.2, 5.3, 5.4, 5.5; INTASC #5; PRAXIS B1, B2, B3, B4 & B5]
CRITERIA
LEVELS OF ACHIEVEMENT
UNACCEPTABLE
EMERGING
PROFICIENT
EXEMPLARY
Knowledge & Understanding
In the area of Knowledge and
Understanding, artifacts & reflections
are expected to show that the
candidate has an understanding of
the key concepts, ideas, or strategies
necessary to implement this standard
in teaching practice.
.
The artifact (& reflection) shows lack of
knowledge and understanding of major
theories of motivation and learning, selfefficacy, goal orientations, group
dynamics, and development as well as
cultural variations and classroom
applications; it shows lack of knowledge
of how materials, tasks, and features of
the physical environment contribute to
students’ learning.
Performance & Skills
In the area of Performance & Skills,
artifacts and reflections are expected
to show the candidate’s ability to
implement this standard in teaching
practice.
The artifact (& reflection) shows lack of
ability to use strategies that demonstrate
knowledge of major theories of
motivation and learning, self-efficacy,
goal orientations, group dynamics, and
development in culturally appropriate
ways; it shows lack of ability to utilize
understanding of how materials, tasks,
and features of the physical environment
contribute to students’ learning.
Dispositions
In the area of Dispositions, artifacts
and reflections are expected to show
that the candidate values the key
concepts and beliefs of the standard
and behaves in ways that are
consistent with those values and
beliefs.
The artifact (& reflection) shows lack of
appreciation for the importance of
establishing a positive learning
environment in the classroom that
promotes social interaction, active
engagement in learning and selfmotivation in culturally appropriate ways;
it shows lack of appreciation for the
degree to which materials, tasks, and
features of the physical environment
contribute to students’ learning.
(showing growth toward
proficiency)
(ready to be a first year teacher)
(target for experienced teacher)
The artifact (& reflection) show
limited knowledge and
understanding of major theories
of motivation and learning, selfefficacy, goal orientations, group
dynamics, and development as
well as cultural variations and
classroom applications; it shows
limited knowledge of how
materials, tasks, and features of
the physical environment
contribute to students’ learning.
The artifact (& reflection) shows
limited ability to use strategies
that demonstrate knowledge of
major theories of motivation and
learning, self-efficacy, goal
orientations, group dynamics,
and development in culturally
appropriate ways; it shows
limited ability to utilize
understanding of how materials,
tasks, and features of the
physical environment contribute
to students’ learning.
The artifact (& reflection) shows
limited appreciation for the
importance of establishing a
positive learning environment in
the classroom that promotes
social interaction, active
engagement in learning and selfmotivation in culturally
appropriate ways; it shows
limited appreciation for the
degree to which materials, tasks,
and features of the physical
environment contribute to
students’ learning.
The artifact (& reflection) show
acceptable knowledge and
understanding of major theories of
motivation and learning, self-efficacy,
goal orientations, group dynamics,
and development as well as cultural
variations and classroom
applications; it shows acceptable
knowledge of how materials, tasks,
and features of the physical
environment contribute to students’
learning.
The artifact (& reflection) shows
consistent uses of strategies that
demonstrate knowledge of major
theories of motivation and learning,
self-efficacy, goal orientations, group
dynamics, and development in
culturally appropriate ways; it shows
consistent application of
understanding of how materials,
tasks, and features of the physical
environment contribute to students’
learning.
The artifact (& reflection) shows
extensive knowledge and
understanding of major theories of
motivation and learning, self-efficacy,
goal orientations, group dynamics,
and development as well as cultural
variations and classroom
applications; it shows extensive
knowledge of how materials, tasks,
and features of the physical
environment contribute to students’
learning.
The artifact (& reflection) show
consistent and deliberate use of
strategies that demonstrate
knowledge of major theories of
motivation and learning, self-efficacy,
goal orientations, group dynamics,
and development in culturally
appropriate ways; it shows consistent
and deliberate application of
understanding of how materials,
tasks, and features of the physical
environment contribute to students’
learning.
The artifact (& reflection) shows
consistent and explicit appreciation
for the importance of establishing a
positive learning environment in the
classroom that promotes social
interaction, active engagement in
learning and self-motivation in
culturally appropriate ways; it shows
consistent and explicit appreciation
for the degree to which materials,
tasks, and features of the physical
environment contribute to students’
learning
The artifact (& reflection) shows
consistent appreciation for the
importance of establishing a positive
learning environment in the
classroom that promotes social
interaction, active engagement in
learning and self-motivation in
culturally appropriate ways; it shows
consistent appreciation for the
degree to which materials, tasks, and
features of the physical environment
contribute to students’ learning.
33
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
Outcome 7 - COMMUNICATION
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in learning
environments. [OHIO 2.5, 4.1, 4.2, 4.4, 4.6; INTASC #6; PRAXIS B3, C1, C2, C3, & C5]
CRITERIA
LEVELS OF ACHIEVEMENT
UNACCEPTABLE
EMERGING
PROFICIENT
EXEMPLARY
(showing growth toward proficiency)
(ready to be a first year teacher)
Knowledge & Understanding
In the area of Knowledge and
Understanding, artifacts & reflections
are expected to show that the
candidate has an understanding of the
key concepts, ideas, or strategies
necessary to implement this standard
in teaching practice.
The artifact (& reflection) shows weak
knowledge of subject that may hinder
ability to provide understandable,
accurate statements about content. It
shows lack of understanding of
multiple methods of presenting
information, how to structure
classroom discussion, how to question
students to probe their thinking, and
how to use nonverbal communication
strategies.
The artifact (& reflection) show relatively
weak knowledge of subject that may
hinder ability to provide understandable,
accurate statements about content. It
shows limited repertoire of methods of
presenting information, limited awareness
of how to structure classroom discussion
or how to question students to probe their
thinking. It shows little or no understanding
of nonverbal communication strategies.
The artifact (& reflection) shows
knowledge of subject that supports ability
to provide understandable, accurate
statements about content. It shows
understanding of multiple methods of
presenting information, how to structure
classroom discussion, how to question
students to probe their thinking, and how
to use nonverbal communication as a
communication tool.
The artifact (& reflection) shows strong
knowledge of subject that makes it possible to
offer multiple powerful representations of
content. It shows understanding of multiple
methods of presenting information, how to
structure classroom discussion, how to
question students to probe their thinking, and
how to use nonverbal communication as a
communication tool.
(target for experienced teacher)
Performance & Skills
In the area of Performance & Skills,
artifacts and reflections are expected
to show the candidate’s ability to
implement this standard in teaching
practice.
The artifact (& reflection) shows poor
communication of learning
expectations, ineffective use of
instructional time, use of lecturing as
the only mode of communication, no
use of group work. It shows
presentations of content that are
incomprehensible or incorrect; rare
attempts to probe or encourage
diversity of student thinking, and
ineffective management of group
work. It demonstrates mastery of
some major conventions of standard
English.
The artifact (& reflection) shows some
clarity in communicating challenging
learning expectations, effective use of
instructional time, varying methods of
presentation of new material, including
group work, comprehensible and correct
presentations of content, some attempts
to probe or encourage diversity of
student thinking, and effective
management of group work. It
demonstrates mastery of major and
many minor conventions of standard
English.
The artifact (& reflection) shows clear
communication of challenging learning
expectations, effective use of instructional time,
varied methods of presentation of new
material, including group work, powerful,
comprehensible and correct presentations of
content, regularly probing and encouraging of
diversity of student thinking, and effective
management of group work. It demonstrates
complete mastery of major and minor
conventions of standard English.
Dispositions
In the area of Dispositions, artifacts
and reflections are expected to show
that the candidate values the key
concepts and beliefs of the standard
and behaves in ways that are
consistent with those values and
beliefs.
The artifact (& reflection) shows a
view of self as deliverer of information.
It shows little regard for ideas of
students, a belief that students have
no prior knowledge to use in making
sense of new content, a belief that
students should be kept silent, even if
that means not allowing them to speak
to one another, a belief that saying the
same thing over and over again will
ultimately help students learn material.
The artifact (& reflection) shows clear
communication of non-challenging learning
expectations, and ineffective use of
instructional time, which includes doing
two or three or more of the following:
primarily use of lecturing as a mode of
communication, with occasional questions
interspersed; sporadic use of group work;
presenting content that is difficult to follow
or contains relatively serious factual errors;
rarely attempting to probe or encourage
diversity of student thinking; managing
group work ineffectively. It demonstrates
mastery of most major and some minor
conventions of standard English.
The artifact (& reflection) shows a view of
self as deliverer of information, with an
occasional need to solicit student input. It
shows occasional fostering of student
inquiry, few attempts to promote student
collaboration, a belief mainly in one
planned representation of content,
supplemented occasionally with other
representations (visual, audio).
The artifact (& reflection) shows a view of
students as a valid sources of
information. It shows the offering of
additional information to clarify and
extend student thinking, a belief in the
importance of listening to students’ ideas.
Fostering of student inquiry by providing
situations, tasks or problems and inviting
students to engage with them
individually, a belief in regular use of
student collaboration, a belief in the
importance of multiple representations of
content to make content comprehensible.
The artifact (& reflection) shows a view of
students as a valid sources of information. It
shows the offering of additional information to
clarify or extend student thinking, a belief in the
importance of listening to students’ ideas, a
fostering of student inquiry by providing
situations, tasks or problems and inviting
students to engage with them individually or in
groups, a belief in the importance of multiple
representations of content that address
multiple learning styles to make content
comprehensible.
34
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
Outcome 8 - INSTRUCTIONAL STRATEGIES
The CSU teacher education student plans and implements a variety of developmentally appropriate instructional strategies to develop performance skills,
critical thinking, and problem solving, as well as to foster social, emotional, creative, and physical development. [OHIO 2.2, 4.1, 4.2, 4.4, 4.6, 4.7; INTASC #4 &
#7; PRAXIS A2, A4, C3, & D2]
LEVELS OF ACHIEVEMENT
CRITERIA
UNACCEPTABLE
EMERGING
PROFICIENT
EXEMPLARY
Knowledge & Understanding
In the area of Knowledge and
Understanding, artifacts & reflections are
expected to show that the candidate has
an understanding of the key concepts,
ideas, or strategies necessary to
implement this standard in teaching
practice.
Performance & Skills
In the area of Performance & Skills,
artifacts and reflections are expected to
show the candidate’s ability to implement
this standard in teaching practice.
Dispositions
In the area of Dispositions, artifacts and
reflections are expected to show that the
candidate values the key concepts and
beliefs of the standard and behaves in
ways that are consistent with those
values and beliefs.
The artifact (& reflection)
shows little or no knowledge
and understanding of a range
of instructional strategies. It
does not show an
understanding that
instructional strategies are
important for students’ social,
emotional, creative, and
physical development. It
shows a lack of knowledge of
how instructional strategies
promote critical thinking and
problem solving skills.
The artifact (& reflection)
shows no range of
instructional techniques and
no proper use of assessment.
It shows little or no ability to
choose appropriate activities
for instructional objectives and
shows a lack of flexibility to
adapt instructional strategies
to classroom needs.
The artifact (& reflection)
shows a lack of value for the
use of many types of
instructional strategies. It does
not show value for the
importance of adapting
instructional strategies to
classroom and individual
student needs.
(showing growth toward
proficiency)
The artifact (& reflection) shows
some knowledge and
understanding of a range of
instructional strategies. It shows
an understanding that
instructional strategies are
somewhat important for students’
social, emotional, creative, and
physical development.. It shows
limited knowledge of how
instructional strategies promote
critical thinking and problem
solving skills.
The artifact (& reflection) shows a
limited range of instructional
techniques, with little
understanding of assessment. It
shows some ability to choose
appropriate activities for
instructional objectives and some
degree of flexibility to adapt
instructional strategies to
classroom needs.
The artifact (& reflection) shows
limited acknowledgement of the
value of using many types of
instructional strategies. It shows
some value for the importance of
adapting instructional strategies
to classroom and individual
student needs.
(ready to be a first year teacher)
(target for experienced
teacher)
The artifact (& reflection) shows
knowledge and understanding of
an adequate range of
instructional strategies. It shows
an understanding that
instructional strategies are
important for students’ social,
emotional, creative, and physical
development. It shows
acceptable knowledge of how
instructional strategies promote
critical thinking and problem
solving skills.
The artifact (& reflection) shows
knowledge and understanding of
a broad range of instructional
strategies. It shows an
understanding that instructional
strategies are an essential
prerequisite for students’ social,
emotional creative and physical
development. It shows extensive
knowledge of how instructional
strategies promote critical thinking
and problem solving skills.
The artifact (& reflection) shows a
range of instructional techniques,
based on assessment, including
but not limited to cooperative
learning, presentation skills, and
discussion learning. It shows an
adequate ability to choose
appropriate activities for
instructional objectives and a
degree of flexibility to adapt
instructional strategies to
classroom needs.
The artifact (& reflection) shows a
belief in the value of using many
types of instructional strategies. It
shows value for the importance of
adapting instructional strategies
to classroom and individual
student needs.
The artifact (& reflection) shows
mastery of an extensive range of
instructional techniques, based on
assessment, including but not
limited to cooperative learning,
presentation skills, and leading
discussions. It shows ability to
choose appropriate activities for
instructional objectives and a high
degree of flexibility to adapt
instructional strategies to
classroom needs.
The artifact (& reflection) shows a
belief in the value of using many
types of instructional strategies. It
shows value for the importance of
adapting instructional strategies
to classroom and individual
student needs. It shows value for
the importance of students
engaging in performance, critical
thinking, and problem solving
activities.
35
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 9 - ASSESSMENT
The CSU teacher education student understands, selects, and uses a range of assessment strategies to foster physical, cognitive, social, and emotional
development of learners and gives accounts of students’ learning to the outside world. [OHIO 3.1, 3.2, 3.3, 3.4, 3.5; INTASC #8; PRAXIS A5 & C4]
CRITERIA
LEVELS OF ACHIEVEMENT
UNACCEPTABLE
EMERGING
PROFICIENT
EXEMPLARY
(showing growth toward
proficiency)
(ready to be a first year teacher)
(target for experienced teacher)
Knowledge & Understanding
In the area of Knowledge and
Understanding, artifacts & reflections
are expected to show that the
candidate has an understanding of
the key concepts, ideas, or
strategies necessary to implement
this standard in teaching practice.
The artifact (& reflection) shows a
lack of understanding of rationale for
adopting assessment procedures to
meet student’s individual needs. It
shows familiarity with a very limited
range of formal and informal
assessment strategies. It shows a
lack of understanding of fundamental
test statistics and constructs such as
validity and reliability.
The artifact (& reflection) shows familiarity
with a limited range of formal and informal
assessment strategies. It shows an initial
understanding of fundamental test statistics
and constructs such as validity and reliability.
The artifact (& reflection) shows familiarity with
a variety of formal and informal assessment
strategies. It shows an understanding of how to
accurately calculate fundamental test statistics.
It shows satisfactory knowledge of constructs
such as reliability and validity.
The artifact (& reflection) shows a knowledge
about a variety of formal and informal
assessment strategies, including their
inherent strengths and limitations. It shows an
understanding of how to accurately calculate
fundamental test statistics. It shows
knowledge of different types of validity and
reliability.
Performance & Skills
In the area of Performance & Skills,
artifacts and reflections are expected
to show the candidate’s ability to
implement this standard in teaching
practice.
The artifact (& reflection) shows the
ability to select and uses instruments
for assessment that are incongruent
with learning goals. It shows a lack of
ability to develop, administer, and
interpret a variety of formal and
informal instruments to evaluate
processes and products. It shows an
inability to devise and employ
appropriate and reliable scoring
procedures for evaluating student
work. It shows an inability to adapt
assessment procedures to meet
students’ individual needs or
employs inappropriate adaptations. It
shows an inability to explain, utilize,
or report assessment strategies and
results to students, administrators,
parents, and other audiences.
The artifact (& reflection) shows the ability to
select and use procedures and instruments
for assessment that are congruent with
learning goals, but shows a lack of
proficiency in designing and interpreting
measures to assess complex tasks and
higher order knowledge and skills. It shows
the ability to develop, administer, and
interpret a limited range of formal and
informal activities and instruments to evaluate
products. The artifact (& reflection) shows
difficulty in adapting assessment procedures
to meet the individual needs of students; it
shows a heavy reliance on only one type of
assessment. It shows the ability to accurately
explain and report assessment strategies and
results to students, administrators, parents,
and other audiences.
The artifact (& reflection) shows the ability to
select and use procedures and instruments for
assessment that are congruent with learning
goals and shows some proficiency in designing
and interpreting measures for assessing
complex tasks and higher order knowledge and
skills. It shows the ability to develop,
administer, and interpret a variety of formal and
informal activities and instruments to evaluate
products. The artifact (& reflection) shows the
use of reliable scoring procedures, clearly
written items and prompts, and unambiguous
directions to assess pupil progress. It shows
inconsistent adaptation of assessment
procedures to meet the individual needs of
students. It shows the ability to clearly and
accurately explain and report assessment
strategies and results to students,
administrators, parents, and other audiences.
Dispositions
In the area of Dispositions, artifacts
and reflections are expected to show
that the candidate values the key
concepts and beliefs of the standard
and behaves in ways that are
consistent with those values and
beliefs.
The artifact (& reflection) shows lack
of perception of assessment as an
integral part of instruction as
evidence by its lack of use in
instructional planning. It does not
show belief in adopting assessment
procedures to meet students’
individual needs.
The artifact (& reflection) shows some value
for the role of assessment in evaluating pupil
progress, but generally shows a failure to
make use of the results of formative and
summative measures to reflect on practice
and improve instruction. It shows a belief in
occasionally adopting assessment
procedures to meet students’ individual
needs.
The artifact (& reflection) shows a value for
assessment as an integral part of instruction
and shows an effort to use the results of
formative and summative assessments to
reflect on practice and improve instruction. It
shows a belief in adapting assessment
procedures to meet individual needs but does
not show consistency in utilizing adaptations
The artifact (& reflection) shows the ability to
select and use procedures and instruments
for assessment that are congruent with
learning goals and shows proficiency in
designing and interpreting measures for
assessing complex tasks and higher order
knowledge and skills. It shows the ability to
develop, administer, and interpret a variety of
formal and informal activities and instruments
to evaluate both products and processes. It
shows consistent use of reliable scoring
procedures, clearly written items and
prompts, and unambiguous directions to
assess pupil progress. It shows routine
adaptation of assessment procedures to meet
the individual needs of students. It shows use
of multiple forms to clearly and accurately
explain and report assessment strategies and
results to students, administrators, parents,
and other audiences.
The artifact (& reflection) shows a value for
assessment as an integral part of instruction
and shows consistent use of the results of
formative and summative assessments to
reflect on practice and improve instruction. It
constantly shows a belief in the adaptation of
assessment procedures by utilizing
adaptations in instruction and assessment
practice.
36
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 10 - TECHNOLOGY
The CSU teacher education student understands and uses up-to-date technology to enhance the learning environment across the full range of learner needs.
[OHIO 2.2, 4.1, 4.2, 4.4, 4.6, 4.7; INTASC #4 & #7; PRAXIS A2, A4, C3, & D2]
CRITERIA
LEVELS OF ACHIEVEMENT
UNACCEPTABLE
EMERGING
PROFICIENT
EXEMPLARY
(showing growth toward
proficiency)
(ready to be a first year teacher)
(target for experienced teacher)
The artifact (& reflection) shows an
understanding of basic technology
operations in most but not all areas
described in state or national (e.g.
ISTE) standards, and shows an active
effort to develop an understanding in
the areas which have not yet been
mastered. It shows functional
understanding of the social, ethical,
legal and human issues surrounding
the use of technology in schools, and
shows an active effort to transform
classroom practice to address these
issues.
The artifact (& reflection) shows the
ability to incorporate a variety of
learner-appropriate technologyenhanced activities within the
classroom learning environment, but
does not yet show adoption of a
proactive stance with regard to
technological developments. It shows
the ability to implement curriculum
plans which incorporate substantial
technological components likely to
significantly enhance student learning
outcomes. It shows the regular
application of technology as a
substantial and meaningful component
in assessment and evaluation
activities.
The artifact (& reflection) shows an understanding of
technology knowledge, skills and concepts as described in
state or national (e.g. ISTE) standards documents, and shows
continuing professional growth in staying abreast of current
and unacceptable technologies. It shows the abilities to model
and teach legal & ethical technology use; to apply technology
resources to empower diverse learners; to promote safe and
healthy use of technology resources; and to facilitate equitable
access to technology resources for all students.
Knowledge & Understanding
In the area of Knowledge and
Understanding, artifacts &
reflections are expected to show
that the candidate has an
understanding of the key concepts,
ideas, or strategies necessary to
implement this standard in
teaching practice.
The artifact (&
reflection) shows a
lack of understanding
of basic technology
operations and
concepts. It shows
unfamiliarity with the
social, ethical, legal
and human issues
surrounding the use of
technology in schools.
The artifact (& reflection)
shows an awareness of basic
technology operations and
concepts, and begins to show
the application of this
awareness to professional
growth. It shows awareness of
the social, ethical, legal and
human issues surrounding the
use of technology in schools,
and begins to show the
application of them in practice.
Performance & Skills
In the area of Performance &
Skills, artifacts and reflections are
expected to show the candidate’s
ability to implement this standard
in teaching practice.
The artifact (&
reflection) does not
show the ability to
incorporate technology
into learning
environments and
experiences. It does
not show the ability to
implement curriculum
plans which include
technological
components. It does
not show the
application of
technology to
assessment or
evaluation needs.
The artifact (& reflection)
shows a beginning ability to
tentatively incorporate
technology into learning
environments and
experiences. It shows the
ability to implement curriculum
plans which incorporate minor
technological components
which have limited effect on
student learning. It shows
awareness of methods for
using technology in
assessment and evaluation,
and begins to show the
implementation of these
methods practice in tentative
ways.
Dispositions
In the area of Dispositions,
artifacts and reflections are
expected to show that the
candidate values the key concepts
and beliefs of the standard and
behaves in ways that are
consistent with those values and
beliefs.
The artifact (&
reflection) does not
show a value for
technology within
professional practice.
The artifact (& reflection)
shows some values for the use
of technology for periodic
professional communications
and to provide minor increases
in professional productivity.
The artifact (& reflection) shows a
value for the use technology for
regular, substantial professional
communications and to provide
significant increases in professional
productivity. It begins to show a value
for technology as a means of acquiring
new knowledge and skills.
The artifact (& reflection) shows the abilities to design
developmentally appropriate learning activities that incorporate
technology-enhanced instructional strategies; to apply current
research on teaching and learning with technology; to identify,
locate and evaluate technology resources; to plan for the
management of technology resources within learning activities;
and to plan strategies to manage student learning in a
technology-enhanced environment. It shows the abilities to
facilitate technology-enhanced experiences that address
content standards and student technology standards; to use
technology to support learner-centered strategies; to apply
technology to develop students higher order thinking skills and
creativity; and to manage student learning activities in a
technology-enhanced format. It shows the abilities to apply
technology in assessing student learning using a variety of
assessment techniques; to use technology resources to collect
and analyze data, interprets results, and communicates
findings; and to apply multiple methods of evaluation to
determine students’ appropriate uses of technology resources.
The artifact (& reflection) shows an appreciation for the use of
technology to: engage in ongoing professional development;
increase
professional
productivity,
and
communicate/collaborate with others in order to nurture
student learning.
37
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 11 - PROFESSIONAL DEVELOPMENT
The teacher is a reflective practitioner who evaluates his/her interactions with others (e.g. learners parents/guardians, colleagues and professionals in the
community) and seeks opportunities to grow professionally. [OHIO 7.2; INTASC #9; PRAXIS D1 & D2]
CRITERIA
LEVELS OF ACHIEVEMENT
UNACCEPTABLE
EMERGING
PROFICIENT
EXEMPLARY
(showing growth toward
proficiency)
(ready to be a first year
teacher)
(target for experienced teacher)
Knowledge & Understanding
In the area of Knowledge and
Understanding, artifacts &
reflections are expected to show
that the candidate has an
understanding of the key
concepts, ideas, or strategies
necessary to implement this
standard in teaching practice.
The artifact (& reflection) shows a
lack of knowledge about how to
reflect on teaching. It shows a
lack of understanding of the
importance of professional
development goals. It shows little
or no awareness of strategies for
promoting professional
development.
The artifact (& reflection) shows
limited knowledge about how to
reflect about teaching. It shows
some understanding of the need
for professional development
goals. It shows some awareness
of strategies for promoting
professional development.
The artifact (& reflection) shows
adequate knowledge about how
to reflect on teaching. It shows an
understanding of the need for
professional development goals.
It shows some awareness of
strategies for promoting
professional development.
The artifact (& reflection) shows knowledge of
how to think critically about planning, teaching,
and student learning to reflect on teaching. It
shows an understanding of the need for
several specific professional development
goals and a clear plan for accomplishing those
goals. It shows knowledge about available
strategies for promoting professional
development.
Performance & Skills
In the area of Performance &
Skills, artifacts and reflections are
expected to show the candidate’s
ability to implement this standard
in teaching practice.
The artifact (& reflection) does not
show the ability to reflect on
teaching, and to make an effort to
improve. The artifact (& reflection)
shows a lack of participation in
professional opportunities. It
shows no involvement in school
activities outside the classroom.
The artifact (& reflection) does not
acknowledge the importance of
professional growth; it presents a
view of course work, supervision,
and other professional
development activities as hurdles
rather than growth opportunities.
It does not show a value for
supervisors, other professionals,
or parents as resources for
growth.
The artifact (& reflection) shows
adequate ability to reflects on
teaching, and to improve, based
on others’ suggestions. The
artifact (& reflection) shows
participation in professional
opportunities such as
conferences and workshops. It
shows involvement in school
activities outside the classroom.
The artifact (& reflection) shows a
value for the need for
professional growth. It presents a
view of course work, supervision,
and other professional
development activities as
opportunities to learn. It shows a
value for supervisors, other
professionals, and parents as
resources for growth.
The artifact (& reflection) shows the ability to
reflect thoughtfully and critically on teaching,
and to actively seek to improve teaching
based on others’ suggestions and selfidentified goals. It shows active participation in
professional opportunities such as
conferences and workshops. It shows
extensive involvement in school activities
outside the classroom.
Dispositions
In the area of Dispositions,
artifacts and reflections are
expected to show that the
candidate values the key
concepts and beliefs of the
standard and behaves in ways
that are consistent with those
values and beliefs.
The artifact (& reflection) shows a
minimal ability to reflect on
teaching (only surface level
awareness of classroom events),
and to make efforts to improve. It
shows occasional participation in
professional opportunities. It
shows some involvement in
school activities outside the
classroom.
The artifact (& reflection)
acknowledges minimal need for
professional growth; it presents a
view of course work, supervision,
and other professional
development activities somewhat
as hurdles. It shows a some value
for supervisors, other
professionals, and parents as
resources for growth.
The artifact (& reflection) shows a keen
interest in personal growth. It shows a value
for course work, supervision, and other
professional development activities as
opportunities to pursue learning goals. It
shows a keen interest in the suggestions of
supervisors, other professionals, and parents
as resources for growth.
38
CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
The Teacher as a Responsive, Reflective Professional: A Partner in Learning
Outcome 12 - COLLABORATION AND PROFESSIONALISM
The CSU teacher education student fosters relationships with colleagues, parents/guardians, community agencies, and colleagues/university
to support students’ growth and well-being. [OHIO 6.2, 6.3, 6.4; INTASC #10; PRAXIS D3 & D4]
CRITERIA
LEVELS OF ACHIEVEMENT
UNACCEPTABLE
EMERGING
PROFICIENT
EXEMPLARY
(showing growth toward
proficiency)
(ready to be a first year teacher)
(target for experienced teacher)
Knowledge & Understanding
In the area of Knowledge and Understanding,
artifacts & reflections are expected to show
that the candidate has an understanding of the
key concepts, ideas, or strategies necessary
to implement this standard in teaching
practice.
The artifact (& reflection)
shows a lack of the concept
of the need for working
positively with colleagues,
parents or community or how
to actively build successful
partnerships.
The artifact (& reflection) shows
some limited knowledge and
understanding for working
collaboratively with colleagues,
parents and community.
The artifact (& reflection) shows an
acceptable understanding and
knowledge of collaboration to explain
concepts necessary for planning
positive partnerships with students,
colleagues and community.
The artifact (& reflection) shows
comprehensive knowledge of the
need for and the planning of positive
collaborative activities with students,
colleagues and community.
Performance & Skills
In the area of Performance & Skills, artifacts
and reflections are expected to show the
candidate’s ability to implement this standard
in teaching practice.
The artifact (& reflection)
shows a lack of evidence of
fostering relationships with
colleagues,
parents/guardians, agencies,
to support students’ growth
and well-being.
The artifact (& reflection) shows
some limited evidence of fostering
relationships with colleagues,
parents/ guardians, agencies, to
support students’ growth and wellbeing through collaborative efforts.
The artifact (& reflection) shows
acceptable evidence of fostering
relationships and reflections with
colleagues, parents/ guardians,
agencies, to support students’ growth
and well-being through collaborative
efforts.
Dispositions
In the area of Dispositions, artifacts and
reflections are expected to show that the
candidate values the key concepts and beliefs
of the standard and behaves in ways that are
consistent with those values and beliefs.
The artifact (& reflection)
shows a lack of interest in
working positively with
colleagues, parents or
community
The artifact (& reflection) shows
limited interest and effort in
working collaboratively with
colleagues, parents and
community.
The artifact (& reflection) shows
acceptable evidence in written and oral
interactions of an understanding of the
need for positive collaboration. It shows
a desire to develop successful
partnerships.
The artifact (& reflection) shows
extensive evidence of fostering
relationships and reflections with
colleagues, parents/guardians,
agencies, to support students’ growth
and well-being; it shows evidence of
participation beyond basic
requirements.
The artifact (& reflection) shows a
belief that the teacher must provide
positive leadership in developing
relationships and attitudes with
colleagues and others. It shows a
sense of efficacy.
39
Appendix F: TaskStream Technical Information
You can get excellent technical help from the TaskStream Mentoring Services hotline at
1(800) 311-5656 at most common times of the day. However, for your convenience, we
provide some excerpts from the TaskStream help pages that you might find useful.
Frequently Asked Questions
Which browsers can I use to access TaskStream?
Your browser (such as Internet Explorer or Firefox) is a computer application that allows
you to access and view various web sites on the Internet. TaskStream is a highly
dynamic environment that responds slightly differently to each browser. TaskStream
recommends using a supported browser to get full TaskStream capability:
Windows
 Microsoft Internet Explorer 7.0 and above
 Mozilla Firefox 3.6 and above
 Google Chrome 4.0 and above
Mac
 Mozilla Firefox 3.6 and above
 Apple Safari 4.0
 Chrome 5.0
If you use a browser other than those listed above, you may still be able to access
TaskStream but you may not have access to all the system's features. Regardless of
the browser, you will need to have pop-ups , cookies and JavaScript enabled in order to
use all the features of TaskStream. If you are unable to log in AT ALL, you may be
using a browser with known issues. Please install one of the supported browsers and
use this to access TaskStream.
Can I use TaskStream on a Mac or a PC? On a desktop or laptop computer?
Yes, TaskStream works equally well on a Mac or PC and on both desktops and laptops.
Whether you're using Mac or PC, you can run TaskStream from your choice of
browsers. Many TaskStream features are also available from mobile devices using builtin browsers.
Does TaskStream work on iPhones, iPads or other mobile devices?
Though many TaskStream features work well on these devices using the built in
browsers such as Safari and Chrome, full support on these mobile devices and tablets
is not available yet. For example, the ability to upload file attachments is not supported
because mobile and tablet devices do not support local file storage. Nevertheless,
TaskStream is actively working to enhance the use of our site on these devices and will
post regular updates as more features become available.
Do I need additional plugins or add-ons to use TaskStream?
No, you do not require additional plugins or add-ons. However, your browser must have
JavaScript and cookies enabled in order to log into the TaskStream site. On most
browsers, these are default settings.
40
Can I access TaskStream offline?
You must have an internet connection to edit your work in TaskStream and to perform
real-time tasks. You can, however, view your work offline by using TaskStream's PackIt-Up feature to make copies of your work and download them to your computer. Begin
by "packing up" selected web pages and rubrics that you created in TaskStream. Your
package is converted into html format that can be opened and read outside
TaskStream, and then it is zipped (compressed) for downloading to your computer.
Once offline, you can save the package to your computer or to an external storage
device such as a sufficiently large USB flash drive (aka "thumb drive" or "USB key") or,
if your computer is equipped with this capability, burn it to a DVD or CD-Rom.
Please note that Pack-It-Up is designed for VIEWING work ONLY. It is not possible to
import the downloaded work back into TaskStream, nor can you edit work on your
computer with the TaskStream tool once it is downloaded.
Does TaskStream require cookies to be enabled?
Yes. The steps to enable cookies vary based on the specific version of the browser you
use. We recommend you do a web search for “enable cookies nameofbrowser version
number” to access the most recent information provided by the team that supports your
browser.
Does TaskStream use pop-ups?
Yes. TaskStream uses pop-up windows in order to deliver our tools in the most efficient
manner possible. Luckily, in most browsers TaskStream can be added as an accepted
site. This allows TaskStream’s pop-up windows to appear as you browse
http://www.taskstream.com. Please Please keep in mind that your pop-up blocking
software can be installed on your computer as a separate piece of software or as part of
a security software package. The steps to enable pop-ups vary based on the browser
you use.
Is TaskStream's site accessible to users with disabilities?
Yes. TaskStream is committed to making its tools accessible for all users, including
people with disabilities. The TaskStream tools comply with Federal Section 508
guidelines and W3C WCAG recommendations as described in their accessibility
statement. Some optional services and third-party plug ins may not be covered by this
document. As new technologies emerge, TaskStream strives to amend its tools to be
compliant with the widest audience possible.
In addition to making technical changes to the websites to provide greater accessibility,
TaskStream tests them using multiple assistance-type technologies - such as screen
readers and screen enlarging software - to analyze and modify pages. They also
engage accessibility experts and people with disabilities to further test and modify
websites for optimal usability.
How do I print my work?
Generally, to print a page in TaskStream use either the print button or icon located
within that page, or the print feature of your browser. However, sometimes a single
41
TaskStream window is divided into multiple frames that might print separately. For
example, when you have a screen that displays a scrolling left panel, that panel and the
main work space are two separate frames.
To print a particular frame of a TaskStream window, use these options:
Method 1
 Click anywhere in the frame that has the information you want to print.
This selects that frame.
 On your menu bar, click “File.”
 Select Print.
Method 2
 Click anywhere in the frame that has the information you want to print.
This selects that frame.
 On your browser's toolbar, click the print icon
.
 Proceed with your print job as you normally would.
Method 3
 Right-click anywhere in the frame that has the information you want to
print.
 From the pop-up menu, select Print.
 Proceed with your print job as you normally do.
What is Turnitin Originality Reporting?
Turnitin's online OriginalityCheck product helps reduce incidents of unoriginal writing
and improper citation by digitally comparing student work against an extensive pool of
web pages, student papers, publications and library databases. TaskStream's
integration with Turnitin enables OriginalityCheck to be included as a preference when
setting up a DRF Program. With this preference set, work added to a DRF by the Author
triggers the generation of originality reports. The author's work is processed by Turnitin
and a report is returned to the evaluator.
In addition to the Turnitin Originality Score, the full report includes a copy of the author's
work with color-coded annotation to show incidents of potential plagiarism, unoriginal
content and improper citation. Text comparison via Turnitin reclaims hours of time that
instructors and evaluators would otherwise spend in such analysis, while insuring the
integrity of author submissions to a far greater degree.
Troubleshooting
When I click on a button nothing happens.
Certain web browsers have software that regulates the creation of new windows within
a website. This software is commonly referred to as a pop-up blocker. If you are clicking
on a button and nothing happens, it's more than likely that you have a pop-up blocker
installed on your system.
Some of the features in the TaskStream site are missing.
Due to an October 2011 security upgrade to TaskStream, some users of Internet
Explorer (IE) will need to make a minor change to one of their browser Security settings
in order to be compatible with the TaskStream site. If you are having trouble accessing
42
certain areas of the TaskStream site (for example, the Folio or DRF areas), please
follow these steps to make this adjustment:
 Start Internet Explorer.
 From the IE toolbar, click “Tools.”
 From the menu that displays, click “Internet Options.”
 From the pop-up Internet Options window that displays, click the “Security” tab.
 Click on the green checkmark icon to select Trusted Sites and click the “Sites”
button to navigate to a screen with the related settings.
TaskStream protects members' sensitive personal information by using HTTPS to
transfer and display web content securely. To ensure that it correctly acknowledges
TaskStream as a secure, trusted site, it is necessary to remove any outdated listings
from your IE settings. To update these settings, read the listings in the Websites box to
see if there are any current references to TaskStream. If you find any reference to
TaskStream, click to highlight that listing and click “Remove.” Once the TaskStream
listing no longer appears in the Websites box, click the “Close” button at the bottom of
the window to save the Trusted sites information and return to the Security page. Click
“OK” to close the Internet Options communications box and complete the settings
process.
What if I've Removed the Trusted Sites that Refer to TaskStream and I'm Still
Having Issues?
While the above steps are usually sufficient to ensure compatibility, some users may
need to manually add an updated TaskStream listing to the Trusted sites page.
If you continue to have issues after removing the old listings, repeat the steps described
above to navigate to the Trusted sites page, and add this website to the zone
“https://*.taskstream.com.” Be sure to type this EXACT website, and click “Add.” Once
the new TaskStream listing appears in the Websites box, click the “Close” button at the
bottom of the window to save the Trusted sites information and return to the Security
page. If you still have issues, please contact the TaskStream Mentoring Services
department at 1-800-331-5656.
When I try to download/view a file attachment, nothing happens.
There can be a number of causes for this type of situation. The most common cause is
that your computer does not have the software application that created the file. For
example, if you download an attachment that was created in MS Word, you need a copy
of this software application to be able to open the sample. Some software applications
provide a trial or viewer version of the program that you can download from the Web
and use to open the file that you downloaded from TaskStream. For example, if you do
not own Microsoft Word, you can download a Word Viewer from Microsoft that allows
you to open and view Word files.
I am not receiving emails from TaskStream.
One reason why this could be happening is that your email program is interpreting
incoming TaskStream mail as spam,or junk mail. Spam is not typically stored in your
Inbox, but rather in a folder specifically designed to hold unwanted mail. Try the
following:
43
 Check your Spam or Junk E-mail folder for TaskStream-related emails.
 Examine your mail options and check for spam blocking software.
 If possible, add TaskStream as an accepted source for emails.
In the event that you have a Spam filter associated with your email account, please add
the following to your address book:
 taskstream_subscriptions@taskstream.com
 notification@taskstream.com
 help@taskstream.com
This ensures that TaskStream is recognized as an accepted site. Even if TaskStream is
recognized as an accepted site by your email client, you may have opted out of
receiving automated TaskStream emails and/or Message Center forwarding. You can
manage your TaskStream email subscription preferences in My Account. See Email
Subscriptions for details.
I uploaded a file on my Mac, but the attached file does not open.
This issue may occur if the document has been saved and then uploaded without the
proper file extension. This is related to the way Mac operating systems handle files and
file extensions. Extensions are the 3-4 characters that follow the "dot" at the end of a file
name. The operating system uses extensions to identify compatible software that can
open and read the file. For example, a file ending ".doc" is identified as a MS Word
document, while ".ppt" identifies a PowerPoint presentation. To remedy this situation:
 Remove the file from your work.
 Re-save your work, making certain to include the extension in the document
path.
My TaskStream Messenger icon won't stop blinking.
The section of the menu bar with the TaskStream Messenger icon is programmed to
check every 10 seconds if you have received any instant messages and announce if
you have received any. The flash occurs because the frame holding the icon reloads to
check for messages. If you check for messages and click on them, the blinking will stop
because the message is no longer considered new.
My file is too large to upload.
If your file is too large to upload, these optimizing file tips should help reduce the file
size:
Scanner:
 When using a scanner, the scanning resolution determines the size of the
scanned image. Use a resolution of 72 dots per inch (dpi) to get a life-size
image when displayed on the screens of most computers. Since computer
screens display only about 72 pixels per inch, using a resolution higher
than this will make your file size unnecessarily large.
Software/Images:
 Use digital imaging software to crop unnecessary parts of the image.
 Use .gif format when you do not need a lot of colors. For example, simple
line drawings, shapes, and small icons work well in this format. You can
optimize .gif images by reducing the number of colors. The fewer colors
44
you use, the smaller the file size. Start with 256 colors, and reduce the
number of colors until just before you notice a difference in the image.
 Use .jpg format, when you are working with photographs. When prompted,
you can optimize .jpg images by using a lower quality choice. The default
save for a .jpg in most programs is set to 10, the highest quality. You can
try reducing it to a smaller number, depending on the necessity of a sharp
image for your project. The lower the quality, the smaller the file size. Start
with the maximum quality and reduce the image quality until just before
you notice a difference in the image.
 Reduce image size using a graphics-editing program (such as Adobe
Photoshop, or Microsoft Photo Editor). The smaller the dimensions of the
image, the smaller the file size.
PowerPoint:
 Cropping an image in PowerPoint WILL NOT reduce the file size.
 When you resize the image in a program such as PowerPoint, you are
only making the picture appear smaller on the screen - the actual file size
of the image has not been reduced at all.
 Individual images should be no larger than 200 KB whenever possible.
Maximum size of all the images in the presentation should be no more
than 4 MB, whenever possible.
 Include a blank slide at the beginning of the presentation. It would seem
as though adding a blank slide at the beginning of a presentation would
increase file size; however, the opposite is true. The blank slide serves as
the preview image -- the image PowerPoint displays when you select a file
in the Open dialog box. Since a blank slide is far less complex than the
real first slide, the preview image is much smaller, thereby reducing the
size of the presentation file.
Video:
 In order to upload your video to TaskStream, you will need to compress it
to a file size of 100MB or less.
 Change the resolution. 320x240 and 640x480 are common resolution
settings for uploading video to the web.
 Change the frame rate (number of frames per second). Lowering the
frame rate will reduce the size of the file. Please note this can reduce
video quality if overused.
 Change the audio quality. Slightly reducing the quality of the audio track
will help reduce file size
 You may also wish to separate your video into multiple sections. Each
piece can then be uploaded to TaskStream separately and listed in
chronological order by naming the files appropriately. It is possible to
upload multiple video files to TaskStream if the total file storage space of
your account is not exceeded and if each video file is 100MB or smaller.
Please note that depending on the quality of your video, each section may
still need additional compression to reduce it under the 100MB limit.
 Because video compression and manipulation occur outside of
TaskStream, we are only able to provide limited support and do not
endorse or support any specific video program.