ARTS AND HUMANITIES – DEPARTMENT OF TEACHING AND LEARNING
GRADUATE MASTER OF ARTS-ENGLISH EDUCATION E-PORTFOLIO EVALUATION RUBRIC
Student name (Printed) _________________________________________ Date of defense: ________________
Evaluator name (Printed) ___________________________________________ Signature: ____________________________
The chair and each member of the committee will be required to evaluate each E-portfolio individually. Evaluations will be averaged
to give a final score.
This evaluation is modeled after recommendations from the Interstate New Teacher and Support Consortium, along the guidelines set forth by the National
Council for Accreditation of Teacher Education and the National Council of Teachers of English. Please complete the evaluation using the following
rubric and give one score per area I- V.
3
Exceptional (Distinguished) The candidate exhibits superior mastery of the knowledge, skills, or dispositions required by the standard(s). The
candidate substantially exceeds expectations by providing multiple layers of connected and convincing evidence to show exceptional performance in
meeting the professional standard or principle.
2
Strong (Proficient) The candidate exhibits intermediate to advanced performance in relation to essential knowledge, skills, or dispositions required
by the standard. The candidate exceeds satisfactory expectations by providing multiple sources of clear evidence to make a strong case for meeting the
professional standard.
1
Competent (Basic) The candidate exhibits minimum performance in relation to essential knowledge, skills, or dispositions required by the
standard. The candidate meets minimum expectations by providing at least 3 pieces of evidence to meet the professional standard.
0
Unsatisfactory. The candidate exhibits unacceptable performance in relation to the essential knowledge, skills, or dispositions required by the
standard. The candidate provides little or no evidence for meeting the standard and does not meet minimum acceptable expectations.
Scoring: 13-15: Exceptional; 10-12: Proficient: 5-9: Competent; 0-4: Unsatisfactory TOTAL SCORE: ___________________
Updated 3/15, T. T. Stewart
1
Portfolio Matrix
English Education –
Instructions: Interns are tasked to provide evidence for meeting the standards in portfolios in the appropriate matrices below. Teacher interns may include documents in the
portfolio (such as content page prior to narrative, downloadable word doc) and link appropriate assignments, documents, or other evidence that meets the particular standard
directly to the matrix. For each example of evidence in the portfolio, interns should also provide a reflective, detailed annotation of how and why the piece of evidence meets the standard. This
matrix is designed the help interns and assessors: 1) think about layers of and connections to work within a standards-based setting, and 2) assess the portfolios in relation to
meeting the following national and local standards:
National Council for Accreditation of Teacher Education (NCATE)
Interstate New Teacher Assessment and Support Consortium (INTASC)
National Council for Teachers of English (NCTE)
NCATE Standard I CONTENT KNOWLEDGE Teacher candidates have in-depth knowledge of the content that they plan to teach as described in professional, state, and institutional
standards. They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject. All program completers pass the content examinations in states that require
examinations for licensure. Candidates in advanced programs for teachers are recognized experts in the content that they teach
INTASC Standards
NCTE Standards and Performance Indicators
Evidence for Meeting Standard
in Portfolio
Standard #4: Content Knowledge
I. Candidates demonstrate knowledge of English language arts subject matter content that
The teacher understands the central concepts,
specifically includes literature and multimedia texts as well as knowledge of the nature of
tools of inquiry, and structures of the
adolescents as readers.
discipline(s) he or she teaches and creates
I.1: Candidates are knowledgeable about texts—print and non-print texts, media texts, classic texts and
learning experiences that make these aspects of
contemporary texts, including young adult—that represent a range of world literatures, historical
the discipline accessible and meaningful for
traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to
learners to assure mastery of the content.
use literary theories to interpret and critique a range of texts.
II. Candidates demonstrate knowledge of English language arts subject matter content that
specifically includes language and writing as well as knowledge of adolescents as language users.
II.1: Candidates can compose a range of formal and informal texts taking into consideration the
interrelationships among form, audience, context, and purpose; candidates understand that writing is a
recursive process; candidates can use contemporary technologies and/or digital media to compose
multimodal discourse.
II.2: Candidates know the conventions of English language as they relate to various rhetorical situations
(grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant
grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition;
they recognize the influence of English language history on ELA content; and they understand the impact
of language on society.
Comments:
Updated 3/15, T. T. Stewart
2
NCATE Standard II PEDAGOGICAL CONTENT KNOWLEDGE Teacher candidates reflect a thorough understanding of the relationship of content and content specific pedagogy
delineated in professional, state, and institutional standards. They have in- depth understanding of the content that they plan to teach and are able to provide multiple explanations and instructional
strategies so that all students learn. They present the content to students in challenging, clear, and compelling ways, using real-world contexts and integrating technology appropriately. Candidates
in advanced programs for teachers have expertise in pedagogical content knowledge, and share their expertise through leadership and mentoring roles in their schools and communities. They
understand and address student preconceptions that hinder learning. They are able to critique research and theories related to pedagogy and learning. They are able to select and develop
instructional strategies and technologies, based on research and experience that help all students learn.
INTASC Standards
NCTE Standards and Performance Indicators
Evidence for Meeting Standard
in Portfolio
Standard #1: Learner Development
I. Candidates demonstrate knowledge of English language arts subject matter content that
The teacher understands how learners grow and
specifically includes literature and multimedia texts as well as knowledge of the nature of
develop, recognizing that patterns of learning and
adolescents as readers.
development vary individually within and across
I.2: Candidates are knowledgeable about how adolescents read texts and make meaning through
the cognitive, linguistic, social, emotional, and
interaction with media environments.
physical areas, and designs and implements
II. Candidates demonstrate knowledge of English language arts subject matter content that
developmentally appropriate and challenging
specifically includes language and writing as well as knowledge of adolescents as language
learning experiences.
users.
Standard #2: Learning Differences
II.3: Candidates are knowledgeable about how adolescents compose texts and make meaning through
The teacher uses understanding of individual
interaction with media environments.
differences and diverse cultures and communities
III. Candidates plan instruction and design assessments for reading and the study of literature
to ensure inclusive learning environments that
to promote learning for all students.
enable each learner to meet high standards.
III.1: Candidates use their knowledge of theory, research, and practice in English Language Arts to plan
Standard #3: Learning Environments
standards- based, coherent and relevant learning experiences utilizing a range of different texts—across
The teacher works with others to create
genres, periods, forms, authors, cultures, and various forms of media—and instructional strategies that
environments that support individual and
are motivating and accessible to all students, including English language learners, students with special
collaborative learning, and that encourage positive needs, students from diverse language and learning backgrounds, those designated as high achieving, and
social interaction, active engagement in learning,
those at risk of failure.
and self-motivation.
III.3: Candidates plan standards-based, coherent and relevant learning experiences in reading that reflect
Standard #5: Application of Content
knowledge of current theory and research about the teaching and learning of reading and that utilize
The teacher understands how to connect concepts individual and collaborative approaches and a variety of reading strategies.
and use differing perspectives to engage learners
III.5: Candidates plan instruction that incorporates knowledge of language—structure, history, and
in critical thinking, creativity, and collaborative
conventions—to facilitate students’ comprehension and interpretation of print and non-print texts.
problem solving related to authentic local and
IV. Candidates plan instruction and design assessments for composing texts (i.e., oral, written,
global issues.
and visual) to promote learning for all students.
Standard #7: Planning for Instruction
IV.1: Candidates use their knowledge of theory, research, and practice in English Language Arts to plan
The teacher plans instruction that supports every
standards- based, coherent and relevant composing experiences that utilize individual and collaborative
student in meeting rigorous learning goals by
approaches and contemporary technologies and reflect an understanding of writing processes and
drawing upon knowledge of content areas,
strategies in different genres for a variety of purposes and audiences.
curriculum, cross-disciplinary skills, and pedagogy,
as well as knowledge of learners and the
community context.
Comments:
Updated 3/15, T. T. Stewart
3
NCATE Standard II. PEDAGOGICAL CONTENT KNOWLEDGE continued
INTASC Standards
NCTE Standards and Performance Indicators
Standard #8: Instructional Strategies
The teacher understands and uses a variety of
instructional strategies to encourage learners to
develop deep understanding of content areas and
their connections, and to build skills to apply
knowledge in meaningful ways.
IV.3: Candidates design instruction related to the strategic use of language conventions (grammar, usage,
and mechanics) in the context of students’ writing for different audiences, purposes, and modalities.
VI. Candidates demonstrate knowledge of how theories and research about social justice,
diversity, equity, student identities, and schools as institutions can enhance students’
opportunities to learn in English Language Arts.
VI.1: Candidates plan and implement English language arts and literacy instruction that promotes social
justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable
society.
VII. Candidates are prepared to interact knowledgeably with students, families, and
colleagues based on social needs and institutional roles, engage in leadership and/or
collaborative roles in English Language Arts professional learning communities, and actively
develop as professional educators.
VII.2: Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate
understanding of and readiness for leadership, collaboration, ongoing professional development, and
community engagement.
Evidence for Meeting Standard
in Portfolio
NCATE Standard III PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE SKILLS
Teacher candidates can apply the professional and pedagogical knowledge and skills delineated
in professional, state, and institutional standards to facilitate learning. They consider the school, family, and community contexts in which they work and the prior experience of students to develop
meaningful learning experiences. They reflect on their practice. They know major schools of thought about schooling, teaching and learning. They are able to analyze educational research findings
and incorporate new information into their practice as appropriate. Candidates in advanced programs for teachers reflect on their practice and are able to identify their strengths and areas of
needed improvement.
They engage in professional activities. They have a thorough understanding of the school, family, and community contexts in which they work, and collaborate with the professional community to
create meaningful learning experiences for all students. They are aware of current research and policies related to schooling, teaching, learning and best practices. They are able to analyze
educational research and policies and can explain the implications for their own practice, and for the profession.
INTASC Standards
NCTE Standards and Performance Indicators
Evidence for Meeting Standard
in Portfolio
Standard #3: Learning Environments
III. Candidates plan instruction and design assessments for reading and the study of literature
The teacher works with others to create
to promote learning for all students.
environments that support individual and
III.2: Candidates design a range of authentic assessments (e.g., formal and informal, formative and
collaborative learning, and that encourage positive summative) of reading and literature that demonstrate an understanding of how learners develop and
social interaction, active engagement in learning,
that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing,
and self-motivation.
and presenting.
Standard #5: Application of Content
III.3: Candidates plan standards-based, coherent and relevant learning experiences in reading that reflect
The teacher understands how to connect concepts knowledge of current theory and research about the teaching and learning of reading and that utilize
and use differing perspectives to engage learners
individual and collaborative approaches and a variety of reading strategies.
in critical thinking, creativity, and collaborative
III.4: Candidates design or knowledgeably select appropriate reading assessments that inform instruction
problem solving related to authentic local and
by providing data about student interests, reading proficiencies, and reading processes.
global issues.
Element 6: Candidates plan instruction which, when appropriate, reflects curriculum integration and
Standard #6: Assessment
incorporates interdisciplinary teaching methods and materials.
The teacher understands and uses multiple
methods of assessment to engage learners in their
own growth, to monitor learner progress, and to
guide the teacher’s and learner’s decision making
Updated 3/15, T. T. Stewart
4
NCATE Standard III PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE SKILLS continued
INTASC Standards
NCTE Standards and Performance Indicators
Standard #7: Planning for Instruction
The teacher plans instruction that supports every
student in meeting rigorous learning goals by
drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy,
as well as knowledge of learners and effects of
his/her choices and actions on others (learners,
families, other professionals, and the community),
and adapts practice to meet the needs of each
learner.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of
instructional strategies to encourage learners to
develop deep understanding of content areas and
their connections, and to build skills to apply
knowledge in meaningful ways.
Standard #9: Professional Learning and
Ethical Practice
The teacher engages in ongoing professional
learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her
choices and actions on others (learners, families,
other professionals, and the community), and
adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student
learning, to collaborate with learners, families,
colleagues, other school professionals, and
community members to ensure learner growth,
and to advance the profession.
IV. Candidates plan instruction and design assessments for composing texts (i.e., oral, written,
and visual) to promote learning for all students.
IV.2: Candidates design a range of assessments for students that promote their development as writers,
are appropriate to the writing task, and are consistent with current research and theory. Candidates
are able to respond to student writing in process and to finished texts in ways that engage students’ ideas
and encourage their growth as writers over time.
IV.4: Candidates design instruction that incorporates students’ home and community languages to
enable skillful control over their rhetorical choices and language practices for a variety of audiences and
purposes.
V. Candidates plan, implement, assess, and reflect on research-based instruction that increases
motivation and active student engagement, builds sustained learning of English language arts,
and responds to diverse students’ context-based needs.
V.1: Candidates plan and implement instruction based on ELA curricular requirements and standards,
school and community contexts, and knowledge about students’ linguistic and cultural backgrounds.
V.2: Candidates use data about their students’ individual differences, identities, and funds of learning to
create inclusive learning environments that contextualize curriculum and instruction and help students
participate actively in their own learning in ELA.
VI. Candidates demonstrate knowledge of how theories and research about social justice,
diversity, equity, student identities, and schools as institutions can enhance students’
opportunities to learn in English Language Arts.
VI.2: Candidates use knowledge of theories and research to plan instruction responsive to students’
local, national and international histories, individual identities (e.g., race, ethnicity, gender expression,
age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community
environment), and languages/dialects as they affect students’ opportunities to learn in ELA.
VII. Candidates are prepared to interact knowledgeably with students, families, and colleagues
based on social needs and institutional roles, engage in leadership and/or collaborative roles in
English Language Arts professional learning communities, and actively develop as professional
educators.
VII.1: Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety
of experiences related to ELA.
VII.2: Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate
understanding of and readiness for leadership, collaboration, ongoing professional development, and
community engagement.
Evidence for Meeting Standard
in Portfolio
Comments:
Updated 3/15, T. T. Stewart
5
NCATE standard IV STUDENT LEARNING (Teacher candidates focus on student learning and study the effects of their work. They assess and analyze student learning, make appropriate
adjustments to instruction, monitor student learning, and have a positive effect on learning for all students. Candidates in advanced programs for teachers have a thorough understanding of
assessment. They analyze student, classroom, and school performance data and make data-driven decisions about strategies for teaching and learning so that all students learn. They collaborate
with other professionals to identify and design strategies and interventions that support student learning.
INTASC Standards
NCTE Standards and Performance Indicators
Evidence for Meeting
Standard in Portfolio
Standard #1: Learner Development
I. Candidates demonstrate knowledge of English language arts subject matter content that
The teacher understands how learners grow and
specifically includes literature and multimedia texts as well as knowledge of the nature of
develop, recognizing that patterns of learning and
adolescents as readers.
development vary individually within and across the
I.2: Candidates are knowledgeable about how adolescents read texts and make meaning through
cognitive, linguistic, social, emotional, and physical
interaction with media environments.
areas, and designs and implements developmentally
II. Candidates demonstrate knowledge of English language arts subject matter content that
appropriate and challenging learning experiences.
specifically includes language and writing as well as knowledge of adolescents as language
Standard #2: Learning Differences
users.
The teacher uses understanding of individual
II.3: Candidates are knowledgeable about how adolescents compose texts and make meaning through
differences and diverse cultures and communities to interaction with media environments.
ensure inclusive learning environments that enable
III. Candidates plan instruction and design assessments for reading and the study of literature
each learner to meet high standards.
to promote learning for all students.
Standard #6: Assessment
III.1: Candidates use their knowledge of theory, research, and practice in English Language Arts to plan
The teacher understands and uses multiple methods
standards- based, coherent and relevant learning experiences utilizing a range of different texts—across
of assessment to engage learners in their own
genres, periods, forms, authors, cultures, and various forms of media—and instructional strategies that
growth, to monitor learner progress, and to guide
are motivating and accessible to all students, including English language learners, students with special
the teacher’s and learner’s decision making
needs, students from diverse language and learning backgrounds, those designated as high achieving,
Standard #9: Professional Learning and Ethical
and those at risk of failure.
Practice
III.2: Candidates design a range of authentic assessments (e.g., formal and informal, formative and
The teacher engages in ongoing professional
summative) of reading and literature that demonstrate an understanding of how learners develop and
learning and uses evidence to continually evaluate
that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing,
his/her practice, particularly the effects of his/her
and presenting.
choices and actions on others (learners, families,
III.4: Candidates design or knowledgeably select appropriate reading assessments that inform
other professionals, and the community), and adapts instruction by providing data about student interests, reading proficiencies, and reading processes.
practice to meet the needs of each learner.
III.6: Candidates plan instruction which, when appropriate, reflects curriculum integration and
incorporates interdisciplinary teaching methods and materials.
IV. Candidates plan instruction and design assessments for composing texts (i.e., oral, written,
and visual) to promote learning for all students.
IV.2: Candidates design a range of assessments for students that promote their development as writers,
are appropriate to the writing task, and are consistent with current research and theory. Candidates
are able to respond to student writing in process and to finished texts in ways that engage students’
ideas and encourage their growth as writers over time.
V. Candidates plan, implement, assess, and reflect on research-based instruction that increases
motivation and active student engagement, builds sustained learning of English language arts,
and responds to diverse students’ context-based needs.
V.3: Candidates differentiate instruction based on students’ self-assessments and formal and informal
assessments of learning in English language arts; candidates communicate with students about their
performance in ways that actively involve them in their own learning.
V.4: Candidates select, create, and use a variety of instructional strategies and teaching resources,
including contemporary technologies and digital media, consistent with what is currently known about
student learning in English Language Arts.
Comments:
Updated 3/15, T. T. Stewart
6
NCATE standard V PROFESSIONAL DISPOSITIONS
Candidates work with students, families, colleagues and communities in ways that reflect the professional dispositions expected of professional educators as delineated in professional, state, and
institutional standards. Candidates demonstrate classroom behaviors that create caring and supportive learning environments and encourage self- directed learning by all students. Candidates
recognize when their own professional dispositions may need to be adjusted and are able to develop plans to do so.
INTASC Standards
NCTE Standards and Performance Indicators
Standard #9: Professional Learning and Ethical
Practice
The teacher engages in ongoing professional learning
and uses evidence to continually evaluate his/her
practice, particularly the effects of his/her choices
and actions on others (learners, families, other
professionals, and the community), and adapts
practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student
learning, to collaborate with learners, families,
colleagues, other school professionals, and
community members to ensure learner growth, and
to advance the profession.
III. Candidates plan instruction and design assessments for reading and the study of literature
to promote learning for all students.
III.1: Candidates use their knowledge of theory, research, and practice in English Language Arts to
plan standards- based, coherent and relevant learning experiences utilizing a range of different texts—
across genres, periods, forms, authors, cultures, and various forms of media—and instructional
strategies that are motivating and accessible to all students, including English language learners,
students with special needs, students from diverse language and learning backgrounds, those
designated as high achieving, and those at risk of failure.
IV. Candidates plan instruction and design assessments for composing texts (i.e., oral,
written, and visual) to promote learning for all students.
IV.4: Candidates design instruction that incorporates students’ home and community languages to
enable skillful control over their rhetorical choices and language practices for a variety of audiences
and purposes.
VI. Candidates demonstrate knowledge of how theories and research about social justice,
diversity, equity, student identities, and schools as institutions can enhance students’
opportunities to learn in English Language Arts.
VI.1: Candidates plan and implement English language arts and literacy instruction that promotes
social justice and critical engagement with complex issues related to maintaining a diverse, inclusive,
equitable society.
VI.2: Candidates use knowledge of theories and research to plan instruction responsive to students’
local, national and international histories, individual identities (e.g., race, ethnicity, gender expression,
age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community
environment), and languages/dialects as they affect students’ opportunities to learn in ELA.
VII. Candidates are prepared to interact knowledgeably with students, families, and
colleagues based on social needs and institutional roles, engage in leadership and/or
collaborative roles in English Language Arts professional learning communities, and actively
develop as professional educators.
VII.1: Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a
variety of experiences related to ELA.
VII.2: Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate
understanding of and readiness for leadership, collaboration, ongoing professional development, and
community engagement
Evidence for Meeting
Standard in Portfolio
Comments:
Updated 3/15, T. T. Stewart
7
Name of Candidate ____________________________________________
Reflective Practice Rubric—Arts & Humanities Pre-Service Teachers
(For inclusion within E-portfolio evaluation rubric/tool)
Capstone or macroreflection in e-portfolio
Reflection on
practice
“The candidate ...”
Level 0 (Unsatisfactory)
Level 1 (Basic) 5 - 6
Level 2 (Competent) 7 - 8
Level 3 (Distinguished) 9 - 10
Does not reflect on practice
in ways that go beyond
superficial listing of
elements of practice.
Does not recognize change to
practice but discusses it
Acknowledges some change to
practice has occurred
Consistently acknowledges and
articulates changes occurring in practice
Does not perceive
relationships between student
learning and teaching
practices but discusses them
Perceives relationships between
student learning and teaching
practices
Analyzes relationships between student
learning and teaching practices
Does not engage in analyzing
their own teaching but
discusses it
Critical reflection of
growth
“The candidate ...”
Does not reflect about
growth beyond the
superficial mention of
change over time.
Does not perceive area of
change in beliefs or
assumptions
Does not observe self in the
process of thinking in
previous reflections
Narrative /
presentation
“The candidate...”
Does not write or create a
narrative that goes beyond
superficial presentation of
practice and experience.
Does not craft narrative using
past experiences, reflections,
or learning
Creates a narrative /
presentation that is not
supported with evidence
Creates a narrative /
presentation that only looks
back or at “what is”
Total Score
Analyzes their own teaching, in a
self- evaluative style
Identifies some changes to beliefs
or assumptions that have occurred
Partially observes self in the
process of thinking in previous
reflections
Analyzes their own teaching, discussing
or offering alternatives for future
practice
Consistently articulates change in
beliefs or assumptions, offering
alternatives for future growth in identity
Observes self often in the process of
thinking in previous reflections
Narratives refers minimally to past
experiences, reflections, and
learning
Narrative weaves richly between past
experiences, reflections, and learning
Creates a narrative / presentation
that is partially supported with
evidence.
Creates a narrative / presentation that is
strongly supported with evidence.
Creates a narrative / presentation
that looks back, at the present, and
forward to “what could be”
Score
Creates a narrative / presentation that
looks back, looks at the present, and
looks forward, offering alternatives and
new ideas
__/30
Comments:
Updated 3/15, T. T. Stewart
8