INTRODUCTION TO SOCIAL STUDIES PORTFOLIO RUBRIC Trait Introduction to Social Studies Portfolio 1 Unacceptable Does not define the purpose of the social studies portfolio. 2 Beginning Vaguely defines the purpose of the social studies portfolio. 3 Developing Adequately defines the purpose of the social studies portfolio. 4 Capable Clearly and accurately delineates the purpose of the social studies portfolio. 5 Accomplished Defines the purpose of the TWS social studies portfolio in a professional and articulate manner. There is no description (or a very poor one) of the social studies learning outcomes selected. There is a brief description of social studies outcomes, but the number is less than required. There is an acceptable description of social studies learning outcomes. There is a specific There is an exemplary description of the description of the social social studies studies learning outcomes. learning outcomes. There are no connections made between the TWS NCATE social studies elements and the College of Education Outcomes. The connections made between the NCSS social studies elements of the TWS and the COE Outcomes are minimal The connections made between the NCSS social studies elements of the TWS and the COE Outcomes are satisfactory. The connections made between the NCSS social studies elements of the TWS and the College of Education Outcomes are clear. The connections made between the NCSS social studies elements of the TWS and the COE Outcomes are clear and focused. There is no description of the social studies elements in the TWS portfolio organization. The description of the social studies elements in the organization of the TWS portfolio is vague and not easily understood. The description of the social studies elements in the TWS portfolio organization is acceptable. The description of social studies elements in the TWS portfolio organization is logical and in format easy to understand. The description of the social studies elements in the organization is excellent, well thought out, and logical. SOCIAL STUDIES PHILOSOPHY STATEMENT RUBRIC Trait Social Studies Philosophy Statement 1 Unacceptable Offers no evidence that the candidate has the student as the focus in the social studies philosophy. 2 Beginning Offers minimal evidence that the candidate has the student as the focus in the social studies philosophy. 3 Developing Offers adequate evidence that the candidate has the student as the focus in the social studies philosophy. 4 Capable Offers significant evidence that the candidate has the student as the focus of the social studies philosophy. 5 Accomplished Offers superior evidence that the candidate has the student as the focus social studies philosophy. Offers no evidence that the NCSS themes and SPECTRUM model are in the framework Offers minimal evidence that the NCSS themes and SPECTRUM model are in the framework. Offers adequate evidence that the NCSS themes and NCATE SPECTRUM model are in the framework. Offers significant evidence that the NCSS thematic standards and NCATE SPECTRUM model, k, s, v & d, are in the framework. Offers superior evidence that the NCSS thematic standards and NCATE SPECTRUM model k, s, v & d are in the framework. Offers no evidence that the candidate understands social studies theory and research. Offers minimal evidence that the candidate understands social studies theory and research. Offers adequate evidence that the candidate understands social studies theory and research. Offers significant evidence that the candidate understands social studies theory and research. Offers superior evidence that the candidate understands social studies theory and research. Offers no evidence that the candidate has gained insight into social studies teaching and learning through field experiences and coursework. Offers minimal evidence that the candidate has gained insight into social studies teaching and learning through field experiences and coursework. Offers adequate evidence that the candidate has gained insight into social studies teaching and learning through field experiences Offers significant evidence that the candidate has gained insight into social studies teaching and learning through field experiences Offers superior evidence that the candidate has gained insight into social studies teaching and learning through field experiences and coursework. and coursework. and coursework. Contextual Social Studies Factors Rubric TWS Standard: The social studies teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning. Rating → 1 2 3 4 5 Score Indicator ↓ Unacceptable Beginning Developing Capable Accomplished Displays no social Displays minimal, Displays some social Displays a Displays and explains studies knowledge of irrelevant, or biased studies knowledge comprehensive an in-depth social social studies of the characteristics social studies studies understanding Social Studies the characteristics of knowledge of the of the community, understanding of the of the characteristics Knowledge of the community, school, and characteristics of the of the community, Community, school, and classroom. characteristics of the community, school, and classroom that may community, school, school, and classroom School and classroom. affect learning. and classroom that that may affect Classroom may affect learning. learning with specific Factors data, cited sources, and/or statistics. Displays no social Displays minimal, Displays general Displays general and Displays and explains studies knowledge of stereotypical, or social studies specific social in-depth social studies student differences irrelevant social studies knowledge of studies knowledge knowledge of student Social Studies knowledge of student student differences of student differences (e.g., Knowledge of (e.g., development, differences (e.g., (e.g., development, differences (e.g., development, Characteristics interests, culture, abilities/disabilities). development, interests, interests, culture, development, interests, culture, of Students culture, abilities/disabilities). interests, culture, abilities/disabilities). abilities/disabilities). abilities/disabilities). Fails to demonstrate Demonstrates general Demonstrates Articulates an Articulates general understanding of a understanding of a general understanding of and specific Knowledge of variety of social variety of social studies understanding of a varied social studies understanding of Students’ studies approaches to approaches to learning variety of social learning modalities varied social studies Varied Social learning among among students and may studies approaches and multiple learning modalities Studies students, e.g., multiple know one or two to learning among intelligences. and multiple Approaches to intelligences and/or learning modalities but students and can intelligences. Learning learning modalities. not a variety. distinguish between multiple modalities. Identifies the value of Identifies the value Displays knowledge Articulates an inKnowledge of Displays no knowledge of understanding students’ of understanding of understanding depth understanding Students’ students’ social studies social studies skills and students’ social students’ social of students’ social Skills and skills and previous previous learning but studies skills and studies skills and studies skills and Prior Social Studies Learning Implications for Social Studies Instructional Planning and Assessment learning and does not indicate either is important. demonstrates its importance for the whole class only. previous learning for previous learning, the group and including special individuals. needs students. Does not provide implications for social studies instruction and assessment based on student individual differences and community, school, and classroom characteristics or provides inappropriate implications. Provides minimal implications for social studies instruction and assessment based on student individual differences and community, school, and classroom characteristics or provides inappropriate implications. Provides general implications for social studies instruction and assessment based on student individual differences and community, school, or classroom characteristics. Provides specific implications for social studies instruction and assessment based on student individual differences and community, school, and classroom characteristics. previous learning for the group and individuals including special needs students. Provides specific implications and analyzes decisions for social studies instruction and assessment based on student individual differences (ELL and inclusion students) and community, school, and classroom characteristics. Social Studies Learning Goals Rubric TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals. Rating → Indicator ↓ Significance, Challenge and Variety of Social Studies Goals Clarity of Social Studies Goals Appropriateness of Social Studies Goals for Students 1 Unacceptable Social studies goals are not in evidence. 2 Beginning Social studies goals reflect only one type or level of learning 3 Developing Social studies goals reflect several types or levels of learning but lack significance or challenge 4 Capable Social studies goals reflect several types or levels of learning and are significant and challenging. Social studies goals are vague or not in evidence. Social studies goals are not stated clearly and are activities rather than learning outcomes. Social studies goals are not developmentally appropriate; nor address pre-requisite knowledge, skills, experiences, or other student needs. Some of the social studies goals are clearly stated as learning outcomes. Most of the social studies goals are clearly stated as learning outcomes Some social studies goals are developmentally appropriate and address some prerequisite knowledge, skills, experiences, and other student needs. Social studies goals are not aligned with NCSS thematic standards, NJCCCS or COE standards. Some social studies goals are aligned with NCSS thematic standards, NJCCCS or COE standards. Most social studies goals are developmentally appropriate; addresses prerequisite knowledge, skills, experiences and other student needs are considered. Most of the social studies goals are explicitly aligned with NCSS thematic standards, NJCCCS and COE standards. Social studies goals presented are inappropriate for the class or set unrealistic expectations for students. Fails to develop social studies goals Alignment of Social aligned with Studies Goals with national, NJCCCS National, State or and COE standards Local Standards 5 Accomplished Social studies goals are significant and challenge thought and expectations including three or more levels and types. Social studies goals are clearly stated in behavioral terms. Social studies goals demonstrate realistic expectations for all students in addition to providing for students’ critical thinking and reflection. Social studies goals are aligned with NCSS thematic standards, NJCCCS, COE standards and are articulated through the lesson presentations. Score Alignments are explained. Social Studies Assessment Plan Rubric TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals. Rating → Indicator ↓ Alignment with Social Studies Learning Goals and Instruction Clarity of Criteria and Social Studies Standards for Performance Multiple Modes and Approaches For Social Studies Assessment 1 Unacceptable Minimal plans for pre and post assessments are provided; assessments do not measure social studies learning goals. 2 Beginning Social studies NJCCCS content and methods of assessment lack congruence with social studies learning goals or lack cognitive complexity. 3 Developing Some of the social studies learning goals are assessed through the assessment plan, but many are not congruent with NJCCCS social studies learning goals in content and cognitive complexity. 4 Capable The NJCCCS & the social studies learning goals are assessed through the assessment plan; assessments are congruent with the social studies learning goals in content and cognitive complexity. The assessments contain no criteria for measuring student performance relative to the social studies learning goals. The social studies assessment plan fails to demonstrate evidence of student assessment other than after instructions. Limited social studies Social studies assessments contain poorly stated criteria for measuring student performance leading to student confusion. Assessment criteria have been developed, but they are not clear or are not explicitly linked to the social studies learning goals. Assessment criteria are clear and are explicitly linked to the social studies learning goals. The social studies assessment plan includes only one assessment mode and does not assess students before, during, and after instruction. The social studies assessment plan includes multiple modes but all are either pencil/paper based (i.e., they are not performance assessments) and/or do not require the integration of social studies knowledge, skills and critical thinking. The social studies assessment plan includes multiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the social studies instructional sequence. 5 Accomplished All NJCCCS & the social studies learning goals are assessed by the assessment plan, and provide students with constructive feedback on their social studies learning. Assessment criteria are linked to social studies learning goals; accurately documenting student social studies learning. The social studies assessment plan uses formal/informal assessments and student’s selfassessments to assess student performance and effectiveness of the social studies Score Technical Soundness Of Social Studies Assessments knowledge of formal/informal assessments Social studies assessments are not designed to measure lessons goals and objectives; scoring procedures are inaccurate. Social studies teacher does not address or link social studies Adaptations Based on the assessments to identified Individual Needs of Social contextual factors. Studies Students instructional sequence. Social studies assessments are not valid; scoring procedures are inaccurate; items or prompts are poorly written; directions and procedures are confusing to students. Social studies teacher does not adapt social studies assessments to meet the individual needs of students or these assessments are inappropriate. Social studies assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students Social studies assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students. Social studies assessments appear to be valid and clearly written. Assessments data used to document students’ strengths as well as opportunities for learning. Social studies teacher makes Social studies teacher Social studies adaptations to social studies makes adaptations to teacher’s assessments that are social studies adaptations of appropriate to meet the assessments that are assessments for all individual needs of some appropriate to meet the students needs to be students. individual needs of most met. Adaptations students. are creative and show evidence of outstanding social studies problemsolving skills by teacher candidate. Design for Social Studies Instruction Rubric TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Rating → 1 2 3 4 5 Indicator ↓ Unacceptable Beginning Developing Capable Accomplished No lesson is Few lessons are Most lessons are All lessons are All lessons are linked to the explicitly linked to the explicitly linked to the explicitly linked to the explicitly linked to NJCCCS, NJCCCS, NCSS themes NJCCCS, NCSS NJCCCS, NCSS the NJCCCS, NCSS NCSS themes or a social studies themes or social studies themes or social studies themes or social or a social learning goal. Few learning goals. Most learning goals. All studies learning Alignment studies learning learning activities, learning activities, learning activities, goals and with Social goal. No assignments and assignments and assignments and demonstrate critical Studies learning resources are aligned resources are aligned resources are aligned thinking and Learning activities are with social studies with social studies with social studies reflection in Goals aligned to social learning goals. Not all learning goals. Most learning goals. All activities and studies learning social studies learning social studies learning social studies learning assignments. goals. goals are covered in the goals are covered in the goals are covered in the design. design. design. Teacher does Teacher’s use of Teacher’s use of Teacher’s use of Teacher provides not demonstrate NJCCCS social studies NJCCCS social studies NJCCCS social studies NJCCCS purpose and content appears to content appears to be content appears to be interdisciplinary relevancy of contain numerous mostly accurate. accurate. Focus of the cross-social studies Accurate Shows some awareness social studies content is content approach to Representation NJCCCS social inaccuracies. Social studies content. studies content seems to of the big ideas or congruent with the big student learning, of Social be viewed more as structure of the social ideas or structure of the stressing depth and Studies isolated skills and facts studies discipline. social studies breadth of social Content rather than as part of a discipline. studies content. larger conceptual structure. The social The social studies The social studies Most social studies All social studies studies lessons lessons within the unit lessons within the unit lessons within the unit lessons within the are not logically have some logical are logically organized unit demonstrate Social Studies within the unit do not organized organization and and appear to be useful how knowledge of Lesson and (e.g., sequenced). appear to be somewhat in moving students NJCCCS social Unit Structure demonstrate knowledge of useful in moving toward achieving the studies content is how social students toward social studies learning created and Score studies content is created and developed. achieving the social studies learning goals. A single social studies instructional modality is used with social studies textbook as only reference. Little variety of social studies instructional activities, assignments, and resources. Heavy reliance on social studies textbook or single resource (e.g., work sheets). Social studies instruction has not been based upon knowledge of social studies subject matter, students or preassessment data. Social studies instruction has been designed with very limited reference to contextual factors and pre-assessment data. Social studies activities and assignments do not appear productive and appropriate for each student. Social studies teacher does not use technology Use of during social Technology studies to Teach Social instruction. Studies Technology is inappropriately used in social studies lesson and inappropriate rationale is provided. Use of a Variety of Activities, Assignments and Resources For Social Studies Instruction Use of Contextual Information and Data to Select Appropriate and Relevant Social Studies Activities, Assignments and Resources Some variety in social studies instruction, activities, assignments, or resources but with limited contribution to learning. goals. Significant variety across the social studies curriculum instruction, activities, assignments, and/or resources. This variety makes a clear contribution to social studies learning. Some social studies Most social studies instruction has been instruction has been designed with designed with reference to contextual reference to contextual factors and prefactors and preassessment data. Some assessment data. Most social studies activities social studies activities and assignments appear and assignments appear productive and productive and appropriate for each appropriate for each student. student. Social studies teacher Social studies teacher uses technology but it integrates appropriate does not make a technology that makes significant contribution a significant to teaching and contribution to learning or teacher teaching and learning provides limited or provides a strong rationale for not using rationale for not using technology. technology. organized and integrates knowledge from other fields of content. Social studies instructional strategic assignments are varied to accommodate individual learners and to achieve social studies lesson goals. All social studies instruction addresses the diverse needs of individual students and contextual factors of community, school and class. Social studies teacher integrates a variety of media and technology into social studies instruction and relates both directly to lesson goals. Social Studies Instructional Decision-Making Rubric TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions. Rating → Indicator ↓ Sound Professional Social Studies Practice Modifications Based on Analysis of Student Social Studies Learning Congruence Between Modifications and Social Studies Learning Goals 1 Unacceptable Social studies instructional decisions are inappropriate for age of student, content, and community. 2 Beginning Many social studies instructional decisions are inappropriate and not pedagogically sound. 3 Developing Social studies instructional decisions are mostly appropriate, but some decisions are not pedagogically sound. 4 Capable Most social studies instructional decisions are pedagogically sound (i.e., they are likely to lead to student learning). Social studies teacher treats class as “one plan fits all” with no modifications. Fails to demonstrate evidence of social studies instructional modifications. Limited modifications of the social studies instructional plan have been made, to accommodate individual learners. Some modifications of the social studies instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice, or contextual factors. Inappropriate modification in social studies instruction. Modifications in social studies instruction lack congruence with social studies learning goals. Modifications in social studies instruction are somewhat congruent with social studies learning goals. Appropriate modifications of the social studies instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practice, or contextual factors. Modifications in social studies instruction are congruent with social studies learning goals. 5 Accomplished Most social studies instructional decisions are pedagogically sound and build on social studies concepts and skills previously learned. Appropriate modifications of the social studies plan are made to individualize instruction. Rational to improve student progress is provided. Modifications in social studies instruction are congruent with social studies learning goals Score and cite current research as the rationale for the modifications. Analysis of Student Social Studies Learning Rubric TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Rating → Indicator ↓ Clarity and Accuracy of Social Studies Designed Presentation Alignment with Social Studies Learning Goals Interpretation of Social Studies Student Data 1 Unacceptable Social studies presentation does not include data. 2 Beginning Social studies presentation is not clear and accurate; it does not accurately reflect the data. 3 Developing Social studied presentation is understandable and contains few errors. Neither analysis of student learning nor visual representation is aligned with social studies learning goals. Analysis of student learning is aligned with social studies learning goals. Visual representations do not include whole class, sub-groups or individual students. Interpretation of social studies student data is unsupported by any relevant data Interpretation of social studies student data is inaccurate, and conclusions are Analysis of student learning is general with social studies learning goals and/or fails to provide a comprehensive profile of student learning relative to the goals for the whole class, subgroups, and two individuals. Interpretation of social studies student data is technically accurate, but 4 Capable Social studies presentation is easy to understand and contains no errors of presentation. 5 Score Accomplished Contains no errors in social studies presentation. Social studies Presentation is communicated with the use of technology and media. Analysis is fully Analysis is thorough aligned with social and complete, studies learning goals recognizing student and provides a progress in developing comprehensive social studies content profile of student proficiency. Visual learning for the and narrative whole class, summaries subgroups, and two demonstrate the extent individuals. of student progress. Interpretation of social studies student data is meaningful, and appropriate Interpretation of social studies student data is comprehensive. Appropriate Evidence of Impact on Student Social Studies Learning Analysis is weak and fails to provide subgroup achievement of social studies learning. missing. conclusions are missing or not fully supported by data. conclusions are drawn from the data. Analysis of student social studies learning fails to include evidence of impact on student learning in terms of numbers of students who achieved and made progress toward learning goals. No remediation is provided. Analysis of student social studies learning includes incomplete evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward social studies learning goals. Limited remediation is provided. Analysis of student social studies learning includes evidence of the impact on student learning in terms of number of students who achieved and made progress toward each social studies learning goal. Remediation is specific. conclusions are drawn from the data. Candidate has detailed the assessment and evaluation of student gains. A thorough analysis of the social studies learning gains of all students and subgroups is presented. Remediation is specific. Reflection and Self-Evaluation Social Studies Rubric TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Rating → 1 2 3 4 5 Score Indicator ↓ Unacceptable Beginning Developing Capable Accomplished No evidence or Provides one possible Provides evidence but Uses evidence to Uses evidence to reasons provided to reason as evidence to simplistic, superficial support conclusions support more than four support conclusions support conclusions reasons are given or drawn in “Analysis of conclusions drawn in drawn in “Analysis drawn in Analysis of hypotheses to support Student Social “Analysis of Student Student Social conclusions drawn in Studies Learning” Social Studies Interpretation of Student Social Studies Learning” Studies Learning. “Analysis of Student section. Learning” section. of Student Social Studies Explores multiple Social Studies section. Learning” section. hypotheses for why Learning some students did and others did not meet social studies learning goals. Provides no Rationale for social Identifies successful Identifies successful Reflects on own rationale for why studies activities or and unsuccessful social and unsuccessful performance as a some social studies assessments studies activities or social studies social studies teacher Insights on activities or presented in assessments and activities and focusing on the impact Effective assessments were confusing manner; superficially explores assessments and of the experience on Social Studies more successful insights limited to reasons for their provides plausible student social studies Instruction than others. knowledge-based success or lack thereof reasons (based on learning. Current and social studies (no use of theory or theory or research) research findings are Assessment instruction and use of research). for their success or incorporated as formal assessments. lack thereof. supportive documentation. Does not connect Connections among Connects NJCCCS Logically connects Connects NJCCCS Alignment NJCCCS social social studies learning NJCCCS social social studies learning Among Social NJCCCS social studies learning goals, instructions, and studies learning goals, instruction and Studies Goals, studies learning goals, instruction, goals, instructions assessment results in goals, instruction, and assessment results in Instruction and assessment and assessments are the discussion of assessment results in the discussion of and results in the irrelevant or student social studies the discussion of student social studies Assessment Implications for Future Social Studies Teaching Implications for Social Studies Professional Development discussion of student learning and effective instruction and/or the connections are irrelevant or inaccurate. inaccurate. learning and effective instruction, but misunderstandings or conceptual gaps are present. student social studies learning and effective instruction. learning and effective instruction. Current research findings are incorporated as supportive documentation. Provides no ideas or inappropriate ideas for redesigning social studies learning goals, instruction, and assessment. Provides limited ideas for redesigning social studies learning goals, instruction, and assessment. Rationale is inadequate; or absent. Provides ideas for redesigning social studies learning goals, instruction, and assessment but offers no rationale for why these changes would improve student social studies learning. Provides a repertoire of social studies strategies, offering specific alternative actions complete with probable successes for student social studies learning. Provides no professional social studies learning goals. Provides social studies goals that are not related to the insights and experiences described in this section. Presents professional social studies learning goals that are not strongly related to the insights and experiences described in this section and/or provides a vague plan for meeting the social studies goals. Provides ideas for redesigning social studies learning goals, instruction, and assessment and explains why these modifications would improve student social studies learning. Presents professional social studies learning goals that emerge from the insights and experiences descried in this section. Presents four or more professional social studies learning goals that clearly emerge from the insights and experiences described in this section. Describes at least two specific steps to meet these social studies goals Social Studies Writing Mechanics and Organization Rubric Standard: TWS Portfolio is organized clearly, grammatically correct and written in standard English. 1 Unacceptable 2 Beginning 3 Developing 4 Capable 5 Accomplished Social Studies Writing Mechanics The use of standard written English is unsatisfactory at this level. More than 10 errors in punctuation, capitalization, subject-verb agreement may exist or excessive fragments or run-ons may detract from the overall content of the social studies writing. The use of standard written English needs attention. More than 9 errors in punctuation, capitalization, subject-verb agreement may exist or 2 or more fragments or run-ons may exist in social studies writing. The use of standard written English is adequate with no more than 8 errors in punctuation, capitalization, subject-verb agreement may exist or 1 or more fragments or run-ons may exist in social studies writing. The use of standard written English is good with no more than 5 errors in social studies writing. The use of standard written English is outstanding with no more than 2 errors in punctuation, capitalization, subjectverb agreement may exist in social studies writing. No fragments or run-ons may exist Use of Syntax in Social Studies Writing Syntax and word choice may be unsatisfactory, or the writing may lack cohesion in social studies writing. Syntax and word choice may need attention, or the writing may lack cohesion in social studies writing. Syntax and word choice are satisfactory, and the social studies writing is cohesive. Syntax and word choice are appropriate, and the social studies writing is cohesive. Syntax and word choice are clearly superior, and the social studies writing is very cohesive. Trait