EDT 502/503 Social Foundations Paper:
Final culminating “benchmark” assignment:
A final paper assignment should articulate your personal philosophy of education as
specifically informed by the philosophical theories of education we will study in this
course, including the Marianist Characteristics of Education. The primary focus of this
paper is an exploration of your personal mission statement regarding your role as a
reflective scholar practitioner. This “mission statement” should demonstrate considerable
reflection about your own values, personal goals, spiritual growth and lifestyle choices,
as well as thoughtful consideration of your philosophy of education as an educational
leader. Additional important dimensions of education that should be considered are:
1) Reflection and professional development – see INTASC Standard Nine: Reflection
and Professional Development. The teacher is a reflective practitioner who
continually evaluates the effects of her/his choices and actions on others (students,
parents, and other professionals in the learning community) and who actively seeks
out opportunities to grow professionally.
2) The paper must be submitted to TaskStream as a file attachment, Microsoft Word
document only; 12pt TNR font, 1inch margins, and 4-6 pages double-spaced. An
evaluation rubric is attached below for further clarification regarding this assignment
(see Appendix A).
3) Your paper must demonstrate interpretation and connection with the texts/ideas
studied in the course. In your writing, strive for clarity, cogency, and coherence.
Above all, give attention to the personal meaningfulness of your positions, so that
they will be a useful guide for professional practice.
This assignment correlates to NBPTS Proposition statements 1, 3 and 4.
NBPTS 1: Teachers are committed to students and their learning.
NBPTS 3: Teachers are responsible for managing and monitoring student learning.
NBPTS 4: Teachers think systematically about their practice and learn from experience.
UD SOEAP Assessment Plan Scoring Procedures: These procedures are used when compiling scores to be entered into TaskStream.

The rating of 1 is be given if any indicator within category 1 (Unsatisfactory) is present.

The rating of 2 is given if all indicators within category 2 are present, or one indicator within 2 and one or more indicators within 3 are present.

The rating of 3 is given if all indicators within category 3 are present.

The rating is entered in the UD SOEAP Assessment Plan Score column for each of the four portfolio categories which will be entered into TaskStream.
Domain ____
Criterion ____
1
Unsatisfactory
2
Basic
3
Proficient
1. Knowledge of
social
foundations of
education
2.
Interpretation
and
connections
Adequate subject knowledge is not
evident. Some Information is confusing,
incorrect, or flawed.
Subject knowledge is evident in much
of the paper. Most information is clear,
appropriate, and correct.
Subject knowledge is evident
throughout the paper. All information is
clear, appropriate, and correct.
The paper is an extensive collection and
rehash of other people’s ideas,
products, and images. There is little
evidence of reflection or inventiveness.
The paper shows some evidence of
reflection and inventiveness.
The paper shows significant evidence of
reflection and inventiveness.
3. Clarity,
cogency, and
coherence
The sequence of information is
somewhat logical. The connections
between most topical points are
confusing and flawed.
Serious technical errors in sentence
composition, spelling, grammar,
punctuation and citation considerably
detracted from the content of the
assignment.
The sequence of information is logical.
The connections between most topical
points are clear and direct.
The sequence of information is logical
and intuitive. The connections between
all topical points are clear and direct.
Technical errors in sentence
composition, spelling, grammar,
punctuation and citation somewhat
detracted from the content of the
assignment.
Minor technical errors in sentence
composition, spelling, grammar,
punctuation and citation did not detract
from the content of the assignment.
The paper shows little or no evidence of
reflection regarding self knowledge as a
teacher candidate, and professional
development goals are not demonstrated.
The paper demonstrates some evidence of
reflection regarding self knowledge as a
teacher candidate, and provides some
discernment of professional development
goals, and demonstrates the application
The paper demonstrates considerable
reflection regarding self knowledge as a
teacher candidate, and provides several
examples of professional development
goals. The in-depth use of interpretive,
of interpretive, normative, and critical
perspectives on education.
normative, and critical perspectives
produces some ideas that are fresh and
original.
4. Written
expression
(technical)
5. Application of
interpretive,
normative, and
critical
perspectives to
professional
development.
TaskStream
Score
1, 2, 3
Definition of Terms:
Appropriate—meets most or all of the criteria as described in the standards for professional associations (SPA) i.e. CEC, IRA, ISTE, NAEYC, NCTE, NCTM, NMSA, NSTA, CLSE
Somewhat—meets some of the criteria as described in the standards for professional associations but not others
Inappropriate or Minimally Appropriate—does not meet the criteria as described in the standards for professional associations
Assignment
Score
Total
Assignment
Score Points:
Knowledge of
social foundations
of education
07-08
08-09
Interpretation and
connections
Clarity, cogency,
and coherence
Written expression
(technical)
Application of
interpretive,
normative, and
critical perspectives
to professional
development
Composite
2.7
2.7
2.6
2.8
2.8
2.7
2.4
2.5
2.6
2.7
2.5
2.6
An analysis of data for 2 years reflects candidates are able
to know and understand theories of learning and assessment and can apply those theories to their own philosophy of learning. This
critical reflection and engagement in a professional activity set the stage for analysis and reflection in future courses.