Student Name ________________________________
History and Social Science Education
Portfolio Evaluation
Evaluator ________________________________________
This evaluation is modeled after recommendations from the Interstate New Teacher Assessment and Support Consortium (INTASC) and the standards from the International
Society for Technology in Education (ISTE). Please complete the evaluation using the following scale and descriptors:
3 - Distinguished: The candidate exhibits superior mastery of the knowledge, skills or dispositions required by the standard. The candidate substantially exceeds expectations by
providing multiple layers of connected and convincing evidence to show exceptional performance in meeting the professional principle.
2 - Proficient : The candidate exhibits intermediate to advanced performance in relation to essential knowledge, skills or dispositions required by the standard. The candidate
exceeds minimum expectations by providing multiple sources of clear evidence to make a strong case for meeting the professional standard.
1 - Basic: The candidate exhibits minimum to intermediate performance in relation to essential knowledge, skills or dispositions required by the standard. The candidate meets
minimum expectations by providing at least one piece 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*:
36-31 – Distinguished
30-24 -- Proficient
23-12 – Basic
0-11 – Unsatisfactory
Total Score _____________
*Students must score a minimum rating of “basic” on all categories and a “basic” or
higher rating on the total evaluation in order to pass the Master’s Comprehensive Exam.
Required items: Candidates from the History and Social Science (Social Studies) Program must include a fully completed version (with detailed and hyperlinked evidence) as
part of their Electronic Portfolio. In addition candidates must provide evidence for meeting each of the standards outlined in the matrix below.
Specific Content Area Requirements:
 10 themed lesson plans and final exam reflections focusing on teaching of NCSS themes.- see social studies addendum.
 Unit plan- spring
 Teaching Philosophy Statement/metaphor/this I believe
 Digital History Video
 Prior knowledge interview-Fall
 Student growth through writing assignment- spring
 Licensure checklist with Praxis II Scores by total and 6 subcategories
 CV
 Technology Standard checklist
 Self-evaluations on all field assessments and cooperating teachers if possible
 Transcript for education courses
 Log of hours in field- as excel file
 Vlogs/blogs
 Literacy video/paper
 Break down of growth in terms of lessons, teaching (specific examples)- video, writing etc.
 Examples of multiple assessments.
 Work supporting diverse learners ELL and students with special needs
ELECTRONIC PORTFOLIO CONTENT REQUIREMENTS
INTASC
Standards/NCATE
Standard 1 Elements/
NCATE Standard 1 /
Example Elements
Indicators of Success
This is not an extensive list
The Learner
InTASC Standard # 1:
Learner Development
NCATE 1 d . Student
Learning For Teacher
Candidates
The teacher understands how
learners grow and develop,
recognizing that patterns of
learning and development vary
individually within and across
the cognitive, linguistic, social,
emotional, and physical areas,
and designs and implements
developmentally appropriate and
challenging learning experiences
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 datadriven 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.
(Aligns with NCATE 1d, all
NCSS Themes, and Standards
of Learning)
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Adaptations of materials or of lesson
plans
Examples of differentiated curriculum
DI/UBD
Audiotape or video tape with analysis
Journal reflections
Planning logs
Material from Educational Psychology
Prior knowledge interviews
Supporting materials from other classes
Literacy statement
Inquiry language and literacy paper
Evidence
Score
To be completed as a coherent
and reflective narrative that
links directly to supporting
artifacts and evidence by the
candidate
InTASC Standard # 2:
Learning Differences
The teacher uses understanding
of individual differences and
diverse cultures and communities
to ensure inclusive learning
environments that enable each
learner to meet high standards.
(Aligns with NCATE 1d, all
NCSS Themes and Standards
of Learning)
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Developmental
Characteristics of Students

Activates Prior Knowledge
and Experiences

Appropriate aligned
activities
NCATE 1 d . Student
Learning For Teacher
Candidates
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Teaching to Individual
Learning Abilities
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Selection of Resources to
Meet Range of Individual
Needs: Special Education to
Gifted
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Evidence of Differentiated
Instruction and UBD
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Expectations for Learning
and Achievement
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Selection of teaching resources and
materials designed to meet the needs of a
diverse student populationsdifferentiation and UBD elements in
lessons
Teacher reflections on diverse life
experiences, cultures, and experiences
with diversity in field settings (e.g.
teaching philosophy, autobiography,
shadow study, self study)
Lesson plans designed to meet the needs
of a diverse student population (students
with different abilities, ethnicity,
socioeconomic backgrounds, languages,
special needs, gender)
Journal reflections
InTASC Standard # 3:
Learning Environments
NCATE 1 b. Pedagogical
Content Knowledge and
Skills
The teacher works with others to
create environments that support
individual and collaborative
learning, and that encourage
positive social interaction, active
engagement in learning, and self
motivation.
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 realworld 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
(Aligns with NCATE 1b, 1c, all
NCSS Themes, and Standards
of Learning)
NCATE 1 c. Professional
and Pedagogical
Knowledge and Skills for
Teacher Candidates
Teacher candidates can apply the
professional and pedagogical
knowledge and skills delineated
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Classroom management plans
Journal reflections
Audio or video tape with analysis
Evidence of managing cooperative group
work- TCI strategies
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.
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Student Engagement in
Tasks
Positive Classroom Climate
for Motivation

Establishing Expectations
for Behavior

Organizes and Manages
INTASC Standards
NCATE Standard 1 /
Example Elements
Indicators of Success
This is not an extensive list
Content Knowledge
InTASC Standard # 4:
Content Knowledge
The teacher understands the
central concepts, tools of inquiry,
and structures of the discipline(s)
he or she teaches and creates
learning experiences that make
these aspects of the discipline
accessible and meaningful for
learners to assure mastery of the
content.
(Aligns with NCATE 1a, all
NCSS Themes, and Standards
of Learning)
NCATE 1 a 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.
 Knowledge of Content
 Use of Interdisciplinary
Approaches when Teaching
Content
 Selects Content to
Encourage Diverse
Perspectives
InTASC Standard # 5:
Application of Content
The teacher understands how to
connect concepts and use
differing perspectives to engage
NCATE 1 b. Pedagogical
Content Knowledge and
Skills
NCATE 1 c. Professional
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Lessons and units designed and taught
according to professional standards in
teaching field
Research and investigations within
academic discipline –undergraduate
coursework- that then links to lessons
developed for the classroom
Reflections on audio taped and/or video
taped instruction as evidence for meeting
professional teaching standards
Planning/curriculum logs
Journal reflections
Student work showing cross-curricular
understandings
Materials and video of social studies alive
strategies
Licensure checklist including exams
scores- specifically Praxis II by overall
score and subcategories: Behavioural
science, US history, World history,
Geography, Civics and Government, and
economics
Evidence of divergent questions in written
plans
Sample of student-generated questions
Audio or video tapes with analysis
Anecdotal observations of student
Evidence
Score
To be completed as a coherent
and reflective narrative that
links directly to supporting
artifacts and evidence by the
candidate
learners in critical thinking,
creativity, and collaborative
problem solving related to
authentic local and global issues.
(Aligns with NCATE 1b, 1c, all
NCSS Themes, and Standards
of Learning)
and Pedagogical
Knowledge and Skills for
Teacher Candidates
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Quality of Questions frames
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Discussion Techniques with
Student Participation
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Use of Digital Media and
Technology to Support
Student Learning
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discussions
web sites, concept development
Use of TCI materials
Products created by students in Inquiry in
Digital Humanities and Methods classes
(WebQuests, Digital history lessons,
Digital videos, Digital Timeline, Google
Earth presentations)
Planning logs
Journal reflections
Lesson plans or units
Conceptual maps of curriculum planning
INTASC Standards
NCATE Standard 1/
Example Elements
Indicators of Success
This is not an extensive list
Instructional Practice
InTASC Standard # 6
Assessment
NCATE 1 d. Student
Learning
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.
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Variety of Formal/Informal
Assessment Strategies

Assessment Data Used in
Lesson Planning/Adjustment

Evaluates Criteria and
Feedback
(Aligns with NCATE 1d, all
NCSS Themes, and Standards
of Learning)
InTASC Standard # 7:
Planning for Instruction
NCATE 1 b. Pedagogical
Knowledge and Skills
The teacher plans instruction that
supports every student in
meeting rigorous learning goals
by drawing upon knowledge of
content areas, curriculum, crossdisciplinary skills, and pedagogy,
as well as knowledge of learners
NCATE 1 c. Professional
and Pedagogical
Knowledge and Skills

Purposeful Learning
Activities Based on

Authentic assessment system (e.g. rubrics,
performance assessments)
 Student journal entries used for
assessment
 Technology standards checklist- for
history and social science
 Prior knowledge interview- fall
 Samples of teacher-made
tests/quizzes/diagnostic tools
 Collection of before/during/after samples
showing student growth: Required (e.g.,
KWL charts, Writing portfolio samples,
prior knowledge interview/lesson
planning/analysis, Improvement in essay
responses, pre- and post-tests used to
analyze instructional effectivenessExtending student writing Assignmentspring)
 Student Growth in Writing Assignment
 Action Research Project
 Journal reflections on decisions based on
assessment
Final exam –designing assessments- from
methods- fall
 Lesson plans and unit plans designed and
taught according to professional content
standards in teaching field
 Journal reflections on meeting
professional content standards
 Planning logs
 Audio or video tape with analysis
 10 NCSS lessons from Fall
 Unit plans from spring
 Curriculum log from spring
Evidence
Score
To be completed as a coherent
and reflective narrative that
links directly to supporting
artifacts and evidence by the
candidate
Curriculum Standards
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Short and Long Term
Planning
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Lesson Plans: Monitoring
and Adjustment
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“Ambitious teaching- paying
attention to students and
context and curriculum
and the community context.
(Aligns with NCATE 1b, 1c, all
NCSS Themes and Standards
of Learning)
InTASC 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.
Aligns with NCATE 1b, 1c, all
NCSS Themes, and Standards
of Learning)
NCATE 1 b. Pedagogical
Content Knowledge and
Skills
NCATE 1 c.. Professional
and Pedagogical
Knowledge and Skills
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Selecting Resources for
General Instruction
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Best Practices: Multiple
Teaching Strategies, Active
Learning, Modeling
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Varies Role in the
Instructional Process in
Relation to Content and
Purpose (e.g. instructor,
facilitator, coach, audience)
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Final exam spring-reflections on
standards
Links to NCSS standards and VA SOL
Lesson plans demonstrating a variety of
teaching strategies
Unit plans with resource list and rationale
Audio or video tapes with analysis
Journal reflections
Planning logs
TCI strategies
INTASC Standards
NCATE Standard 1 /
Example Elements
Indicators of Success
This is not an extensive list
Professional Responsibility
InTASC 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.
(Aligns with NCATE 1g)
NCATE 1 g. 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.

Reflections on Teaching

Professional Community
Membership
InTASC Standard # 10:
Leadership and
Collaboration
NCATE 1 c.. Professional
and Pedagogical
Knowledge and Skills
The teacher seeks appropriate
leadership roles and
opportunities to take
responsibility for student
learning, to collaborate with
NCATE 1 g. Professional
dispositions
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Participation in
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Journal reflections
“I believe” assignments
Educational autobiography and metaphorFall and Spring
Teaching philosophy statements *
Evidence of personal goal setting and
subsequent results
Classroom inquiry activities (from
courses such as 5104 and 5784 as well as
student aiding and internship)
Articles/books read and subsequent
application of knowledge
Attendance at professional meetings and
subsequent application
Active membership in professional
organizations
Articles written or presentations to faculty
Vlogs and blogs
Evidence of participation in extra
curricular activities
Participation in team meetings,
department meetings, or faculty meetings
at school sites
Evidence of communication with parents
(e.g. newsletter, logs of phone calls)
Interactions mentor and community at out
of school events
Evidence
Score
To be completed as a coherent
and reflective narrative that
links directly to supporting
artifacts and evidence by the
candidate
learners, families, colleagues,
other school professionals, and
community members to ensure
learner growth, and to advance
the profession.
School/District Events and
Projects

Sensitivity to Student Needs
and Awareness of
Community Resources

Respectful and Productive
Communications with
Families
(Aligns with NCATE 1c, 1g)
ELECTRONIC PORTFOLIO DESIGN, CONSTRUCTION, AND PRESENTATION REQUIREMENTS
Design and construction
____The design and construction
of the electronic portfolio
demonstrates technological
competence.
ISTE Standards
Virginia Technology Standards
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Presentation
____Oral presentation to the
M.A. Committee demonstrates
communicative competence and
reflects thorough preparation.
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Opening page with clear overview of
purpose and navigation links
Consistent site layout (evenness in depth
of sections)
Legibility of text and font
Overall site balanced to navigate with
clear connections to opening page
Clear captions and explanations that
facilitate navigation and understanding of
portfolio contents
Technology checklist
Accuracy in spelling and mechanics
Ease in navigation
Display of professional attitudes
Presentation Skills: Clarity, volume, eye
contact, etc.
Present in eportfolio
Video of presentation in portfolio
Electronic Portfolio—NCSS Addendum
Planning and Teaching with the National Standards
Using the same scale as above (3 = Distinguished: Consistently observed, 2 =Proficient: Frequently observed, 1 = Basic: Occasionally observed, 0 =
Unsatisfactory: Not observed), please address the following statements with regard to the intern’s ability to plan, teach, and impact K-12 student
learning, using National Standard Themes. In using this scale, we recognize that each student teacher may not have had the opportunity to address
each of the standards based on the subject matter they are teaching.
____ The teacher intern possesses the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the
study of culture and cultural diversity
____ The teacher intern possesses the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the s
study of time, continuity and change
____ The teacher intern possesses the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the
study of people, places and environments
____ The teacher intern possesses the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the
study of individual development and identity
____ The teacher intern possesses the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the
study of individuals, groups and institutions
____ The teacher intern possesses the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the
study of power, authority and governance
____ The teacher intern possesses the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the
study of production, distribution and consumption
____ The teacher intern possesses the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the
study of science, technology and society
____ The teacher intern possesses the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the
study of global connections
____ The teacher intern possesses the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the
of civic ideals and practice
___/30___ Total Score
Grading Rubric
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30-27= Distinguished: Candidate demonstrates an ability to consistently organize social studies instruction using NCSS National Standards.
26-20= Proficient: Candidate demonstrates a clear ability to organize social studies instruction using NCSS National Standards.
19-10= Basic: Candidate demonstrates a minimal ability to organize social studies instruction using NCSS National Standards
9-0= Unsatisfactory Candidate has not demonstrated an ability to organize social studies instruction using NCSS National Standards
REFLECTIVE PRACTICE RUBRIC – ARTS AND HUMANITIES PRE-SERVICE TEACHERS
(For inclusion within E-portfolio evaluation rubric / tool)
Capstone or
macroreflection
in eportfolio
Reflection
on practice
Level 0
(Unsatisfact
ory)
PreReflection
No
reflection on
practice is
given
Level 1
(Basic) Surface Reflection
70-80
Level 2
(Competent) pedagogical
reflection
80-90
Level 3
(Distinguished) critical reflection
90-100
Does not recognize change
to practice but discusses it
Is unclear which changes to
practice occurred
Acknowledges and articulates changes
in practice-weighing ethical issues on
practice
Does not perceive
relationships between
student learning and
teaching practices but
discusses them
Perceives relationships between
student learning and teaching
practices
Does not engage in critical
criticism of one’s own
teaching but discusses
one’s teaching
Critical
reflection
of growth
No
reflection of
growth is
given
Does not perceive area of
change in beliefs or
assumptions
Total Score
Analyzes relationships between
student learning and teaching practices
in context of promoting democratic
ideals
Engages in critical criticism of
one’s own teaching
Engage in critical criticism of one’s
own teaching offering alternatives for
future practice
Is unclear which changes to
beliefs or assumptions have
occurred
Does not observe self in the
process of thinking
Partially observes self in the
process of thinking
Does not question
commonly-held beliefs
Questions commonly-held beliefs
without offering alternatives
Narratives refers minimally to
past experiences, reflections, and
learning
Does not craft narrative
using past experiences,
reflections, or learning
Score
Acknowledges and articulates change
in beliefs or assumptions in context
Observes self often in the process of
thinking
Questions commonly-held beliefs
offering solutions while weighing
social, ethical implications on
classroom practice.
Narrative weaves richly between past
experiences, reflections, and learning
/200
Barbara Larrivee (2008) Development of a tool to asses teacher’s level of reflective practice.
Reflective Practice, 9(3) 341-360
Level 1. Pre-reflection
At this level the teacher interprets classroom situations without thoughtful connection to other
events or circumstances. The teacher’s orientation is reactive, believing that situational
contingencies are beyond the teacher’s control. Beliefs and positions about teaching practices are
generalized and not supported with evidence from experience, theory, or research. The teacher’s
perspective is undifferentiated and general regarding the needs of learners.
Level 2. Surface reflection
At this level the teacher’s examination of teaching methods is confined to tactical issues
concerning how best to achieve predefined objectives and standards. Beliefs and positions about
teaching practices are supported with evidence from experience, not theory or research. The
teacher’s view of learners is somewhat differentiated, acknowledging the need to accommodate
learner differences
Level 3. Pedagogical reflection
At this level the teacher is constantly thinking about how teaching practices are affecting students’
learning and how to enhance learning experiences. The teacher’s goal is continuously improving
practice and reaching all students. Reflection is guided by a pedagogical conceptual framework.
Beliefs and positions about teaching are specific and supported by evidence from experience, as
well as being grounded in theory or research. The teacher’s view of teaching and learning is
multidimensional, connecting events within a broader framework
Level 4. Critical reflection
At this level the teacher is engaged in ongoing reflection and critical inquiry concerning teaching
actions as well as thinking processes. The teacher holds up both philosophical ideologies and
teaching practices for continuous examination and verification. The teacher consciously considers
how personal beliefs and values, assumptions, family imprinting, and cultural conditioning may
impact on students. The critically reflective teacher is concerned with promoting democratic ideals
and weighs the ethical and social implications of class- room practices
Georgea M. Sparks-Langer, Joanne M. Simmons,
Marvin Pasch, Amy Colton, and Alane Starko(
1990)
Journal of Teacher Education, 41(4) : pp.
23 - 32
1. No descriptive language
2.Simple, layperson description
3.Events labeled with appropriate terms
4.Explanation given with tradition or personal
preference given as the rationale
5.Explanation given with principle or theory given
as the rationale
6.Explanation with principle/theory and
consideration of context factors
7.Explanation given with consideration of ethical,
moral, and political issues