Exhibit 3a.2.12
Portfolio Evaluation
SPED 678 (NBPTS, 2007 Draft Standards)
Name of Teacher Candidate: ____________________________________________________________
Evaluator: _____________________________________________
Date of Evaluation: ______________________________
Evaluation Scale:
A - Target:
97-108
B - Acceptable: 60-77 points
C - Unacceptable: less than 60 points (must be resubmitted) 0 (zero) – indicates no evidence of artifact
(Candidates identify specific projects that represent standards.)
NBPTS Standards for Exceptional Needs
Target
Acceptable
Unacceptable Score
and Artifacts
(3)
(2)
or Missing
(0-1)
Foundations for Effective Practice
I. Knowledge of Students
Artifact #1 –
Artifact #2 –
Foundations for Effective Practice
II. Knowledge of Law, Philosophy, and
History
Artifact #1 –
Artifact #2 Foundations for Effective Practice
III. Diversity
Artifact #1 –
1
Artifact #2 –
NBPTS Standards for Exceptional Needs
and Artifacts
Target
(3)
Acceptable
(2)
Unacceptable Score
or Missing
(0-1)
Foundations for Effective Practice
Preparing for Student Learning
IV. Family Partnerships
Artifact #1 Artifact #2 –
Student Learning and Development
V. Assessment
Artifact #1 –
Artifact #2 –
Student Learning and Development
VI. Communication
Artifact #1 –
Artifact #2 –
Student Learning and Development
VII. Social Development and Behavior
Artifact #1 Artifact #2 –
2
NBPTS Standards for Exceptional Needs
and Artifacts
Target
(3)
Acceptable
(2)
Unacceptable
or Missing
(0-1)
Score
Student Learning and Development
VII. Social Development and Behavior
Artifact #1 –
Artifact #2 Student Learning and Development
VIII. Curriculum and Instruction
Artifact #1 –
Artifact #2 –
Student Learning and Development
IX. Learning Environment
Artifact #1 –
Artifact #2 –
Student Learning and Development
X. Instructional Resources
Artifact #1 –
Artifact # 2 –
3
NBPTS Standards for Exceptional Needs
and Artifacts
Target
(3)
Acceptable
(2)
Unacceptable
or Missing
(0-1)
Score
Role and Practices in the Learning
Community
XI. Contributing to the Profession and to
Education through Collaboration
Artifact #1 –
Artifact #2 –
Role and Practices in the Learning
Community
XII. Family Partnerships
Artifact #1 –
Artifact #2 –
Professional Portfolio Presentation Rubric
Conceptual Framework
Target
(3)
Acceptable (2)
Unacceptable
(0-1)
Clarity (Professional,
Effective)
Sequence of information is very
well organized with use of
specific and appropriate
examples; clear transitions
create a succinct and even flow
Sequence of information is
well-organized for the most
part, but more clarity with
transitions is needed
Content is loosely
connected, transitions
lack clarity
Attention to Audience
Engaged audience and held their
attention throughout with
Engaged audience and held
their attention most of the time
Little or no attempt to
engage audience
Score
4
(Professional)
Conceptual Framework
enthusiasm, and clearly focused
presentation
Target
(3)
by remaining on topic and
presenting facts with
enthusiasm
Acceptable (2)
Unacceptable
(0-1)
Speaking Skills
(Professional)
Exceptional confidence with
material displayed through
poise, clear articulation, eye
contact, and enthusiasm
Clear articulation of ideas, but
apparently lacks confidence
with material
Little eye contact; poor
speaking skills
(i.e.,monotone, too
fast); speaker seemed
uninterested in
material
Personal Reflection
(Reflective)
All Reflections include personal
reactions that are descriptive
and insightful and relate to the
stated INTASC Principle.
Most Reflections include
personal reactions that are
descriptive and insightful and
relate to the stated INTASC
Principle.
Few Reflections include
personal reactions that
are descriptive and
insightful and relate to
the stated INTASC
Principle.
Innovative (Innovative)
Artifacts demonstrate innovative
and/or creative planning.
Some artifacts demonstrate
innovative and/or creative
planning.
There is no evidence of
innovative and/or
creative planning.
Evidence of Attention to
Diversity (Diverse)
Many clear examples of
attention to diverse learners
Some clear examples of
attention to diverse learners
Little or no clear
evidence of attention to
diverse learners
Overall Portfolio Impact
(Effective)
The portfolio demonstrates well
the student's skills, abilities, and
knowledge to potential
employers.
The portfolio helps to
demonstrate the student's
skills, abilities, and knowledge
to potential employers.
The portfolio does little
to demonstrate the
student's skills,
abilities, and knowledge
to potential employers.
Target (97 – 108 points)
Overall Portfolio Scores
Acceptable (76 – 96 points)
Score
Unacceptable (Below 76)
5
Comments:
6