Sec1a – scoring
Application Rubric
MA in Secondary Education
5 Well Above the Standard
KNOWLEDGE
Overall undergraduate GPA
above 3.5
Education GPA above 3.5
Content Area GPA above 3.5
Graduate-level course work
above 3.5
SKILLS
More than three years
teaching experience in public
or private school
Strong letter of reference
from direct supervisors
Evidence of continued
professional development
All written materials in
application are presented
using standard English
grammar and mechanics
All written materials in
application are well written
and well organized
4 Above the Standard
3 Meets the Standard
2 Approaches the Standard
1 Little Evidence
Overall undergraduate
GPA of 3.2
Education undergraduate
GPA of 3.5
Content Area GPA above
3.2
Graduate-level course
work above 3.2
Minimum of 3.0 overall
undergraduate GPA as
specified in The Graduate
Study Application
Undergraduate GPA of 2.5 or
higher
Education GPA below 3.0
BA in Content Area
Undergraduate GPA less
than 2.5
Two-Three years
teaching experience in
public or private school
Minimum of one year
classroom teaching
experience in public or
private school
One year or more substitute
teaching or less than one year
classroom teaching
No teaching experience
outside of student
teaching
More than one year teaching
in a non-classroom capacity
(e.g. agency, Peace Corp)
Letters indicate potential
to teach, but not direct
observation of teaching
outside university
requirements
Strong references by
direct supervisors
indicating skill in
teaching
Resume indicates
evidence of continued
professional development
All written materials in
application are presented
using standard English
grammar and mechanics
All written materials in
application are well
written and well
organized
Minimum of 3.0 in education
and content area
undergraduate
References by direct
supervisors in school setting
(principal, assistant principal,
curriculum supervisor, etc.)
attest to skill in teaching
Resume indicates evidence of
continued professional
development
All written materials in
application are presented
using standard English
grammar and mechanics
All written materials in application
are well written and well organized
References of non-direct
supervisor (e.g. cooperating
teacher, colleague) attest to
teaching skill
Resume may lack evidence of
professional development
after undergraduate work
Written materials are in need
of revision for clarify or
editing for mechanics
Resume indicates no
further professional
development beyond
undergraduate work
Written materials are in
need of revision for
clarify or editing for
mechanics
5 Well Above the Standard
DISPOSITIONS
Personal statement clearly
describes focused goals for
graduate study in secondary
education, and reflects
considerable thought to career
goals
4 Above the Standard
3 Meets the Standard
2 Approaches the Standard
1 Little Evidence
Personal statement
clearly describes focused
goals for graduate study
in secondary education
Personal statement describes
goals for graduate study in
secondary education
Personal statement mentions
desire to obtain an advanced
degree in secondary
education
Personal statement is
unclear with regard to
choice of graduate
study in secondary
education
Personal statement shows
consideration of reflection
and life-long learning
Personal statement shows
consideration of
reflection and life-long
learning
Personal statement shows
consideration of reflection and
life-long learning
Letters of reference from
direct supervisors in a school
setting indicate positive
dispositions toward teaching
diverse learners, life-long
learning, cooperation and
team work, and reflection on
practice
Letters of reference from
direct supervisors in a
school setting indicate
positive dispositions
toward teaching diverse
learners, life-long
learning, cooperation and
team work, and reflection
on practice
Letters of reference from
direct supervisors in a school
setting indicate positive
dispositions toward teaching
and life-long learning
Application Rubric
Letters of reference from
direct supervisors in a school
setting are unclear with
regard to candidate’s
dispositions toward teaching
and learning
Letters of reference
from direct
supervisors in a school
setting are unclear
with regard to
candidate’s
dispositions toward
teaching and learning,
or suggest negative
dispositions.
Secondary Education
Portfolio and Interview
A. Academic Knowledge Base
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5 Exceeds Standard
Candidate has taken
challenging coursework
and consistently received
grades well above a B
average (>3.3).
Supporting letter(s) and
other portfolio materials
concur with the transcript
record.
Standards-based
evidence (based on
content standards)
demonstrates exemplary
content knowledge.
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4 Meets Standard
Candidate has
consistently received
above average (around
3.0) OR candidate has
highly challenging major
(e.g., mathematics or
physics).
Supporting letter(s)
indicate the candidate is
highly competent.
Standards-based
evidence (based on
content standards)
demonstrates adequate
content knowledge.
3 Approaches Standard
Candidate has a GPA 2.6
or higher and has shown
growth over time.
 Letters of
recommendation are
general, with minimal
reference to the
candidate’s academic
qualifications.
 Candidate indicates an
awareness of difficulties
and has made efforts to
improve.
 Standards-based
evidence (based on
content standards)
demonstrates nearly
adequate content
knowledge.
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2 Below Standard
Candidate has met the
minimum GPA of 2.5.
The academic record
shows a very inconsistent
pattern of grades.
Candidate has taken few
challenging courses.
Letters of
recommendation do not
indicate strong
capabilities or are from
potentially biased
individuals (e.g., family
member or friend).
Candidate indicates some
awareness of difficulties
and has some plans to
remediate difficulties but
has not yet done so.
Little to no standardsbased evidence of
content knowledge
presented.
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1 Well Below Standard
Candidate does not have
the required evidence OR
evidence does not
demonstrate a solid
academic knowledge
base.
Candidate has met the
minimum of a 2.5 GPA.
OR upon further
examination has not met
minimum GPA.
Academic record shows
little improvement over
time or a deterioration of
GPA over time.
The candidate has not
taken a challenging
major or challenging
courses.
Candidate’s responses
/samples show serious
gaps in knowledge base
and no clear plan for
remediation.
No standards-based
evidence of content
knowledge presented.
B. Work Experience & Community Service with Children and Schools
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5 Exceeds Standard
Three or more (two
recent) school or
community service based
experiences with
children, in a paid or
unpaid position.
At least one school based
experience of sustained
duration (longer than 8
months).
Letters of
recommendation from a
supervisory person
noting outstanding
performance.
Candidate demonstrates
evidence of increasing
responsibility in their
work with children.
Shows a commitment to
professional growth in
teaching

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4 Meets Standard
Two recent school or
community based
experiences with
children, in a paid or
unpaid position with
evidence or sustained
interaction over time
(e.g., beginning in high
school).
At least one school based
experience.
Letter of
recommendation from a
supervisory person who
discusses in detail the
candidate’s work with
children.
Shows a commitment to
professional growth in
teaching
3 Approaches Standard
Two recent school or
community based
experiences with
children, in a paid or
unpaid position, but little
evidence of sustained
involvement over time.
 Letter of
recommendation from a
supervisory person are
average and do not
address candidate’s
specific work with
children.
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2 Below Standard
One recent school or
community based
experience with children,
in a paid or unpaid
position.
Experience is of short
duration (less than 6
months).
Letters of
recommendation weak
(could be from a nonsupervisory person or
from a supervisor who is
not entirely
complimentary).
1 Well Below Standard
Candidate has not
provided the required
evidence OR the
candidate has no recent
school or community
service based experience
with children, in a paid
or unpaid position.
 Letters of
recommendation not
included or marginal.

C. Multicultural/Diversity Awareness
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5 Exceeds Standard
Candidate has numerous
experiences with
diversity.
Many short-term
experiences (e.g., courses
and one time events) and
two or more long-term
commitments (e.g.,
personal, volunteer or
paid experiences with
diverse populations,
many courses taken with
diversity focus, a
semester abroad).
Evidence displays a rich,
complex understanding
of the importance of
diversity to educators
and a strong commitment
to diverse populations.
(e.g., special needs,
multicultural, gender or
adoloescent needs)
Candidate demonstrates
a recognition that all
students can learn and
are worthy of a teacher’s
attention.
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4 Meets Standard
3 Approaches Standard
Candidate has experience  Candidate has three or

with diversity.
more experiences with
diversity but these are
Many short term
short-term experiences
experiences (e.g., one or
(e.g., courses, vacations,
two courses with
volunteer at special
diversity focus, volunteer
events, cultural fairs).
at a special event,
cultural fairs)
 Evidence displays a

commitment (e.g.,
developing
volunteer or paid
understanding of the
experiences with diverse
importance of diversity
populations, three to five
to educators and some

courses taken with
commitment to diverse
diversity focus, a
populations.
semester abroad).
 Candidate demonstrates a
Evidence displays an
recognition that most
understanding of the
students can learn and
importance of diversity
are worthy of a teacher’s
to educators and a
attention.
commitment to diverse
populations (e.g., special
needs, multicultural,
gender or adoloescent
needs).
Candidate demonstrates a
recognition that all
students can learn and
are worthy of a teacher’s
attention.
2 Below Standard
1 Well Below Standard
Candidate has one or two  Candidate has not
experiences with
provided the required
diversity but these are
evidence OR evidence
short term experiences
does not demonstrate any
(e.g., courses, vacations,
understanding of the
volunteer at a special
importance of diversity
event, cultural fairs).
to educators, nor
experience with
Evidence displays little
diversity.
understanding of the
 Candidate shows no
importance of diversity
to educators.
commitment to diverse
populations.
Candidate demonstrates a
recognition that just a
few students can learn
and are worthy of a
teacher’s attention.
D. Interpersonal and Communication Skills: Portfolio
5 Exceeds Standard
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Candidate demonstrates
mastery of mechanics
and usage.
No errors detected in
mechanics (e.g., errors in
grammar or spelling) or
usage (e.g., inappropriate
uses of slang).
Provides multiple
examples of technology
competency (e.g., e-mail,
word processing,
databases, educational
resources).
Received a grade of ‘A’
in WRT 101, COM 101
or a writing or speech
intensive course (if
taken).
Provides evidence from a
variety of courses and
experiences (e.g., general
education, A&S or
undergraduate major,
work related) and
evidence demonstrates an
exceptional quality of
work (graded by
instructor & comments
specifically on writing
quality)
4 Meets Standard
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Candidate demonstrates
mastery of mechanics and
usage.
Few (one or two) errors
are detected in mechanics
(e.g., errors in grammar or
spelling) or usage (e.g.,
inappropriate uses of
slang).
Provides multiple
examples of technology
competency (e.g., e-mail,
word processing,
databases, educational
resources).
Received a grade of ‘B’ or
above in WRT 101, COM
101 or a writing intensive
course (if taken).
Provides evidence from at
least two different courses
and experiences (e.g.,
general education, A&S
or undergraduate major,
work related) which
demonstrates high quality
work (graded by
instructor & comments
included).
3 Approaches Standard
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Candidate demonstrates
mastery of mechanics
and usage.
Few (one or two) errors
are detected in
mechanics (e.g., errors in
grammar or spelling) or
usage (e.g., inappropriate
uses of slang).
Provides one or two
examples of technology
competency (e.g., e-mail,
word processing,
databases, educational
resources).
Received a grade of ‘C’
or above in WRT 101,
COM 101 or a writing or
speech intensive course
(if taken).
Evidence is from only
one course or experience
(e.g., general education,
A&S or undergraduate
major, work related) &
is not reflective of high
quality work (work is
graded, instructor
comments indicate some
problems,).
2 Below Standard
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Candidate demonstrates
some mastery of
mechanics and usage.
Some (more than three)
errors are detected in
mechanics (e.g., errors in
grammar or spelling) or
usage of slang or
nonstandard English).
Provides one example of
technology competency
(e.g., e-mail, word
processing, databases,
educational resources).
Received a grade of ‘D’
or below in WRT 101,
COM 101 or a writing or
speech intensive course (if
taken).
Evidence is from only one
course or experience (e.g.,
general education, A&S
or undergraduate major,
work related) & is not
reflective of high quality
work (work is graded,
instructor comments
indicate many problems).
1 Well Below Standard
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Candidate has not
provided the required
evidence OR evidence
does not demonstrate
mastery of mechanics
(e.g., any errors in
grammar or spelling) or
usage (e.g., many
inappropriate uses of
slang).
Evidence provided is of
very low quality or not
relevant to the category.
No evidence of
technology competency is
provided.
D. Interpersonal and Communication Skills: Interview
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5 Exceeds Standard
Candidate displays a
professional attitude.
Excellent interview
skills: enthusiastic,
completes sentences,
answers questions asked
and remains focused.
Responses to questions
on categories and core
questions are relevant,
thoughtful, creative and
detailed.
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4 Meets Standard
Candidate displays a
professional attitude.
Good interview skills,
though one area may
need work (e.g.,
enthusiasm, answers in
complete sentences,
keeps track of
conversation).
One or two responses
may be unorganized or
lack focus.
Responses to questions
on categories and core
questions are relevant,
and one or two details are
provided.
3 Approaches Standard
Candidate displays a
professional attitude
although there may be
need for work in one
area (e.g., casual dress
and demeanor, chews
gum, late to interview).
 Interview skills need
work in more than one
of the following areas:
lacks enthusiasm,
doesn’t complete
sentences or loses track
of conversation (e.g.
responses are
disorganized or
inappropriate).
 Responses to questions
on categories and core
questions are clear but
candidate is unable to
provide details to
support responses.
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2 Below Standard
Candidate does not
display a professional
attitude (e.g., casual dress
and demeanor, chews
gum, late to interview).
Interview skills need
work in more than two of
the following areas: lacks
enthusiasm, doesn’t
complete sentences or
loses track of
conversation (e.g.,
responses are
disorganized or
inappropriate).
Responses to questions
on categories and core
questions are vague (e.g.,
question answered
incompletely or avoided).
1 Well Below Standard
Candidate does not
display a professional
dress and demeanor,
chews gum, late to
interview).
 Poor interview skills:
lacks enthusiasm, doesn’t
complete sentences or
loses track of
conversation (e.g.,
responses are
disorganized or
inappropriate).
 Responses to questions
on categories and core
questions are vague or
irrelevant.
