EXIT PORTFOLIO RUBRIC
Learner
Development
Learning
Differences
Learning
Environments
Proficient
5
The artifacts included for this
section clearly reflect understanding
of the ways in which learners
develop and acknowledge the
multiple theories of development.
Artifacts provide evidence that the
candidate has created appropriate
learning objectives for the learners'
developmental levels. Reflections
are detailed and substantive.
The candidate's responses
provide evidence that the candidate
adapts instructional plans and
activities to address student
differences. The candidate uses
formative assessments to determine
student learning needs. Artifacts
and reflections include evidence that
the candidate differentiates
instruction based on data.
The candidate's responses provide
substantive evidence that she/he
organizes learning environments to
maximize student engagement and
minimize disruption. The candidate
provides reflections that clearly link
the artifact with the standard.
Emerging
3
Items included in this section of
the portfolio address the
candidate's understanding of
developmental theories and the
application of those theories to the
teaching/learning environment.
The candidate explains how the
artifacts provide evidence of
meeting the standard.
Developing
1
The items selected for this
category do not reflect an
understanding of developmental
theories or demonstrate a
misunderstanding of those
theories; the candidate’s
reflections do not connect the
items to the category.
Items included in this section of
the portfolio demonstrate the
candidate's use of a variety of
strategies to determine differences
in student learning needs. The
candidate often implements
differentiated instruction.
The candidate's response does not
include evidence of understanding
and addressing student learning
needs. The candidate rarely or
never differentiates instruction, or
differentiates instruction based on
inaccurate data.
Items included in this section of
the portfolio show that the
candidate often considers the
learning environment when
planning and implementing
instruction. She/he acknowledges
the role of the environment on
student behavior and tries to adapt
environments to minimize
The candidate's response does not
reflect an understanding of the
interaction between the learning
environment and student
engagement. She/he does not adapt
learning environments to promote
student learning. Reflections do
not demonstrate a clear link
between the artifact and the
Content
Knowledge
Applications of
Content
Knowledge
Assessment
disruptions. Reflections link the
selected artifacts with the elements
of the standard.
The artifacts included for this
Items included in this section of
section clearly reflect the candidate's the portfolio demonstrate the
depth of understanding of the
candidate's understandings of the
content and the discipline-specific
academic content being taught.
foundation of the lessons taught.
The candidate often shows her/his
The academic discipline and the
understanding of the structures of
standards of the discipline are
the discipline and the state or
reflected in the artifacts. Links
national standards for the
between the content and the artifacts discipline. Reflections link the
are clearly and substantively
selected artifacts with the standard.
demonstrated in the reflections.
The artifacts included for this
Items included in this section of
section clearly reflect the candidate's the portfolio demonstrate the
ability to apply content knowledge
candidate's understanding of
in developmentally appropriate
her/his discipline and the ways in
lessons. The candidate provides
which the discipline can be shared
evidence that the content he/she
with students. Key concepts are
teaches is connected to student
emphasized in lessons and are
experiences. Evidence show that
often connected to student
students are engaged in critical and
experiences. Reflections link the
creative thinking related to the
selected artifacts with the
content. Reflections are detailed and elements of the standard.
substantive.
The artifacts included for this
Items included in this section of
section include evidence of the use
the portfolio demonstrate the
of formative and summative
candidate's use of formative and
assessment processes. Artifacts
summative assessment practices in
demonstrate how the assessments
her/his teaching. Assessments are
are linked with objectives and
used to measure student progress
standards. Evidence is provided of
toward the objectives of the course.
standard.
The candidate's response does not
reflect an understanding of the
discipline and/or the curriculum of
the school. The candidate makes
factual errors when teaching or
fails to correct student
misunderstandings of content.
Reflections do not demonstrate a
clear link between the artifact and
the standard.
The candidate's response lacks
clarity about the content and the
ways in which important concepts
from the discipline can be shared
with students. Reflections do not
demonstrate a clear link between
the artifact and the standard.
The candidate's response does not
provide evidence of a range of
assessment strategies. Assessments
are not clearly connected with
goals and objectives of the class.
Reflections do not demonstrate a
clear link between the artifact and
Planning for
Instruction
Instructional
Strategies
Professional
Learning and
Ethical
Practice
assessments used to monitor student
performance and inform
instructional choices. Reflections
are detailed and substantive.
The artifacts included for this
section demonstrate how the intern's
instructional plans support students
in meeting standards for the content
area. Evidence is provided to show
the intern's knowledge of the content
and pedagogy appropriate for the
grade level being taught. Evidence
demonstrates use of data to inform
instructional planning. Reflections
are detailed and substantive.
Artifacts in this section show the
candidate's use of a variety of
instructional strategies to develop
deep understanding of content, to
engage learners with the content in
ways that help them make
connections among concepts, and to
pace and differentiate instruction to
meet student needs. Evidence of
appropriate uses of technologies is
provided. Reflections are
substantive and show the links with
elements of the standard.
The candidate has provided
evidence of seeking and using
evaluative feedback from his/her
learning community. Artifacts show
the application of feedback to the
Reflections link the selected
artifacts with the elements of the
standard.
the standard.
Items included in this section of
the portfolio show how the
candidate plans instruction to meet
objectives and standards. Content
knowledge and pedagogical
content knowledge are applied in
the planning process. Reflections
link the selected artifacts with the
elements of the standard.
The candidate's response lacks
evidence of planning related to
standards and objectives. Plans
rarely reflect understandings of the
learners and their needs.
Reflections do not demonstrate a
clear link between the artifact and
the standard.
Artifacts show the candidate's use
of multiple instructional strategies
including appropriate technologies.
Evidence indicates that the
candidate often differentiates
instruction based on performance
data. Lessons are usually wellpaced and encourage integration of
content. Reflections show how
each artifact relates to the standard.
Artifacts show little variation in
instructional strategies across
lessons. Instructional choices
appear disconnected from student
data. Reflections do not provide
explanations of the links between
the artifacts and the standard.
The candidate has provided
evidence of using feedback to
improve her/his teaching. Artifacts
provide evidence that the candidate
understands and applies the ethical
Artifacts show little or no
implementation of feedback to
improve teaching. Ethical and
legal responsibilities are not
acknowledged in the candidate's
Leadership and
Collaboration
candidate's practice. Demonstrations
are provided of the candidate's of
ethical practices that reflect her/his
responsibilities to the student,
school, and community. Reflections
are substantive and demonstrate
Artifacts are provided that show
how the candidate has collaborated
effectively with students, parents,
other teachers, and the community.
The candidate demonstrates
communication with parents and
school personnel. Reflections clearly
link the artifact with the standard.
responsibilities of a professional
educator. Reflections show the
connection between the artifacts
and the standard.
practice. Reflections fail to show
the connections between the
artifacts and the standard.
Artifacts demonstrate that the
candidate often collaborates with
others in the educational
community. The candidate
provides evidence of
communication with parents.
Reflections include explanations of
how the artifacts link with the
standard.
Little evidence of collaboration
with others is provided.
Communication with parents is
absent or minimal. Reflections do
not clearly show how the artifact is
connected with the standard.