National Middle School Association (NMSA) Standards Portfolio Evidence Log
Candidate___________________________________Date___________Evaluator__________________
Match and reference each one of these Standards to at least one of the ten INTASC artifacts.
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Standard
Young Adolescent Development
Middle level teacher candidates understand the major concepts, principles, theories, and
research related to young adolescent development, and they provide opportunities that
support student development and learning.
Middle Level Philosophy and School Organization
Middle level teacher candidates understand the major concepts, principles, theories, and
research underlying the philosophical foundations of developmentally responsive middle
level programs and schools, and they work successfully within these organizational
components.
Middle Level Curriculum and Assessment
Middle level teacher candidates understand the major concepts, principles, theories,
standards, and research related to middle level curriculum and assessment, and they use
this knowledge in their practice.
Middle Level Teaching Fields
Middle level teacher candidates understand and use the central concepts, tools of inquiry,
standards, and structures of content in their chosen teaching fields, and they create
meaningful learning experiences that develop all young adolescents’ competence in
subject matter and skills.
Middle Level Instruction and Assessment
Middle level teacher candidates understand and use the major concepts, principles,
theories, and research related to effective instruction and assessment, and they employ a
variety of strategies for a developmentally appropriate climate to meet the varying
abilities and learning styles of all young adolescents.
Family and Community Involvement
Middle level teacher candidates understand the major concepts, principles, theories, and
research related to working collaboratively with family and community members, and
they use that knowledge to maximize the learning of all young adolescents.
Middle Level Professional Roles
Middle level teacher candidates understand the complexity of teaching young
adolescents, and they engage in practices and behaviors that develop their competence as
professionals.
Score
TOTAL SCORE
Rubrics Scores and Indicators for NMSA Standards
Target (3)
Acceptable (2)
Minimal (1)
Unacceptable (0)
Documents show compelling evidence that the artifact(s) relate to the specific NMSA
standard
Shows rationale and depth of reflection of the selected artifact(s)
Provides a thorough evaluation of the experience with examples
Provides detailed suggestions for further teaching and/or implementation
Indicates clear, concise writing with no grammatical errors
Provides any 4 of the 5 indicators with one weaker area
Provides any 3 of the 5 indicators with two weaker areas
Provides any 2 or less of the 5 indicators
Is missing evidence and/or artifact
Suggested Artifacts for NMSA Programmatic Standards Portfolio:
Demonstrating Competence on the NMSA Standards
This list is not intended to be all-inclusive. Please include any evidence documenting our progress or
competence toward an NMSA standard. In addition to the materials suggested here, you might also
include notes and evaluations you have received from supervisors or other school staff.
NMSA CONTENT STANDARDS
1. Young Adolescent Development
Middle level teacher candidates understand the major concepts, principles, theories, and research related to young
adolescent development, and they provide opportunities that support student development and learning.
Element
Developmental Characteristics of
Students
Activates Prior Knowledge and
Experiences
Possible Evidence
Case studies or observation notes
Examples of differentiated curriculum
Adaptations of materials and of lesson plans
Diagnostic tools used to get to know students
Video or audiotapes with analysis
Samples of checklists used to record developments
Written lesson and unit plans
Video and audiotapes with analysis
Journal reflections
Evidence of connections to real-life experiences or to the big
picture
2. Middle Level Philosophy and School Organization
Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the
philosophical foundations of developmentally responsive middle level programs and schools, and they work
successfully within these organizational components.
Element
Knowledge of Content
Possible Evidence
Resource references in lesson plans and curricular units
Illustrations of school organizations for the middle level
Show philosophical foundations in relation to ML
philosophy
Learning packets that demonstrate knowledge of
content/skills
Lesson plans, web sites, or outlines in which concept is
clearly explained
Research conducted in preparation for instruction
Use of Interdisciplinary Approaches
Lesson plans
When Teaching Content (may connect to Work from students showing cross-curricular understandings
literature, writing, the arts)
Evidence of student involvement in planning theme units
References or feedback from colleagues in other disciplines
Selects Content to Encourage
Materials used (written plans and unit)
Diverse Perspectives
Selection of materials that incorporate positive images of any
ethnic group, gender, etc.
Journal reflections
Selection of materials to break down stereotypes
Video/audiotape and analysis of class discussion
3. Middle Level Curriculum and Assessment
Middle level teacher candidates understand the major concepts, principles, theories, standards, and research
related to middle level curriculum and assessment, and they use this knowledge in their practice.
Element
Variety of Formal/Informal Assessment
Strategies
Assessment Data Used in Lesson
Planning/Adjustment
Evaluates Criteria and Feedback
Possible Evidence
ML Student journal entries used for assessment
Samples of teacher-made tests/quizzes/diagnostic tools
ML Student rubrics for self-evaluation
Samples of authentic/alternative assessments
Collection of before/during/after samples showing student
growth
Pre- and post-tests used to analyze instructional effectiveness
K.W.L. charts and adjustments to plans
Interpretations of data and adjustments made based on
objectives being met
ML student journals and portfolios
K.W.L. charts and adjustments to plans
Written comments on students’ work
Rubrics or assessment criteria developed by student teacher
or students
Journal reflections on decisions based on assessments
Legal policies and ethical principles of measurement and
assessment
4. Middle Level Teaching Fields
Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures
of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young
adolescents’ competence in subject matter and skills.
Element
Quality of Preparation
Discussion Techniques with Student
Participation
Use of Media and Technology:
felt/magnetic boards, charts,
film/overhead projectors, computers
(Internet, PowerPoint, Distance
Learning, etc.) as available
Possible Evidence
Document knowledge of content areas
Video and audiotapes of ML lessons with analysis
Evidence of written lesson plans
Samples of student-generated questions
Anecdotal observations of student discussions
Student interviews and evaluations
Video or audiotapes with analysis
Summaries/analysis of class or community meetings
Resources with technologies to enhance instruction
Feedback
Log of effective language models
Photographs, transparencies, web sites, etc.
Products created by students
5. Middle Level Instruction and Assessment
Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to
effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate
climate to meet the varying abilities and learning styles of all young adolescents.
Element
Possible Evidence
Selecting Resources for General Instruction Resources listed on written plans and unit
Study trip objectives matched to curriculum and student needs
Unit plans: resource list and rationale
Records of how materials were selected
Best Practices:
Video or audiotapes with analysis
Multiple Teaching Strategies, Active
Evidence of multiples intelligences of special needs learners in
Learning, Modeling
delivery of instruction and assessments.
Anecdotal observations of small group instruction or
cooperative groups
Use of learning centers or stations
Explanation of grouping procedures used in the classroom
Collection of pre- and post-test data to support teaching
strategies used
Student Teacher Role in the Instructional Journal reflections
Process
Video or audiotapes with analysis
Evaluations from supervisors
6. Family and Community Involvement
Middle level teacher candidates understand the major concepts, principles, theories, and research related to working
collaboratively with family and community members, and they use that knowledge to maximize the learning of all
young adolescents.
Element
Possible Evidence
Participation in School/District Events and Evidence of participation in extra curricular activities
Projects
Involving students in community projects
Civic involvement
Handouts or artifacts from events
Samples of materials prepared for meetings, classes, etc. in
which a leadership role was assumed
Collaboration with families and other educators
Sensitivity to Student Needs and
Contact with support services within or outside of the school
Awareness of Community Resources
Documented contact with community agencies (Classroom
teacher must approve contacts regarding individual student’s
needs.)
Anecdotal observations from school staff
Respectful and Productive
Communications with parents (formal and informal)
Communications with Families
Newsletters and invitations
Family learning projects
Materials prepared for parent conferences
Innovative connections with families
Feedback from parents
Logs of parent contacts and subsequent actions
Collaboration to facilitate successful transitions
7. Middle Level Professional Roles
Middle level teacher candidates understand the complexity of teaching young adolescents, and they engage in
practices and behaviors that develop their competence as professionals.
Element
Possible Evidence
Reflection on Teaching (written journal and Journal reflections on professional activities
conversations)
Analysis of video and audiotapes
Evidence of personal goal-setting and subsequent results
Relationships with Colleagues
Anecdotal observations from staff/administrators
Evidence of leadership role within a teaching team
Minutes and/or notes of successful team planning (agenda,
presentation notes, communications, etc.)
Materials shared with colleagues
Evidence-based best practices
Professional Growth (includes student
Articles/books read and subsequent application of knowledge
teaching requirements and portfolio)
Attendance at professional meetings and subsequent classroom
application
Active membership in professional organizations
Examples of committee work
Action research conducted within the classroom
Articles written or presentations to faculty
Student teaching requirements