Portfolio Development and Scoring Rubric

Portfolio Development and Scoring Rubric

Outstanding
Competent

Emerging Competence

Needs Improvement

Domain Explanation

The Domain Explanation includes all expectation statements in the narrative; standards from the candidate’s teaching discipline are effectively included. The candidate has articulated a personal vision of excellence—it is evident that the candidate understands what it means to be competent in the full range of domain expectations.

The Domain Explanation includes all expectation statements in the narrative; standards from the candidate’s teaching discipline are effectively included. The Explanation provides evidence that the candidate has given substantial thought and reflection to the meaning of competence in each domain.

The Domain Explanation includes most expectation statements in the narrative; standards from the candidates teaching discipline are not included or are not well defined. There is evidence that the candidate has given thought to the meaning of competence in each domain.

The Domain Explanation does not include all expectation statements; included expectations are not well defined and the narrative provides little evidence that the candidate has given thought to the meaning of competence in the domain.

Exhibit List/

Explanations/

Correlation to Domain

All exhibits are listed. Each exhibit is thoroughly described; it is clear why the exhibits were chosen for inclusion; all exhibits are strongly correlated to the domain outcome and expectations.

All exhibits are strong.

Exhibit Analysis:

Strong: Self developed; high correlation to domain

Weak: Borrowed; low correlation to domain

All exhibits are listed. Each exhibit is appropriately described; it is clear why the exhibits were chosen for inclusion, and a clear connection is made between each exhibit and domain expectations.

Most exhibits are strong.

All exhibits are listed. Each exhibit is adequately described; it is clear why the exhibits were chosen for inclusions, but the connection between exhibits and domain expectations could be clearer.

Includes strong and weak exhibits.

All exhibits are listed. Exhibit descriptions are lacking in detail; it is not clear why exhibits were chosen for inclusion; connections between exhibits and domain expectations are unclear.

Exhibits are weak.

Self Analysis

The domain outcome and all expectations, including content standards, are considered in the self-analysis. There is a strong connection between the self-analysis and the Domain Explanation. The narrative includes thinking about both strengths and weaknesses, and about what yet must be done to achieve domain competence. There is strong evidence of depth of thought and reflection.

The domain outcome and all expectations, including content standards, are considered in the self- analysis. There is a clear connection between the self-analysis and the Domain Explanation. The narrative includes thinking about both strengths and weaknesses, and about what yet must be done to achieve domain competence. There is clear evidence of depth of thought and reflection.

The domain outcome and most expectations are considered in the self-analysis. There is a connection between the self-analysis and the Domain Explanation. The narrative includes thinking about both strengths and weaknesses, but little is included about what yet must be done to achieve domain competence. Some evidence of thought and reflection is included.

The self-analysis is written at a general level, with little thought given to individual domain expectations. The narrative includes thinking about both strengths and weaknesses, but little is included about what yet must be done to achieve domain competence. Little evidence of thought and reflection is included.

Diversity

Outstanding

Competent

Emerging Competence

Needs Improvement

Integration of Diversity

The candidate includes evidence and thinking related to the integration of diverse perspectives into his or her teaching discipline throughout the domain and/or portfolio. Materials show strong evidence of not only depth of thought, but of actual implementation. Implementation is appropriate for the subject and level being taught.

The candidate includes evidence and thinking related to the integration of diversity into his or her teaching discipline throughout the domain and/or portfolio. Materials show clear evidence of depth of thought and implementation. Implementation is appropriate for the subject and level being taught.

The candidate includes evidence related to the integration of diversity into his or her teaching discipline.

The candidate includes little or no evidence related to the integration of diversity into his or teaching discipline.

Technology

Outstanding

Competent

Emerging Competence

Needs Improvement

Integration of Technology

The candidate includes evidence and thinking related to the integration of technology into his or her teaching discipline throughout the domain and/or portfolio. Materials show strong evidence of not only depth of thought, but of actual implementation of instructional technology. Implementation is appropriate for the subject and level being taught

The candidate includes evidence and thinking related to the integration of technology into his or her teaching discipline throughout the domain and/or portfolio. Materials show clear evidence of depth of thought and implementation. Implementation is appropriate for the subject and level being taught.

The candidate includes evidence related to the integration of technology into his or her teaching discipline.

The candidate includes little or no evidence related to the integration of technology into his or her teaching discipline.

Integration of Faith

Outstanding

Competent

Emerging Competence

Needs Improvement

Faith Integration

The candidate includes evidence and thinking related to the integration of faith into his or her teaching discipline throughout the domain and/or portfolio. Materials show strong evidence of not only depth of thought, but of actual implementation. Implementation is appropriate for the subject and level being taught.

The candidate includes evidence and thinking related to the integration of faith into his or her teaching discipline throughout the domain and/or portfolio. Materials show clear evidence of depth of thought and implementation. Implementation is appropriate for the subject and level being taught.

The candidate includes evidence related to the integration of faith into his or her personal life or teaching discipline.

The candidate includes little or no evidence related to the integration of faith into his or her personal life or teaching discipline.

Grammar & Mechanics; Organization; Diction & Style

Outstanding

Competent

Emerging Competence

Needs Improvement

Grammar/

Mechanics

Grammar is consistently accurate; subjects agree with verbs in number and tense; pronouns agree with antecedents; point of view is consistent; spelling and punctuation are accurate; no typographical errors.

Grammar is accurate; noun/verb agreement, and pronoun/antecedent agreement is mostly accurate; point of view is consistent; few errors in spelling and punctuation; no typographical errors.

Sentences are generally correct in structure; may display isolated serious errors in grammar and punctuation or frequent minor errors that do not interfere substantially with meaning or do not greatly distract the reader; occasional misspellings.

The paper may contain serious and distracting errors in grammar and punctuation as well as numerous irritating minor errors and frequent misspellings.

Organization

Diction/Style

The overall pattern is clear, logical and smooth; the paper includes an effective introduction and conclusion; each paragraph has an effective topic sentence and is fully developed; sentences are clearly linked, forming an appropriate pattern.

Writing is distinctive, fresh, precise, compact, “sparkling.” Variety in word choices. Word choices are consistently appropriate.

The overall pattern is appropriate; the paper includes an effective introduction and conclusion; topic sentences are appropriate and paragraphs are adequately developed; sentences within paragraphs are related.

The paper is written at the collegiate level; word choices are mostly appropriate.

The overall pattern is clear but inconsistently or incompletely carried out; topic sentences are appropriate, but some paragraphs may lack supporting detail or may be only loosely related.

The paper is written at the beginning collegiate level; word choice may be flat, inconsistent or not entirely appropriate.

The overall pattern is inconsistent; topic sentences do not relate consistently to the paragraph; paragraphs contain little supporting detail; sentences within paragraphs are often unrelated to the main idea.

The paper is written below the collegiate level; word choice may be inappropriate, incorrect, or inconsistent.

Presentation

Outstanding

Competent

Emerging Competence

Needs Improvement

Presentation

Professional in appearance ; attractive and creatively designed. Table of contents is thorough and creative in design and includes all required elements and exhibits; materials are well presented and easy to find. The outstanding portfolio includes additional materials that set it apart from the above average portfolio, and is a reflection of the candidate as an outstanding professional.

The portfolio is attractively presented and contains all required elements. The table of contents is thorough and includes all required elements and exhibits; materials are well presented and easy to find. The above average portfolio includes additional materials that set it apart from the average portfolio, and is a reflection of the candidate as a competent professional.

The portfolio is adequately presented and contains all required elements. The table of contents lists all required elements and exhibits; materials are easy to find. Little effort has been made to personalize the average portfolio.

The portfolio is poorly presented and does not contain all required elements. The table of contents is poorly designed, and materials are not easy to find. The below average portfolio provides little evidence that the candidate has developed the knowledge or skills necessary for teaching competence.

	Outstanding	*Competent*	*Emerging Competence*	*Needs Improvement*
Domain Explanation	The Domain Explanation includes all expectation statements in the narrative; standards from the candidate’s teaching discipline are effectively included. The candidate has articulated a personal vision of excellence—it is evident that the candidate understands what it means to be competent in the full range of domain expectations.	The Domain Explanation includes all expectation statements in the narrative; standards from the candidate’s teaching discipline are effectively included. The Explanation provides evidence that the candidate has given substantial thought and reflection to the meaning of competence in each domain.	The Domain Explanation includes most expectation statements in the narrative; standards from the candidates teaching discipline are not included or are not well defined. There is evidence that the candidate has given thought to the meaning of competence in each domain.	The Domain Explanation does not include all expectation statements; included expectations are not well defined and the narrative provides little evidence that the candidate has given thought to the meaning of competence in the domain.
Exhibit List/ Explanations/ Correlation to Domain	All exhibits are listed. Each exhibit is thoroughly described; it is clear why the exhibits were chosen for inclusion; all exhibits are strongly correlated to the domain outcome and expectations. All exhibits are strong. Exhibit Analysis: Strong: Self developed; high correlation to domain Weak: Borrowed; low correlation to domain	All exhibits are listed. Each exhibit is appropriately described; it is clear why the exhibits were chosen for inclusion, and a clear connection is made between each exhibit and domain expectations. Most exhibits are strong.	All exhibits are listed. Each exhibit is adequately described; it is clear why the exhibits were chosen for inclusions, but the connection between exhibits and domain expectations could be clearer. Includes strong and weak exhibits.	All exhibits are listed. Exhibit descriptions are lacking in detail; it is not clear why exhibits were chosen for inclusion; connections between exhibits and domain expectations are unclear. Exhibits are weak.
Self Analysis	The domain outcome and all expectations, including content standards, are considered in the self-analysis. There is a strong connection between the self-analysis and the Domain Explanation. The narrative includes thinking about both strengths and weaknesses, and about what yet must be done to achieve domain competence. There is strong evidence of depth of thought and reflection.	The domain outcome and all expectations, including content standards, are considered in the self- analysis. There is a clear connection between the self-analysis and the Domain Explanation. The narrative includes thinking about both strengths and weaknesses, and about what yet must be done to achieve domain competence. There is clear evidence of depth of thought and reflection.	The domain outcome and most expectations are considered in the self-analysis. There is a connection between the self-analysis and the Domain Explanation. The narrative includes thinking about both strengths and weaknesses, but little is included about what yet must be done to achieve domain competence. Some evidence of thought and reflection is included.	The self-analysis is written at a general level, with little thought given to individual domain expectations. The narrative includes thinking about both strengths and weaknesses, but little is included about what yet must be done to achieve domain competence. Little evidence of thought and reflection is included.

	*Outstanding*	*Competent*	*Emerging Competence*	*Needs Improvement*
Integration of Diversity	The candidate includes evidence and thinking related to the integration of diverse perspectives into his or her teaching discipline throughout the domain and/or portfolio. Materials show strong evidence of not only depth of thought, but of actual implementation. Implementation is appropriate for the subject and level being taught.	The candidate includes evidence and thinking related to the integration of diversity into his or her teaching discipline throughout the domain and/or portfolio. Materials show clear evidence of depth of thought and implementation. Implementation is appropriate for the subject and level being taught.	The candidate includes evidence related to the integration of diversity into his or her teaching discipline.	The candidate includes little or no evidence related to the integration of diversity into his or teaching discipline.