Norda, Inc.

Norda, Inc. - Alternative Certification & Professional Development for Teachers and Administrators

Portfolio I Guide

Portfolio One is part of the application for required teaching (student teaching or teaching with a two-year permit).

Note that the course or statutory requirement is indicated in the rubric. Also note that some requirements are only for those persons certifying in specific subject areas or developmental levels.

Submit your portfolio electronically using this template.

 

Portfolio Evaluation Rubric I (Before Required Teaching)

Evidence [INTASC 2013 standards]

Advanced  Student Teacher Skills (5 points)

Highly Proficient Student Teacher (4 points)

Proficient Student Teacher (3 points)

Emerging Skills
(2 points)

Struggling
(1 point)

STANDARD 1: CONTENT KNOWLEDGE
[Content Standard 4 Content Knowledge]

Can explain complex ideas from subject area.  Engages learners to demonstrate inquiry skills appropriate to the subject area. Stimulates learner reflection.

Can explain complex ideas from subject area.  Engages learners to demonstrate inquiry skills appropriate to the subject area.

Understands but can't explain some complex ideas. Is willing to say, "I don't know."

Explains the basics, but gets stuck easily.  Is flustered by not knowing.

Asserts incorrect information. Will make up something instead of not knowing.

List of  college credits earned

Test Scores (Praxis, CORE, LTI)

Resume

STANDARD 2: INDIVIDUAL DEVELOPMENT
[The Learner & Learning Standard 1 Learner Development]

Assesses individual development and connects learning tasks with learner experiences in a way that encourages learners to assume responsibility for their learning.

Assesses individual development, and seeks to connect learning tasks with learner experiences.

Aware of individual development, but does not always successfully connect learning tasks with learner experiences.

Attempts to assess individual development and occasionally connects learning tasks with learner experiences.

Does not assesses individual development or connect learning tasks with learner experiences.

Description of Students’ Developmental Characteristics

Minority Relations Background

STANDARD 3: APPROACHES TO LEARNING
[The Learner & Learning Standard 2 Learning Differences]

Consistently provides instruction to meet diverse learner needs. Differentiates for individual learners, connecting with their personal and community assets

Makes appropriate provisions for learners who have different approaches to learning, employing assistive technology as required.

Makes provisions for learners who have different approaches to learning, but does not always adapt instruction successfully.

Understands appropriate provisions for individual learners who have different approaches to learning, but seldom adapts instruction.

Does not make provisions for learners who have different approaches to learning.

General Modifications for Special Education and ELL

For Teachers of Students Birth to 21(EC/A) only: Documentation of EC/MC time

For Teachers of Students Birth to 21(EC/A) only: Classroom Observation form

STANDARD 4: TEACHING STRATEGIES
[Instructional Practice  Standard 8  Instructional Strategies]

Uses a variety of appropriate teaching methods effectively, including technology to create learning situations that stimulate all learners. Monitors student learning to adjust strategies.

Uses a variety of teaching methods, including technology to create learning appropriate to majority of learners.

Varies methods somewhat, relying on one method the majority of the time.

Attempts several methods but doesn't adapt to situations.

Uses only one teaching method.

**Unit Plan

**Instructional Strategies and Planning Interview

Teachers of Students Birth to 21(EC/A) only:
Early/Middle Childhood Unit Plan

Agriculture, Social Studies, & Science Teachers only: Environmental Education Unit Plan

Economics, social studies or agriculture teachers only: Cooperative marketing and consumer cooperatives unit.

STANDARD 5: CLASSROOM MANAGEMENT
[The Learner & Learning Standard 3 Learning Environments]

Actively and equitably engages learners, building learner capability to show respect for one another

Establishes and enforces clear expectations of learner behavior.

Establishes but enforces expectations of learner behavior inconsistently.

Adds rules after problems arise.

Neglects to state expectations, doesn't enforce them.

Classroom Management Plan With Conflict Resolution

STANDARD 6: COMMUNICATION
[Content Standard 5 Innovative Applications of Content]

Engages learners in applications of content using current tools and real world problems. Seeks to enhance learner communication within the content according to diverse perspectives

Engages learners in applications of content using current tools and real world problems. Seeks to enhance learner communication within the content

Engages learners in understanding content. Seeks to enhance learner communication within the content.

Engages learners inconsistently in understanding content. Seeks to enhance learner communication inconsistently

Has difficulty engaging learners in learning tasks Has difficulty addressing learner communication within the content area

**Academic Language Task

STANDARD 7: CLASSROOM PLANNING
[Instructional Practice Standard 7 Planning for Instruction]

Creates relevant long- and short-term plans tied to state standards. Links instruction to learner experience.

Creates relevant long- and short-term plans tied to state standards

Plans day to day instruction well, but struggles with long-range planning.

Planning is attempted, but requires several revisions.

Plans seldom fit the time allotted and often miss targeted goals.

Semester Plan

Sample Syllabus

STANDARD 8: ASSESSMENT
[Instructional Practice Standard 6 Assessment]

Plans both formative and summative assessments. Successfully uses multiple methods and technologies of assessment to measure learner development and learning.

Plans multiple methods and technologies of assessment to measure learner development and learning.

Attempts to use performance assessment, informal assessment, and technology in addition to traditional tests.

Uses commercial and teacher-made tests and quizzes.

Uses only commercial tests.

**Analysis of student work

Sample Assessments

STANDARD 9: REFLECTIVE PRACTICE
[Professional Responsibility Standard 9 Reflection & Continuous Growth]

Shows active realistic self-evaluation, constantly monitoring and assessing learner needs. Engages in ongoing personal professional development.

Occasionally self evaluates. Engages in ongoing personal professional development.

Occasionally self evaluates effectively, but not a routine.

Beginning to self evaluate, but either too critical or too generous.

Seems completely oblivious to personal impact on others.

20-hour documentation at EA/A levels

Classroom Observation form

Special education Teacher Interview

STANDARD 10: CONNECTION WITH OTHERS
[Professional Responsibility Standard 10 Collaboration]

Actively seeks collaboration with colleagues and community, utilizing technology when appropriate. Works to maintain and develop collegial relationships.

Collaborates with colleagues and parents when invited, utilizing technology as appropriate. Participates in collegial relationships.

Works with the same peers, parents, and community members without adding new partners.

Beginning to work with others when asked. Friendly with parents and community.

Shuns opportunities for working with others, avoids parents, and community members.

Communication with Parents, Colleagues, Administrators and Community

Minority Relations Experiences 

Save ** assignments for guidance on edTPA