Secondary Science Proficient Por

Secondary Science Proficient Portfolio Student Teaching Portfolio Grading Rubric

eight (8) student teaching lesson plans, examples of student work prior to teaching those lesson plans (pre-test), and examples of student work resulting from the use of those lesson plans (post-test), are to be used to demonstrate that the teacher candidate is meeting each of the INTASC Standards 1-8 and NSTA SPA standards 1a-c, 2c, 3b, 4b, and 7b.

· Reflections describe how each standard is met with the lesson plan

· Two (2) other “artifacts” are to be used to demonstrate the teacher candidate is meeting INTASC Standards 9-10 and NSTA 10b and 10d.

I. Candidates demonstrate ability to impact student learning concerning

NSTA 1a.,1b, & 2c

by providing lesson plan and pre and post test evidence and reflection

No sample(s) of student work prior to teaching the lesson are showcased, no lesson plan concerning the major concepts, principles, theories, or laws of science provided, post teaching student work sample(s) are not showcased, and no clear relationship exists between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on such things as how to better generalize these principles not provided.

No sample(s) of student work prior to teaching the lessons are showcased, however, a lesson plan concerning the major concepts, principles, theories, or laws of science provided, post teaching student work sample(s) are showcased, however, no clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on such things as how to better generalize these principles not provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan concerning the major concepts, principles, theories, or laws of science provided, post teaching student work sample(s) are showcased, however, only a vague relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on such things as to better generalize these principles were provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan concerning the major concepts, principles, theories, or laws of science provided, post teaching student work sample(s) are showcased, and a clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching to better motivate students by using ambiguity when investigating the ability to generalize these principles were provided.

II. Candidates demonstrate ability to impact student learning concerning

NSTA 3b (& INTASC Principle 2)

by providing lesson plan and pre and post test evidence and reflection

No sample(s) of student work prior to teaching the lessons are showcased, no lesson plan encouraging inquiry provided, post teaching student work sample(s) are not showcased, and no clear relationship exists between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on connections between strategies used and student learning were not provided.

No sample(s) of student work prior to teaching the lessons are showcased, however, a lesson plan encouraging inquiry provided, post teaching student work sample(s) are showcased, however, no clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on connections between strategies used and student learning were not provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan encouraging inquiry provided, post teaching student work sample(s) are showcased, however, only a vague relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on connections between strategies used and student learning were provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan encouraging inquiry provided, post teaching student work sample(s) are showcased, and a clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on connections between strategies used and student learning were considered by creatively applying pedagogical theory.

III.

Candidates demonstrate ability to impact student learning concerning an

NSTA content standard (& INTASC Principle 3)

by providing lesson plan and pre and post test evidence and reflection

Candidates demonstrate they understand how

students differ in their

approaches to learning and create instructional

opportunities that are adapted

to diverse learners

No sample(s) of student work prior to teaching the lessons are showcased, no lesson plan or description of learning experience aligned with the selected NSTA content standard and this INTASC standards and appropriate State Content Standards provided, post teaching student work sample(s) are not showcased, and no clear relationship exists between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results were not provided.

No sample(s) of student work prior to teaching the lessons are showcased, however, a lesson plan or description of learning experience aligned with the selected NSTA content standard and this INTASC standard and appropriate State Content Standards provided, post teaching student work sample(s) are showcased, however, no clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results were not provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan or description of learning experience aligned with the selected NSTA content standard and this INTASC standard and appropriate State Content Standards provided, post teaching student work sample(s) are showcased, however, only a vague relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results were provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan or description of learning experience aligned with the selected NSTA content standard and this INTASC standard and appropriate State Content Standards provided, post teaching student work sample(s) are showcased, and a clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results demonstrated the ability to reflect on teaching and to consider improvements by applying pedagogical theory.

IV Candidates demonstrate ability to impact student learning concerning

NSTA content standard 4b (& INTASC Principle 4)

by providing lesson plan and pre and post test evidence and reflection

Candidates demonstrate they understand how students learn

and use a variety of

instructional strategies to

encourage students’

development of critical thinking,

problem solving and performance skills including

considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students

No sample(s) of student work prior to teaching the lessons are showcased, no lesson plan describing analysis of problems provided, post teaching student work sample(s) are not showcased, and no clear relationship exists between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved students’ ability to consider risks and costs were not provided.

No sample(s) of student work prior to teaching the lessons are showcased, however, a lesson plan describing analysis of problems provided, post teaching student work sample(s) are showcased, however, no clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved students’ ability to consider risks and costs were not provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan describing analysis of problems provided, post teaching student work sample(s) are showcased, however, only a vague relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved students’ ability to consider risks and costs were provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan describing analysis of problems provided, post teaching student work sample(s) are showcased, and a clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results demonstrated the ability to reflect on teaching and to consider improvements by applying pedagogical theory.

V. Candidates demonstrate ability to impact student learning concerning an

NSTA content standard (& INTASC Principle 5)

by providing lesson plan and pre and post test evidence and reflection

Candidates align curriculum goals and teaching and use an

understanding of individual and

group motivation and behavior to create a learning

environment that encourages

positive social interaction,

active engagement in learning

and self-motivation.

No sample(s) of student work prior to teaching the lessons are showcased, no lesson plan or description of learning experience aligned with curriculum goals provided, post teaching student work sample(s) are not showcased, and no clear relationship exists between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results were not provided.

No sample(s) of student work prior to teaching the lessons are showcased, however, a lesson plan or description of learning experience aligned with curriculum goals provided, post teaching student work sample(s) are showcased, however, no clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results were not provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan or description of learning experience aligned with curriculum goals provided, post teaching student work sample(s) are showcased, however, only a vague relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results were provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan or description of learning experience that is aligned with curriculum goals provided, post teaching student work sample(s) are showcased, and a clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results demonstrated the ability to reflect on teaching and to consider improvements by better using whole-class, small-group, and individual work.

VI. Candidates demonstrate ability to impact student learning concerning

NSTA standard 1c(& INTASC Principle 6)

by providing lesson plan and pre and post test evidence and reflection

Candidates use knowledge of

effective verbal, nonverbal and

media communication

techniques to foster active

inquiry, collaboration and

supportive interaction

and can provide learning opportunities concerning important personal and technological applications of science

No sample(s) of student work prior to teaching the lessons are showcased, no lesson plan investigating important personal and technological applications of science provided, post teaching student work sample(s) are not showcased, and no clear relationship exists between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results were not provided.

No sample(s) of student work prior to teaching the lessons are showcased, however, a lesson plan investigating important personal and technological applications of science provided, post teaching student work sample(s) are showcased, however, no clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results were not provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan investigating important personal and technological applications of science provided, post teaching student work sample(s) are showcased, however, only a vague relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results were provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan investigating important personal and technological applications of science provided, post teaching student work sample(s) are showcased, and a clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on changes in teaching concerning this standard that might have improved the results demonstrated the ability to reflect on teaching and to consider improvements by applying pedagogical theory.

VII.

Candidates demonstrate ability to impact student learning concerning

NSTA standard 7b (& INTASC Principle 7)

by providing lesson plan and pre and post test evidence and reflection

Candidates plan instruction

based on knowledge of subject

matter, students, the

community and curriculum

goals and involve students successfully in activities (such as discussions) that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.

No sample(s) of student work prior to teaching the lessons are showcased, no lesson plan that relates science to the community provided, post teaching student work sample(s) are not showcased, and no clear relationship exists between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on how to use discussions to reach curriculum goals were not provided.

No sample(s) of student work prior to teaching the lessons are showcased, however, a lesson plan that relates science to the community provided, post teaching student work sample(s) are showcased, however, no clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on how to use discussions to reach curriculum goals were not provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson that relates science to the community provided, post teaching student work sample(s) are showcased, however, only a vague relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on how to better start discussions were made.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan that relates science to the community provided, post teaching student work sample(s) are showcased, and a clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on how to use ambiguities, problems, or student’s preconceptions to start productive discussions were made.

VIII.

Candidates demonstrate ability to impact student learning concerning an

NSTA content standard (& INTASC Principle 8)

by providing lesson plan and pre and post test evidence and reflection

Candidates understand and use formal and informal

assessment strategies to

ensure the continuous

intellectual, social and physical

development of the learner

No sample(s) of student work prior to teaching the lessons are showcased, no lesson plan or description of formal and informal assessments provided, post teaching student work sample(s) are not showcased, and no clear relationship exists between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on how to use discussion as an informal assessment and grading rubrics as a formal assessment were not provided.

No sample(s) of student work prior to teaching the lessons are showcased, however, a lesson plan or description of formal and informal assessments provided, post teaching student work sample(s) are showcased, however, no clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on how to use discussion as an informal assessment and grading rubrics as a formal assessment were not provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan or description of formal and informal assessments provided, post teaching student work sample(s) are showcased, however, only a vague relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on how to use discussion as an informal assessment and grading rubrics as a formal assessment were provided.

Sample(s) of student work prior to teaching the lessons are showcased, a lesson plan or description of formal and informal assessments provided, post teaching student work sample(s) are showcased, and a clear relationship between the teaching methods described and the demonstrated improvement (or lack of improvement) in student performance can be seen. Reflections on how to use discussion as an informal assessment and, objective exams and project grading rubrics as a formal assessment were provided.

IX.

NTASC Principle 9

a. Candidates are reflective

practitioners who continually

evaluate the effects of their

choices and actions on others

(students, parents, and other

professionals in the learning

community) and actively seek opportunities

to grow professionally (NSTA 10b).

does not clearly explain why the entries were included in portfolio and does not clearly explain how they relate to this INTASC standard

gives a reason why the entries were included but fails to clearly explain how they relate to this INTASC standard

very clearly explains why the samples have been included in the portfolio and how they relate to this INTASC standard

very clearly explains why the samples have been included in the portfolio, describes how they relate to this INTASC standard, and elaborates on how they best exemplify an aspect of good teaching

INTASC Principle 10

Candidates foster relationships with

school colleagues, parents and

agencies in the larger community (NSTA 10d)to

support students’ learning and well

being.

does not clearly explain why the entries were included in portfolio and does not clearly explain how they relate to this INTASC standard

gives a reason why the entries were included but fails to clearly explain how they relate to this INTASC standard

very clearly explains why the samples have been included in the portfolio and how they relate this INTASC standard

very clearly explains why the samples have been included in the portfolio, describes how they relate to this INTASC standard, and elaborates on how they best exemplify an aspect of good teaching

Proficient Student Teaching Portfolio Grading Rubric (additional requirements for science teacher candidates)

(Due Gate D, end of student teaching seminar)

Proficient Portfolio

· Secondary science students are to include in their proficient student teaching portfolio lesson plans intended to specifically reach NSTA Standards 1b,1c,2a,2b,3a,4a,7a

· Reflections are to describe how each standard is met with the lesson plan

NSTA 1b, “understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards;”

NSTA 1c, “understand and can successfully convey to students important personal technological applications of science in their fields of licensure;”

NSTA 2a, “understand the historical and cultural development of science and the evolution of knowledge in their discipline;”

NSTA 2b, “understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world;”

NSTA 1b	1 Candidate demonstrates no knowledge of unifying NSES concepts in lessons	2 Candidate vaguely demonstrates the unifying NSES concepts in lesson planning	3 Candidate can describe and applies a basic understanding of the NSES unifying concepts in lesson plans and reflections.	4 Candidate demonstrates mastery of the unifying concepts of the NSES in lesson plans and reflections.
NSTA 1c	Candidate demonstrates no knowledge of current personal or technological applications in their field in lessons or reflections.	Candidate weakly conveys knowledge of current personal and technological applications in their lesson plans and reflections.	Candidate applies knowledge of current personal and technological applications in their lessons and reflections.	Candidate demonstrates mastery in conveying knowledge of personal and technological applications in their lessons and reflections.
NSTA 2a	Candidate does not demonstrate any knowledge of the historical and cultural development of science in their discipline and its evolution through time.	Candidate’s lessons and reflections demonstrate a rudimentary knowledge of the historical and cultural development of science in their discipline and its evolution through time.	Candidate‘s lessons and reflections demonstrate a well founded knowledge of the historical and cultural development of science in their discipline and its evolution through time.	Candidate’s lessons reflect a mastery of the historical and cultural development of science in their discipline and its evolution through time.
NSTA 2b	Candidate’s lessons and reflections demonstrate no distinction between science and its tenets that separate science from other ways of knowing their world.	Candidate’s lessons and reflections demonstrate some basic knowledge of science and its tenets that separate science from other ways of knowing their world.	Candidate’s lessons and reflections demonstrate a high level of knowledge of science and its tenets that separate science from other ways of knowing their world.	Candidate’s lessons and reflections demonstrate a high level of knowledge and applications of that knowledge of science and its tenets that separate science from other ways of knowing their world.

NSTA 3a	Candidate’s lessons and reflections demonstrate no understanding of the basic tenets of inquiry and the multiple methods leading to scientific knowledge.	Candidate’s lessons and reflections demonstrate a rudimentary understanding of the basic tenets of inquiry.	Candidate’s lessons and reflections demonstrate a high level of understanding of the basic tenets of inquiry and the multiple methods leading to scientific knowledge.	Candidate’s lessons and reflections demonstrate a high level of understanding and many applications of the basic tenets of inquiry and the multiple methods leading to scientific knowledge.
NSTA 4a	Candidate does not demonstrate any knowledge of important social issues in their field of science.	Candidate’s lessons and reflections demonstrate basic knowledge of the social issues surrounding their field of science.	Candidate’s lessons and reflections demonstrate a high level of understanding of the social issues as well as processes used to analyze these issues.	Candidate’s lessons and reflections demonstrate a mastery level of understanding of the social issues as well as processes used to analyze these issues and decision making applications on such issues.
NSTA 7a	Candidate’s lessons and reflections demonstrate no ways to relate science to the community or use community resources to promote science learning.	Candidate’s lessons and reflections demonstrate some basic ways to relate science to the community or use community resources to promote science learning	Candidate’s lessons and reflections demonstrate multiple ways to relate science to the community and involve community resources to promote science learning	Candidate’s lessons and reflections demonstrate multiple creative ways to relate science to the community and involve community resources to promote science learning. They involve students in science related activities in the community.