English 356
Portfolio Evaluation Rubric
Susan Spangler, Instructor

Section Exceeds Standards Meets Standards Does Not Meet Standards
Introduction This formal document coherently introduces and contextualizes the portfolio as well as establishes a purpose for reading.  The author explicitly reflects on the theories and principles that the portfolio embodies as well as individual growth throughout the semester. The introduction suggests a context and a purpose for reading.  Reflection is implicit in the work; the author hints at the theories and principles the portfolio embodies.  The introduction is informal.  The reader may be able to infer a context and purpose for reading.  There is little reflection in the work; the reader must work to find theories and principles in the introduction.
Teaching Philosophy This formal document coherently illustrates the author’s consistent beliefs about teaching and learning.  The author discusses how his or her teaching/learning values influence classroom practices and provides past or future examples.

The document testifies to the author’s ability to think clearly and reflectively about teaching with few inconsistencies.  It exhibits mature thinking with clear examples.

 

 This semi-formal document discusses ideas that may meander or become convoluted.  The author alludes to teaching/learning values.  Discussion of classroom practices is vague and non-specific.
Evidence of Engagement Author includes reading responses, postings, class notes, discussion reflections, responses to others, and other (informal) relevant materials, grouped by logical means.  A formal introduction to the section persuades the reader of the authors’ level of and consistency in engagement as well as ties the evidence together. Author includes most documents grouped by some means.  An introduction to the section discusses the author’s level of and consistency in engagement. Author includes some evidence, haphazardly arranged.  An informal introduction suggests the author’s level of engagement.

Unit Plans

Lesson Plans

Analysis
Reflections

 

 These semi-formal unit and lesson plans (written for a qualified substitute) demonstrate the author’s consistent ability to think carefully on how to engage students using best practices.  Insightful reflections overtly discuss the rationale and pedagogical theories that underpin the lesson and how the lessons demonstrates best practice in teaching language arts.

Unit and lesson plans demonstrate author’s ability to think carefully on how to engage students using best practices.  Reflections on the rationale and pedagogical theories that underpin the lesson are implicit in the lesson plans.

 

Unit and lesson plans demonstrate minimal competence in engaging students using best practices.  Rationales and objectives are generally clear and principled.  Reflections hint at rationales and pedagogical theories that underpin the lessons.

 
Responses to Student Work This section contains 3-4 student papers and a formal introduction that coherently explains why the author chose to include these papers.  The introduction describes the response process and/or the theories that inform the responses, demonstrating sensitivity to individuals’ needs and the ability to dialogue rather than to correct. This section contains 3-4 student papers and an introduction that explains why the author chose to include the papers and implies a process and/or theories that inform the responses, demonstrating awareness of individuals’ needs and attempts to dialogue rather than to correct.

This section contains 2 or fewer student papers and an introduction that gives little indication why the papers were included or what process or theories inform the responses.  Responses tend to be prompts for student corrections. 
Professional Article This formal document coherently articulates a position on an issue of teaching English Language Arts with apt references to and support from scholarly research and/or classroom practices (future or current).  Teachers of ELA would benefit from reading the article. 

This document’s levels of insight and research, though less than thorough, make this article valuable in its field.  Teachers beyond the individual student would find this article of merit.

 

The article reflects genuine engagement with the project with solid principles that the student can take into teaching and apply.  It offers valuable insights that will have positive effects on the author’s teaching.