The UNW School of Education requires each teacher candidate to complete at least one artifact for each standard of the Minnesota Standards of Effective Practice. Program portfolios are formally reviewed before a candidate starts student teaching. However, each licensure program may define additional portfolio requirements and review points in a candidate’s progress through the program. It is expected all teacher candidates should complete their program portfolio for the final review by the end of the semester prior to student teaching. The assessment rubric provided in Appendix D is used for portfolio assessment. Candidates who do not demonstrate an average score of at least 3 (some supporting evidence) for each of the standards do not meet the requirement for program portfolio and will not be recommended for teacher licensing.
It is expected that candidates will grow professionally during student teaching. The evidence of candidates’ professional growth during student teaching will be reflected in the successful completion of the edTPA portfolio.
Assessment Rubric:
Standard Alignment | Level 4: Highly Exceeds Expectation “Stellar”: Artifacts are clearly aligned with standard one and identified subparts. Reflective writing provides multiple examples accurately linking artifacts and standard one. | Level 3: Meets Expectations “Solid”: Artifacts are aligned with standard one and identified subparts. Reflective writing provides at least one example accurately linking artifacts and standard one. | Level 2: Meets Minimal Expectations “Developing": Artifacts are overall aligned with standard one and identified subparts. Reflective writing does not link artifact and standard or does not clearly explain the connection. | Level 1: Not Meeting Minimum Expectations “Needs Improvement": Artifacts are not aligned with standard one and identified subparts.
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Depth of Reflection | Reflective writing demonstrates an in-depth and thorough understanding of standard one and personalization of the theories, concepts, and/or strategies in the subject matter with evidences supported by artifacts. | Reflective writing demonstrates a thoughtful understanding of standard one and makes connections to theories, concepts, and/or strategies in the subject matter. | Reflective writing demonstrates a basic understanding of standard one and attempts to make connection to theories, concepts, and or strategies in subject matter: connections may be vague or inaccurate. | Writing demonstrates limited or no understanding of standard one. |