PROGRAM PORTFOLIO ASSESSMENT OF PROGRAM PORTFOLIO
- Ying Shen
The UNW School of Education requires each teacher candidate to complete at least one reflection 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”: Reflection and work samples are clearly aligned with standard one and identified subparts. Reflective writing provides multiple examples accurately linking the selected work sample and the standard. | Level 3: Meets Expectations “Solid”: Reflection and work samples are aligned with standard one and identified subparts. Reflective writing provides at least one example of accurately linking the work sample and the standard. | Level 2: Meets Minimal Expectations “Developing": Reflection and work sample are overall aligned with standard one and identified subparts. Reflective writing does not link the work sample and the standard or does not clearly explain the connection. | Level 1: Not Meeting Minimum Expectations “Needs Improvement": Reflection is not aligned with the standard one and identified subparts.
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Depth of Reflection | Reflective writing demonstrates an in-depth understanding of standard one and personalization of the theories, concepts, and/or strategies in the subject matter with evidence supported by the reflection. | 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 the standard and attempts to make connections to theories, concepts, and or strategies in the subject matter: connections may be vague or inaccurate. | Writing demonstrates limited or no understanding of standard one. |