STANDARDS PORTFOLIO EVALUATION/CCTS RATIONALE RUBRIC
Student____________________________________
James A. Grover III
Supervisor_________________________________
John Krasnavage
Person filling out this form:
Supervisor of Record
Part 1: Rationale & Reflection
Directions: Use the following rubric to evaluate the overall portfolio and writing of rationale statements.
Philosophy of Education
Introduction of Standards
Introduction of Artifacts
Rationale
Writing / Mechanics
Rev. 2/6/17
UMF Program_______________________________
EDU 460 Student Teaching
Date_______________________________________
4/2017
Cross-Rater Student Teacher Mentor Teacher
Standard Rationale Rubric
No Evidence Beginning Developing Proficient
0 1 2 3
Did not include Lacks personalization Educationally sound Well written, unique
personal and / or not but lacks specificity approach, professional.
philosophy of educationally sound. and weak
education. personalization.
No effort or Identifies standards and Identifies standards Explicitly identifies the
progress toward specific indicators and specific indicators standards and specific
introducing targeted but does not targeted and attempts indicators being targeted
standards or to paraphrase/ interpret to paraphrase, but and correctly
paraphrase/ meaning of standards. misinterprets meaning paraphrases/interprets
interpret meaning of standards. standards in own words.
of standards.
No effort or Provides some details Provides some details Provides specific details
progress toward regarding 1 of the regarding 3 of the describing the nature of
introducing following: nature of following or specific the artifacts, their
artifacts; no details artifacts; purpose of details regarding 1 or 2 purpose, and the context
provided about artifacts; context for of the following: for creation/use of the
nature, purpose or creation/use. nature of artifacts; artifacts.
context. purpose of artifacts;
context for
creation/use.
No effort or Attempts to justify how Justifies how artifacts Clearly articulates
progress toward artifacts meet indicators meet standards but... justifications, using
justifying how or standards but still needs to provide language of the
artifacts meet reasoning or specific examples to standards and
indicators and interpretation of support reasoning referencing specific
standards. standards is minimal or AND/OR examples within the
includes an error. artifacts and artifacts, for how
justifications are not artifacts meet specific
clearly aligned with indicator(s).
target standards.
No effort or Writing is not clear or Writing is organized; Writing is clear, well-
progress toward well-organized and is utilizes some organized and easy to
organizing writing, difficult to follow; language/vocabulary of follow, utilizes
using educator minimal use of a professional language/vocabulary of
vocabulary or educator vocabulary; educator; minimal a professional educator,

Reflection Entries
Part 2: Standards
Directions: Use the following standard-specific rubric to evaluate student progress toward meeting the Standard. Students will be
scored on only the category row (Performance, Essential Knowledge, or Critical Disposition) that aligns with the Standard Indicators
identified by the student in the rationale statements. Score each category that aligns with the identified indicators.
Standard 1: Learner
Development
Performance
1(a), 1(b), 1(c)
Essential Knowledge
1(d), 1(e), 1(f), 1(g)
Critical Dispositions
1(h), 1(i), 1(j), 1(k)
Standard 2: Learning
Differences
Performance
2(a), 2(b), 2(c), 2(d), 2(e),
2(f)
Rev. 2/6/17
correcting errors in errors in grammar, errors in grammar, and is free of errors in
grammar, spelling mechanics or spelling mechanics or spelling grammar, mechanics, or
or mechanics. which hinder which do not hinder spelling.
understanding. understanding.
No reflections Narratives unclear; lack Narratives are clearly Narratives are clear;
included. insight, critical thinking written, connect to the reveal insight, critical
and problem solving standards and show thinking and problem
and / or show no evidence of a solving and show a clear
evidence of a commitment to growth connection to the
commitment to growth and learning. standards and a serious
and learning. commitment to growth
and learning.
No Evidence Beginning Developing Proficient
0 1 2 3
No effort or Seeks information Seeks information Seeks information about
progress toward about learners needs or about learners needs learners needs and
seeking describes strategies for and describes a applies information to
information about modifying instruction to possible strategy for create/deliver
learners needs or address a need. modifying instruction developmentally
modifying to address needs. appropriate instruction.
instruction to
address needs.
No effort or Identifies variables that Explains how Makes instructional
progress toward affect learning and/or development and other decisions based on
identifying, stages of development. variables impact understanding of
describing or learning and how development, variables
applying students construct that affect learning and
information about knowledge. how students construct
learner knowledge.
development and
construction of
understanding.
No attempt or Refers to all learners Conveys respect for Explicitly communicates
progress toward using respectful learners differences respect for learners
showing respect language. through respectful different strengths and
for learners or language and conveys needs, commitment to
communicating sense of responsibility supporting student
sense of for supporting student growth, and/or value of
responsibility/ growth. others input on student
commitment to development.
supporting student
growth.
No Evidence Beginning Developing Proficient
0 1 2 3
No effort or Identifies strategies for Explains strategies for Designs, adapts and/or
progress toward customizing learning or customizing learning delivers instruction that
understanding or finds a quality (pacing, rigor, choice) customizes learning
applying strategies strategy/resource/tool and describes tools for (pacing, rigor, choice)
for differentiating for supporting different language development. and provides support for
or customizing student needs. ELLs and/or students
learning. with special needs.
 Essential Knowledge
2(g), 2(h), 2(i), 2(j), 2(k)
Critical Dispositions
2(l), 2(m), 2(n), 2(o)
Standard 3: Learning
Environments
Performance
3(a), 3(b), 3(c), 3(d), 3(e),
3(f), 3(g), 3(h)
Essential Knowledge
3(i), 3(j), 3(k), 3(l), 3(m)
Critical Dispositions
3(n), 3(o), 3(p), 3(q), 3(r)
Rev. 2/6/17
No effort or Identifies needs of Explains different Designs instruction that
progress toward ELLs and/or students approaches to learning, accesses students prior
understanding or with special needs. addresses differences in knowledge and
supporting OR students background purposefully supports
learning knowledge and ELLs and/or students
differences of Summarizes steps for contribution to the with special needs.
ELLs or students ELL language community, and
with special needs. acquisition. explains strategies for
supporting ELLs and/or
students with special
needs.
No effort or Conveys value for all Maintains respectful Intentionally
progress toward learners and their language and high communicates and
use of respectful differing backgrounds. expectations when explicitly articulates
language or high referring to learners of respect and high
expectations when all skills/backgrounds expectations for all
discussing in verbal and written learners and the
learners. communication. contributions each
learner brings to a
community.
No Evidence Beginning Developing Proficient
0 1 2 3
No effort or Identifies structures, Describes or designs Establishes and
progress toward routines and shared structures/routines, ice maintains a safe,
identifying, values that contribute to breakers, or respectful learning
designing or a safe, respectful, and community-building environment with shared
implementing collaborative learning activities for values, that allows
strategies for environment. developing a safe, students to practice
establishing a respectful and communicating,
positive, effective collaborative learning cooperating and
classroom environment. collaborating effectively.
environment.
No effort or List or identify Explains theory and/or Designs instruction,
progress toward strategies for: structures behind environment or
understanding or motivating students, collaborative or instructional tools that
applying strategies collaborative learning, cooperative learning incorporate collaborative
for supporting or cooperative learning, strategies. or cooperative learning
student helping students to OR strategies, or provide
collaboration, direct own learning, or, Describes strategies for opportunities for
cooperation, helping students to self- establishing norms, students to practice self-
motivation or advocate. routines and structures. direction or self-
effectiveness. advocacy.
No effort or Identifies opportunities Explains importance Seeks opportunities to
progress toward for collaborating with collaborating with collaborate (with peers,
describing or peers, parents and/or others. students, families) in
communicating students. OR order to establish
importance of OR describes teachers role positive, supportive,
establishing a Conveys importance of in establishing a collaborative learning
positive, establishing a positive, positive, supportive, environments and
supportive, supportive, collaborative practices being a
collaborative collaborative community. reflective listener and
community or of community. observer.
teachers role in
process.
 Standard 4: Content
Knowledge
Performance
4(a), 4(b), 4(c), 4(d), 4(e),
4(f), 4(g), 4(h), 4(i)
Essential Knowledge
4(j), 4(k), 4(l), 4(m), 4(n)
Critical Dispositions
4(o), 4(p), 4(q), 4(r)
Standard 5: Application of
Content
Performance
5(a), 5(b), 5(c), 5(d), 5(e),
5(f), 5(g), 5(h)
Rev. 2/6/17
No Evidence Beginning Developing Proficient
0 1 2 3
No attempt or Identifies pedagogical Explains content- Designs/delivers
progress toward strategies for content- specific pedagogical instruction that utilizes a
identifying, delivery. strategies for delivering variety of content-
describing or OR content. specific pedagogy and
applying content- Finds and describes OR models to make content
specific pedagogy. multiple strategies for Evaluates and/or accessible and
approaching/learning modifies learning meaningful (build on
the same topic. activities to make previous knowledge,
content accessible and address misconceptions,
meaningful. practice content
language, and guide
learners through learning
progressions).
No effort or Selects appropriate Rephrases content Correctly communicates
progress toward content standards to standards in student content and unpacks
understanding or target for learning language and integrates content standards
utilizing content activities. content language into a for/with students,
standards, building OR lesson or learning integrates use and
familiar with Recognizes common activity. practice with content
content language, misconceptions. OR language, applies
and/or correctly OR Designs a learning information about
communicating Seeks connections activity that builds on student background and
content. between student student background interests to make content
background/interests information/interests relevant, and/or
and content. and targets a specific develops instructional
content standard or activities that address
addresses a common common
misconception. misconceptions.
No effort or Identifies relevant and Finds and describes a Participates in
progress toward reliable sources or current topic, question, professional
keeping up-to-date organizations for finding or tool related development or actively
in field/content; current topics and to field/content. seeks to keep up-to-date
does not seek to research in OR on field/content and
broaden own field/content. Describes value of broaden personal
perspectives. OR allowing students to understanding.
Recognizes different learn about, discuss and OR
perspectives exist. evaluate different seeks opportunities for
OR perspectives or students to evaluate and
Recognizes own approaches. discuss different
personal biases. perspectives or
approaches.
No Evidence Beginning Developing Proficient
0 1 2 3
No effort or Finds and describes Designs an activity that Facilitates learning
progress toward strategies or activities requires students to experiences that require
finding, that promote explore and evaluate students to explore and
developing or exploration/evaluation different perspectives evaluate different
implementing of perspectives or and to combine critical perspectives and to
learning critical thinking and problem combine critical thinking
experiences that thinking/problem solving skills with and problem solving
apply content or solving skills. content knowledge to skills with content
multiple investigate and solve knowledge to investigate
perspectives for problems. and solve problems.
problem
solving/critical
thinking.
 Essential Knowledge
5(i), 5(j), 5(k), 5(l), 5(m),
5(n), 5(o), 5(p)
Critical Dispositions
5(q), 5(r), 5(s)
Standard 6: Assessment
Performance
6(a), 6(b), 6(c), 6(d), 6(e),
6(f), 6(g), 6(h), 6(i)
Essential Knowledge
6(j), 6(k), 6(l), 6(m), 6(n),
6(o), 6(p)
Critical Dispositions
6(q), 6(r), 6(s), 6(t), 6(u),
6(v)
Standard 7: Planning for
Instruction
Performance
7(a), 7(b), 7(c), 7(d), 7(e),
7(f)
Rev. 2/6/17
No effort or Identifies strategies for Explains strategies for Designs learning
progress toward building fostering experiences that
understanding or communication, critical communication, critical explicitly target
integrating thinking or problem thinking, or problem- communication, critical
strategies for solving skills. solving skills. thinking, problem-
improving critical OR OR solving or content
thinking, problem Identifies Describes relevant literacy skills or to make
solving, content interdisciplinary interdisciplinary interdisciplinary content
literacy or connections to core connections to core connections.
communication subject or lenses for subject or lenses for
skills. exploring content. exploring content.
No effort or Identifies reasons for or Articulates the value of Actively seeks
progress toward describes research knowledge beyond own opportunities to
communicating theory regarding impact content area or value of explore/expand
value of multiple of interdisciplinary providing flexible interdisciplinary
perspectives or lenses or learning environments connections and
interdisciplinary interdisciplinary for exploring and global/local applications
content connections. expression. of content.
connections for
learning
experience.
No Evidence Beginning Developing Proficient
0 1 2 3
No effort or Designs an assessment Designs/selects Uses assessment data to
progress toward to evaluate student multiple assessments to evaluate student
designing an progress toward a evaluate student progress toward a
assessment or specific learning goal. progress toward a standard or learning goal
aligning an specific standard or and to make
assessment to a learning goal. instructional decisions.
specific learning
goal.
No effort or Identifies tools used for Describes student data Analyzes assessment
progress toward measuring and needed to measure data to identify
analyzing student analyzing student data. student proficiency patterns/trends in student
data. and/or growth and proficiency and/or
explains process for growth.
analyzing data.
No effort or Provides feedback to Provides timely or Provides timely and
progress toward students and/or families actionable feedback to actionable feedback to
providing about proficiency students and/or families students and families
feedback to and/or growth, but about proficiency about student
students and/or feedback is not and/or growth, but proficiency and growth
families. actionable, timely or feedback may not be on a specific standard or
aligned to a specific aligned to a specific learning goal.
standard or learning standard or learning
goal. goal.
No Evidence Beginning Developing Proficient
0 1 2 3
No effort or Creates a learning Creates a single lesson Creates short- and long-
progress toward activity that addresses a plan or learning term instructional plans,
purposefully learning goal. activity that based on students needs
designing a incorporates students and background
learning activity. needs and background knowledge, which

Essential Knowledge
7(g), 7(h), 7(i), 7(j), 7(k),
7(l), 7(m)
Critical Dispositions
7(n), 7(o), 7(p), 7(q)
Standard 8: Instructional
Strategies
Performance
8(a), 8(b), 8(c), 8(d), 8(e),
8(f), 8(g), 8(h), 8(i)
Essential Knowledge
8(j), 8(k), 8(l), 8(m), 8(n),
8(o)
Critical Dispositions
8(p), 8(q), 8(r), 8(s)
Rev. 2/6/17
knowledge to address a incorporate a variety of
standards-aligned learning experiences in
learning goal and order to meet standards-
describes relationship aligned learning goals.
between lesson and
curriculum goal/plan.
No effort or Accesses/finds Provides suggestions Justifies selection of
progress toward evidence-based for revising/modifying learning activities,
incorporating instructional materials. instruction based on sequencing and
learning theory, OR learner needs. scaffolding based on
student strengths, Identifies/describes OR understanding of learner
needs or parts of a lesson that Develops/decides development,
background could be modified or sequence of learning background knowledge,
knowledge, or taught using a different activities to target content, pedagogy and
evidence-based strategy. curriculum goal. curriculum.
resources into
learning activity.
No effort or Identifies individuals Collaborates with a Participates in and
progress toward with whom s/he can peer or mentor to plan communicates
collaborating to collaborate for planning or modify instruction importance of collegial
plan or modify instruction. based on student planning process and
instruction. strengths/needs. articulates necessity for
flexibility in
adjusting/modifying
plans to meet student
needs and content goals.
No Evidence Beginning Developing Proficient
0 1 2 3
No effort or Attempts to incorporate Incorporates multiple Implements and
progress toward multiple instructional relevant and evaluates effectiveness
selecting, strategies into a lesson appropriate of multiple instructional
implementing or or activity plan, but instructional strategies strategies and adapts
evaluating strategies not relevant into a lesson or activity instruction to meet
different or appropriate. plan. students needs.
instructional
strategies.
No effort or Matches or aligns Describes strategies for Selects and justifies best
progress toward different instructional adapting/differentiating strategies for
learning about strategies with specific instruction to support adapting/differentiating
strategies for learning goals and/or specific student needs. instruction to support
differentiating student needs. student needs.
instruction.
No effort or Identifies benefits and Communicates Explores and
progress toward challenges to importance of using experiments with use of
flexibly adapting differentiating multiple strategies and new strategies and
instruction or instruction. technology to emerging technologies
experimenting differentiate for differentiating
with instruction. instruction to support
differentiating student learning.
instruction.
 Standard 9: Reflection &
Continuous Growth
(Professional Learning &
Ethical Practice)
Performance
9(a), 9(b), 9(c), 9(d), 9(e),
9(f)
Essential Knowledge
9(g), 9(h), 9(i), 9(j), 9(k)
Critical Dispositions
9(l), 9(m), 9(n), 9(o)
Standard 10: Leadership &
Collaboration
Performance
10(a), 10(b), 10(c), 10(d),
10(e), 10(f), 10(g), 10(h),
10(i), 10(j), 10(k)
Essential Knowledge
10(l), 10(m), 10(n), 10(o)
Rev. 2/6/17
No Evidence Beginning Developing Proficient
0 1 2 3
No effort or Participates in Participates in Incorporates
progress toward professional professional observations/reflections
participating in development or development, peer- and new learning into
professional professional learning observation and self- decision-making about
development or experience, but does not assessment experiences instructional practices
professional apply feedback or to reflect on practice and role as educator.
learning learning to instructional and role as educator. OR
experiences. practices or perspective OR Observes and provides
of educators role. Participates in peer constructive feedback to
observation and reflects a peer regarding
on peers practice and instructional practices,
role as educator. and/or role as educator.
No effort or Identifies strategies for Uses self- and/or peer- Uses self- and/or peer-
progress toward self-assessment, assessment, reflection assessment, reflection
understanding reflection and and/or student data to and/or student data to
processes for self- evaluation of student identify personal develop a plan for
assessment or data. learning strengths, improving own practice
improvement. OR needs or areas for or practices of a peer.
OR Names/identifies improvement (for self OR
No effort or educational law that or peer). Applies understanding
progress toward relates to his/her role or OR of learners rights and
learning about field. Describes how teacher responsibility to
educational law educational law relates make and reflect on
related to his/her to learners rights and decisions in challenging
role or field. teacher responsibilities. situations or scenarios.
No effort or Communicates Reflects on practice Consistently reflects on
progress toward importance of self- and responsibilities as own practice (using peer
reflecting on or and/or peer-assessment, an educator (using peer or self-assessment) and
improving own reflection and/or or self-assessment responsibilities as an
practice. evaluation of student tools). educator, and strives for
OR data in order to grow as OR personal and
No effort or a professional. Reflects on peers professional growth.
progress toward OR practice using a critical OR
observing or Observes peers lens and provides Reflects on peers
providing practice and shares feedback. practice and provides
feedback to a peer. observations. meaningful, actionable
feedback.
No Evidence Beginning Developing Proficient
0 1 2 3
No effort or Recognizes and Participates in teams to Collaborates with peers,
progress toward describes roles of support student needs families and
collaborating with different teams in and/or professional communities to support
peers, families and supporting student growth. and advocate for
communities to needs and/or students or to improve
support student professional growth. learning environment or
needs. experience.
No effort or Identifies situations Studies, reflects upon, Utilizes verbal and
progress toward which require effective and/or practices written communication
developing, communication and/or strategies for skills and strategies to
practicing or collaboration with effectively effectively communicate
utilizing effective peers, families and communicating and and collaborate with
communication communities. collaborating with peers, families and
and/or peers, families and communities.

Critical Dispositions
10(p), 10(q), 10(r), 10(s),
10(t)
Standard 11: Technology
Standards for Teachers
11.1 Facilitate and
inspire student learning
and creativity
(ISTE-ST 1) use of digital
11.2 Design and develop
digital age
learning experiences and
assessments
(ISTE-ST 2) assessment.
11.3 Model digital age
work and learning
(ISTE-ST 3) tools/resources
11.4 Promote and model
digital citizenship
and responsibility
(ISTE-ST 4) modeling
Rev. 2/6/17
collaboration communities.
skills.
No effort or Communicates Productively Creates and/or facilitates
progress toward importance of and contributes to opportunities to
expressing value challenges involved in collaborative collaborate with peers,
or importance of communicating/collabo experiences with peers, families and
collaborating or rating with peers, families and communities and
communicating families and communities and/or contributes to support or
with peers, communities. takes on leadership advocate for students.
families or roles.
communities. OR
Recognizes
opportunities and
challenges involved in
collaborating and
identifies strategies to
make productive
collaborative
interactions.
No Evidence Beginning Developing Proficient
0 1 2 3
No effort or Designs a lesson or Explains the ways in Supports and engages
progress toward activity that integrates which to facilitate students in reflecting
learning about or digital tools/resources students use of on and clarifying their
integrating student for creative problem- digital tools and own thinking,
solving, critical
tools/resources in thinking and/or
resources to enhance planning, and creative
lesson or activity communication. creative and processes with digital
plans. innovative thinking. tools and resources.
No effort or Describes strategies for Designs a blended/ Provides multiple and
progress toward using technology to tech-enriched lesson or varied learning and
using technology promote student activity plan that uses assessment opportunities
to customize learning or assessment. technology to support for students to
learning or student learning or demonstrate their
assessment. learning.
No effort or Identifies digital Seeks opportunities to Models fluent and
progress toward tools/resources and learn and practice using effective use of digital
use of digital instructional technology digital tools/resources tools/resources and
that are available in and instructional instructional technology
and/or learning technology to support to support teaching and
instructional environment/school teaching and learning. learning.
technology to setting to support OR OR
support teaching teaching and learning. Seeks digital tools for Collaborates and/or
and learning. collaborating or communicates with
communicating with students, peers and
students, peers and families using digital
families to support tools to support teaching
teaching and learning. and learning.
No effort or Clearly Designs lessons to Models and integrates
progress toward defines/communicates explicitly learn about appropriate and
defining, learning, and models appropriate appropriate and responsible use of
teaching about or and responsible use of responsible use of technology into
technology. technology. classroom structures and
appropriate and routines.
responsible use.
 11.5 Engage in No effort or Seeks Participates in Actively contributes to
professional growth progress toward opportunities/resources professional the teaching profession
developing for professional development about by sharing strategies
and leadership proficiency with development about effective use of digital with (peers and/or
(ISTE-ST 5) digital digital tools/resources tools/resources and community) for the
tools/resources and and instructional instructional effective use of digital
instructional technology. technology. tools/resources and
technology. instructional technology
to improve student
learning.

11.6 Be familiar with the
ISTE Standards for
Students
No effort or Explains the main idea Explains or Describes classroom
progress toward of each of the ISTE summarizes the scenarios that are
identifying or Standards for Students. indicators for each examples of how
understanding the ISTE Standard for students might develop
meaning of the Students. the knowledge, skills,
ISTE Student and attitudes identified
Standards. in the ISTE Standards
for Students.

ISTE Standards for Students (ISTE SS)

ISTE Standards for Teachers (ISTE ST)

This portfolio documents that the teacher candidate has addressed each of the Common Core Teaching Standards
through performance at an acceptable level for a beginning teacher.

Yes

No

I,_____________________________________, state that everything within this portfolio is my work and that
(UMF Student Teacher)
any other material included has been cited to its source.

_____________________________________________ __________________________
UMF Student Teacher Supervisor/Cross Rater Date

If the teacher candidate does not receive Proficient in all of the areas of the evaluation, at least a Proficient
overall rating and / or if there is any issue related to materials included in the portfolio after the teacher candidate
meets with their UMF supervisor, then the teacher candidate meets with the Director of Field Services. The
Director will again review and assess the teacher candidates portfolio and a determination will be made
regarding whether the teacher candidate passes Student Teaching and is recommended for State Licensure or not.
The teacher candidate can appeal the decision with the Associate Provost & Dean, College of Education, Health,
and Rehabilitation.

Rev. 2/6/17