Artifacts for Professional Portfolio for Teaching Certification
Below is list of artifacts for inclusion in your Professional Portfolio. You MUST include those artifacts
that are labeled as “required” in your portfolio. Each artifact must have a brief reflection that explains
why you selected this artifact as an example of best practices in the classroom and how it addresses the
standard.
InTASC
Artifacts
#1: LEARNER DEVELOPMENT. The teacher
understands how learners grow and develop,
recognizing that patterns of learning and
development vary individually within and across the
cognitive, linguistic, social, emotional, and physical
areas, and designs and implements developmentally
appropriate and challenging learning experiences.
Artifacts illustrating:
 Differentiated instruction;
 Developmentally appropriate lesson plans that
indicate scaffolding and support;
 Work with struggling readers
 Demographic chart of class showing age, sex,
504/IEP status, grouping data if
#2: LEARNING DIFFERENCES. The teacher
uses understanding of individual differences and
diverse cultures and communities to ensure inclusive
learning environments that enable each learner to
meet high standards.
ONE ARTIFACT ONLY chosen from lessons
that:
 Reflect the diversity of students, their
families, and their communities;
 Incorporate students' interests and cultural
heritage;
 Relate content to students’ lives from various
perspectives.
 Incorporate accommodations (adaptations
and/or modifications) that are appropriate for
an inclusive environment
Required:
Reflection on awareness of student differences
and how they are addressed in teaching and
sample lesson plan that specifically indicates
modifications for students with special needs
(TEAC Waypoint- Multicultural Rubric: see
attached)
#3: LEARNING ENVIRONMENTS. The teacher
works with others to create environments that
support individual and collaborative learning, and
that encourage positive social interaction, active
engagement in learning, and self motivation.
ONE ARTIFACT ONLY from your
classroom management plan:
 Rules for the class
 Discipline procedures
 Reward system
 Student peer review process
Required:
Reflection on how the candidate is a caring
teacher and why.
(TEAC Waypoint- Caring Rubric: see
attached)
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#4: CONTENT KNOWLEDGE. The teacher
understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches
and creates learning experiences that make the
discipline accessible and meaningful for learners to
assure mastery of the content.
For elementary education students
Lessons that deal with one of the four content
areas: L.A./literacy, math, science, social studies
For secondary education students
One interdisciplinary lesson or lab lesson in your
content area showing strong knowledge of your
content
For all students:
Lessons that stress reading, writing and numeracy
across the curriculum
Praxis II Test Results
#5: APPLICATION OF CONTENT. The teacher
understands how to connect concepts and use
differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem
solving related to authentic local and global issues.
A problem-based lesson or unit that focuses on an
authentic global/local problem along with samples
of student work. (Example: a math lesson that uses
data from a real-world problem; a social studies or
science lesson that focuses on a real-world
problem; an English lesson in which students relate
a text to a real-world problem). The lesson must
engage learners in critical thinking, and have
students collaborate to solve a problem.
#6: ASSESSMENT. The teacher understands and
uses multiple methods of assessment to engage
learners in their own growth, to monitor learner
progress, and to guide the teacher’s and learner’s
decision making
#7: PLANNING FOR INSTRUCTION. The
teacher plans instruction that supports every student
in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as
knowledge of learners and the community context.
#8: INSTRUCTIONAL STRATEGIES. The
teacher understands and uses a variety of
instructional strategies to encourage learners to
develop deep understanding of content areas and
their connections, and to build skills to apply
knowledge in meaningful ways
ONE ARTIFACT ONLY
Assessment and data collection (see below for
further instructions)
Artifacts from EDUC classes that demonstrate
planning such as lesson plans from courses or ones
that you have used in student teaching.
Artifacts that demonstrate use of a variety of
instructional strategies used in the classroom
(photos of class collaboration, samples of student
work, reflections on strategies that worked and did
not work).
Put in a table format all instructional strategies you
used in teaching a lesson and why they were
successful or not, with the strategies listed on the
left and reflections on the strategy on the right.
Such strategies might include collaborative
learning, making connections, summarizing,
modeling, activating prior knowledge.
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#9: PROFESSIONAL LEARNING AND
ETHICAL PRACTICE. The teacher engages in
ongoing professional learning and uses evidence to
continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others
(learners, families, other professionals, and the
community), and adapts practice to meet the needs of
each learner.
 NIH certificate
 Workshops or faculty meetings attended
 Outside readings
 Websites visited for instructional purposes
REQUIRED: Reflection on how the candidate
perceives “teacher as leader” as related to one or
more of the above
#10: LEADERSHIP AND COLLABORATION.
The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student
learning, to collaborate with learners, families,
colleagues, other school professionals, and
community members to ensure learner growth, and to
advance the profession.



Emails or communication process used with
parents
Examples of home-school connection
Attendance at PTA meetings or other
community events
Assessment Plan for Standard 6
1. Construct a pre- and post-assessment.
2. Administer the pre-assessment.
3. Set levels of performance, for example: advanced, proficient, , emerging.
Set a benchmark that all students should meet (75 – 80% depending on the
objective you are assessing).
4. Place the results of your assessment into an excel spreadsheet so that each
student’s score is listed from highest to lowest.
5. Determine which students are advanced, which are proficient and which are
below your benchmark and emerging. Color them in different colors to
differentiate.
6. Do a statistical analysis: Mean Median, SD.
7. Analyze the results. You may wish to consider who is LD, who is ELL, who
is struggling in reading, math.
8. Write up a plan on how you will now differentiate instruction. How will you
deal with the advanced, proficient and emerging students? What do you
need to do to see that all students will succeed?
9. At the end of the unit, administer a post-assessment. Use the same
technique as indicated in steps 3-8. Determine which students are now
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advanced, proficient and emerging. Look at the mean and median. Have
you increased achievement of your students?
10.Write up a summary of your assessment: Did your instruction help
students? Why are why not? What did your pre-assessment and postassessment results show? How could you have improved your teaching?
Include in your Portfolio:
 Pre-assessment excel spreadsheet and your plan for differentiation;
 Post-assessment excel spreadsheet and your analysis of student achievement
for that lesson/unit
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Caring Rubric
Caring: Addressing Educational Needs through Instruction
4. In a reflection, the teaching candidate includes at least 3 specific ways that he/she is addressing the needs of
students through instruction.
3. In a reflection, the teaching candidate includes at least 2 specific ways he/she is addressing the needs of students.
2. In a reflection, the teaching candidate includes at least 1 specific way he/she is addressing the needs of students.
1. The teaching candidate does not mention any specific way that he/she is addressing student needs.
Caring: Acceptance of Students as Individual Learners
4. In a reflection, the teaching candidate discusses in detail with at least two specific examples, how he/she is caring
and accepts all students as individual learners.
3. In a reflection, the teaching candidate discusses in detail with one specific example, how he/she is caring and
accepts all students as individual learners.
2. In a reflection, the teaching candidate discusses in general how he/she is caring and accepts all students as
individual learners. No specific examples are given.
1. In a reflection, the teaching candidate does not mention how he/she is a caring teacher.
Caring: Strategies that Reflect Responsiveness to Educational Needs
4. In a lesson plan and/or reflection, the teaching candidate demonstrates at least three specific strategies that reflect
responsiveness to educational needs and differences.
3. In a lesson plan and/or reflection, the teaching candidate demonstrates at least two specific strategies that reflect
responsiveness to educational needs and differences.
2. In a lesson plan and/or reflection, the teaching candidate demonstrates one specific strategy that reflect
responsiveness to educational needs and differences.
1. The teaching candidate does not discuss any strategies that reflect responsiveness to educational needs and
differences in a lesson plan and/or reflection.
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Multicultural Perspectives Rubric
Mulitcultural Awareness
4. Exhibits a high-level of awareness by providing at least 2 specific examples of how his/her teaching style and
preferences affect the learning of students who exhibit differences.
3. Exhibits a moderate-level of awareness by providing at least one general example of how his/her teaching style
and preferences affect the learning of students who exhibit differences.
2. Exhibits some awareness by providing an example of how his/her teaching style and preferences affect the
learning of students who exhibit differences.
1. Does not exhibits awareness of how his/her teaching style and preferences affect the learning of students who
exhibit differences.
Multicultural Action
4. Demonstrates through lesson planning or tasks a variety of specific strategies that address student differences.
3. Demonstrates through lesson planning or tasks at least one specific strategy that addresses student differences.
2. Demonstrates through lesson planning or tasks a general strategy that addresses student differences.
1. Does not demonstrate an understanding of strategies that address student differences.
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