College of Education
Professional Seminar
Portfolio Handbook
Table of Contents
edTPA FAQs
edTPA Professional Responsibilities
Teacher Candidate Performance Assessment Video Release Procedure
Request to a Parent/Guardian for a Video Release Form (goes home with students)
Student Release Form (goes home with students)
edTPA Making Good Choices support guide
edTPA Task Submission Rubrics (1-4)
edTPA Score Profile
edTPA Retake Process
Portfolio Submission 1 – Resume Scoring Rubric
Portfolio Submission 2 – Philosophy Statement Overview/Rubric
Portfolio Submission 3 – Learning Environment Report and Reflection Overview/Rubric
Portfolio Submission 4 – Student Teaching Unit Planning, Implementation and Evaluation
Overview/Rubric
Portfolio Submission 5 – Response to Intervention Overview/Rubric
Portfolio Submission 6 – Collaborative Community Involvement Project Overview/Rubric
Appendix A – Common Core Learning Standards/Ontario Curriculum Expectations
Planning Template
Appendix B – Reflection Questions &Lesson De-Briefing Template
Appendix C – Response to Intervention (RTI) Case Study/Student Profile
Portfolio Submission 1
Resume
Effective teachers are continuously learning and growing within the profession. Teacher
Candidates must be able to demonstrate their accomplishments and their ongoing efforts to
remain current within the profession. A resume is not only essential for securing a teaching
position it is an effective means to succinctly document continuous professional growth.
For this submission Teacher Candidates will prepare a teaching resume that provides contact
information, education, experiences, and other professionally relevant information.
Professional Resume Rubric
Criterion
Unsatisfactory
Satisfactory
Outstanding
Contact Information
The candidate uses respected
and current strategies for
receiving communications
from individuals within the
education profession.
The resume is missing at
least one of the required
elements of contact
information.
The resume includes name,
address, phone number and
email in a professional
manner.
The resume includes name,
address, phone number and
email in a professional manner.
In addition the candidate
includes a web address where
employers may go to view the
candidate’s web presence.
The resume does not
accurately list all
institutions from which
the candidate received (or
will receive) a degree, OR
the resume does not
include the name of the
degree received, OR the
most recent experiences
are not presented first, OR
the teaching certifications
are not presented.
All institutions from which
the candidate received (or will
receive) a degree are listed on
the resume along with the
name of the degree received,
beginning with the most
recent experiences. Teaching
certifications obtained as a
result of each degree are also
presented.
All institutions from which the
candidate received (or will
receive) a degree are listed on
the resume along with the
name of the degree received,
beginning with the most recent
experiences. Teaching
certifications received (or to be
received) are also presented.
Additional information such as
GPA above 3.2, and minors
illustrate the candidate’s
outstanding educational
competency.
The resume does not
include the essential
information describing the
candidate’s teachingrelated field experiences.
The resume presents all
relevant field experiences
completed including name of
the school/organization,
location, position and dates
beginning with the most
recent experience.
The resume presents all
relevant field experiences
completed including name of
the school/organization,
location, position and dates
beginning with the most recent
experience. In addition bullet
statements beginning with
action words describe the
skills, responsibilities, and key
accomplishments of these
experiences.
The resume does not
include at least one
additional section such as
special skills,
honors/awards, volunteer
The resume includes at least
one additional section such as
special skills, honors/awards,
volunteer work, professional
development, publications,
The resume includes additional
sections such as special skills,
honors/awards, volunteer
work, professional
development, publications, etc.
Education
The candidate has completed
educational study to prepare
him/her for professional roles
in education. (ACEI 5.1, CEC
9, TESOL 5.b)
Experiences
The candidate has completed
teaching-related field
experiences (paid and
volunteer) illustrating a
continuum of professional
development. (ACEI 5.1, CEC
9, TESOL 5.b)
Additional Section(s)
The candidate has special
skills or experiences that
define him/her as a unique
individual within the
profession. (ACEI 5.1, CEC
9, TESOL 5.b
Writing Conventions
The candidate has strong
written communication skills.
(CEC 6)
work, professional
development,
publications, etc.
etc.
that truly sets the candidate
apart from other potential
applicants.
The resume includes
violations of professional
writing conventions that
would likely result in the
candidate being eliminated
from the applicant pool.
The resume is:
-Free of significant
spelling and/or grammar
mistakes
-Professional in
appearance and visually
pleasing
-Appropriate in length
and formatting
The writing conventions
displayed in the resume exceed
the level of satisfactory. The
resume is entirely error free.
The resume illustrates that the
candidate has truly outstanding
written communication skills.
Portfolio Submission 2
Philosophy Statement
Effective teachers make decisions and act in ways that reflect their beliefs about education. In
order to assess an applicant’s beliefs about teaching and learning, Teacher Candidates are
typically asked to share their philosophy of teaching as part of the interview process. This
philosophy should reflect their personal approach to education based upon their own beliefs, yet
make connections to educational theory and/or research showing an influence of the academic
preparation they have received.
For this submission Teacher Candidates will prepare a philosophy statement that is concise,
reflective, and purposeful. The philosophy statement should take the form of a narrative with
concrete examples of ways that candidates plan to implement these beliefs and values within
their own future classrooms. The philosophy statement should be no more than one page in
length, use first-person narrative, use appropriate writing conventions, and be a positive
reflection of the candidate’s passion about the profession.
Responding to the following questions may be helpful when constructing the philosophy
statement:










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What do you want to teach and why?
What kind of a teacher do you want to be?
How are you going to teach?
How does your teaching facilitate student learning?
How will children interact in your classroom?
How will you interact with children?
How will you address diversity in your classroom in order to educate ALL
students?
What are your beliefs about how children learn?
How will you build relationships in the community in which you teach?
How will you create an engaging and enriching learning environment?
What educational theories and/or research support your beliefs about teaching and
learning?
The following resources may assist candidates in developing effective philosophy statements:

Writing a Teaching Philosophy Statement, Center for Excellence in Teaching and
Learning at Iowa State University. This document looks at four major components of a
teaching statement, which have been divided into questions—specifically, to what end?
By what means? To what degree? And why? Each question is sufficiently elaborated,
offering a sort of scaffolding for preparing one’s own teaching statement.
http://www.celt.iastate.edu/teaching/philosophy.html

Writing a Meaningful Statement of Teaching Philosophy, McGraw Center for Teaching
and Learning at Princeton University. This website offers strategies for preparing and
formatting your teaching statement. http://www.princeton.edu/mcgraw/library/for-gradstudents/teaching-statement/

Teaching Statement, Vanderbilt Center for Teaching. This site offers insights and exercises
to help candidates through the process of writing a teaching statement.
http://www.vanderbilt.edu/cft/resources/teaching_resources/reflecting/philosophy.htm
Philosophy Statement Rubric
Criterion
Purpose Statement
The candidate is able to
define a purpose of
education and the role of
both educator and
students.
Classroom Environment
The candidate is able to
describe a classroom
environment most
conducive to learning for
ALL students.
Connections to Theory
and/or Research
The candidate makes
accurate connections
personal between beliefs
and practices, and
accepted research and/or
theory.
Writing Conventions
The candidate has strong
written communication
skills. (CEC 6)
Unsatisfactory
Satisfactory
Outstanding
The statement discusses
motivation to teach but not
necessarily the purpose of
education, or it discusses purpose
of education in very general
terms.
The statement describes the
purpose of education with some
reference to the roles of the
teacher and students.
The statement clearly and
thoroughly describes the purpose of
education, including the detailed
information on roles of both teacher
and students.
The statement does NOT describe
a classroom environment
conducive to learning, including
flexible arrangements, methods or
activities supportive of student
learning, or the statement is TOO
vague to illustrate these features.
The statement describes a
classroom environment
conducive to learning, including
flexible arrangements, methods
or activities supportive of
student learning.
The statement describes a classroom
environment conducive to learning,
including flexible arrangements,
methods and activities supportive of
a diverse classroom of students.
The statement does NOT clearly
demonstrate an alignment with
candidate’s own belief system and
educational theory or research.
The statement clearly
demonstrates alignment between
the candidate’s own belief
system and educational theory or
research by including a quote or
specific theory in statement.
The statement clearly and rationally
demonstrates an alignment between
the candidate’s own belief system
and at least one educational theory
or research conclusions with
accurate citation of theory/research.
The philosophy statement
includes violations of professional
writing conventions that would
likely result in the candidate
being eliminated from the
applicant pool.
The philosophy statement is:

Free of significant
spelling and/or
grammar mistakes

Appropriate in length
and formatting
The writing conventions displayed
in the philosophy statement exceed
the level of satisfactory. It is
entirely error free. The statement
illustrates that the candidate has
truly outstanding written
communication skills.
Portfolio Submission 3
Learning Environment Report and Reflection
Teacher Candidates must implement strategies designed by experienced practitioners to maintain
safe, healthy, respectful, supportive, and challenging learning environments. In order to
effectively implement these strategies they must first have a clear understanding of the existing
system(s).
For this artifact Teacher Candidates will gather information on the learning environment of their
student teaching placement. The Teacher Candidate will identify classroom-based practices
and/or programs designed to enhance student motivation and maintain a positive learning
environment. This information will be obtained through interview/conversation and observation
of practices. Teacher Candidates will be expected to converse with their Cooperating/Associate
Teachers to learn about their strategies to enhance student motivation to learn and maintain a
positive environment.
Part I: Learning Environment Report
The artifact(s) submitted for this report should include information on the behavior management
plan implemented in the placement classroom along with the motivational system(s) or strategies
in place. The report may also include pictures, rules, contracts, letters to parents about the
behavior plan, motivation or star charts, etc.
Part II: Reflection Questions
1. Describe how the strategies and practices used in this learning environment reflect the
scholarly literature (theory, research, etc.) related to student motivation and classroom
management.
2. Describe your beliefs about how this classroom environment impacts student learning and
motivation. What might you change or do differently in your own classroom based on your
observation and experience with this classroom placement, and why?
Learning Environment Report and Reflection Rubric
Criterion
Unsatisfactory
Satisfactory
Outstanding
Classroom-Based Motivation
The candidate observes teacher
colleagues to identify strategies
that motivate students to learn.
(ACEI 1, 3.4, 5.2, NAEYC 1.c,
6.c, 6.d, CEC 5, 10)
The report is vague or does
NOT describe the
motivational strategies
used in this learning
environment.
The report describes the
general motivational
strategies implemented in
this learning environment.
The report describes in
detail the motivational
strategies implemented in
this learning environment.
Classroom Management System
The candidate converses with
and observes teacher colleagues
to identify and articulate:
classroom expectations
The report describes
some/few elements of the
management system
and/or does so with limited
The report describes
all/most elements of the
management system.
More detail would be
The report describes all
elements of the classroom
management system
clearly and with detail
(written and unwritten) and
consequences,
detail.
necessary for a
professional entering the
classroom to attempt to
implement each element.
such that a professional
entering the classroom
would recognize each of
the strategies and be able
to follow the system.
The report does not make
connections to the
scholarly literature on
student motivation and
management.
The report makes accurate
connections to 1 or 2
scholarly references on
student motivation and/or
management.
The report makes accurate
and comprehensive
connections scholarly
references on student
motivation and
management.
The reflection is either not
included or does not make
connections between the
learning environment
strategies, and student
learning or motivation.
The reflection identifies
connections between the
learning environment
strategies, and student
learning or motivation.
Strategies that may need to
be changed are identified
but the alternative
solutions are either not
clear or not proven more
effective.
The reflection details the
connections between the
learning environment
strategies, and student
learning and motivation
with professional
examples. The candidate
offers clear and
appropriate alternative
strategies for any
perceived as less effective.
The full submission
expresses facts, ideas, and
opinions in a vague and/or
disjointed manner. The
Submission contains
several major grammar,
spelling, and/or
punctuation errors and/or
the report does not
appropriately reference.
The full submission
expresses facts, ideas, and
opinions quite clearly. The
submission contains some
minor grammar, spelling,
and/or punctuation errors.
The full submission
expresses facts, ideas, and
opinions clearly,
concisely, and
convincingly. The
submission contains no
grammar, spelling, and/or
punctuation errors
The report uses APA style
appropriately.
rituals and routines,
(ACEI 3.4, 5.2, NAEYC 1.c,
6.c, 6.d, CEC 5, 10)
Professional Knowledge
The candidate makes accurate
connections between practices
and theory/research related to
student motivation and classroom
management.
Reflection
The candidate reflects on his/her
experiences with students and
makes informed decisions based
on observations and input from
educators.
Writing Conventions
The candidate’s professional
writing illustrates clarity and
precision of ideas; accurate
grammar, spelling, and
punctuation; and appropriate
referencing.
Portfolio Submission 4
Student Teaching Unit Planning, Implementation, and Evaluation
Effective teachers are skilled in designing and implementing cohesive units of instruction that
motivate students, meet curricular goals, engage students with a variety of resource materials,
and involve students through the use of active teaching strategies. Effective teachers also use
sound assessment strategies to plan, guide and evaluate instruction, and they differentiate
instruction based on the individual needs of students.
For this project Teacher Candidates will be required to develop, implement, and evaluate an
integrated unit of study covering three to five days of instruction. The project contains several
components, each of which will be submitted for evaluation.
Part I- Unit Plan Development: Teacher Candidates will plan a unit of study using the
provided unit plan template (See Appendix A). The completed template will be submitted to the
seminar instructor in Chalk and Wire.
Part II- Instructional Implementation: Cooperating/Associate Teachers will observe the
candidate teaching each of the lessons within the unit and complete a Lesson De-Briefing
Template (See Appendix B) provided by the seminar instructor for one of the lessons. At the
conclusion of the lesson for which the De-Briefing Template is completed that candidate will
meet with the Cooperating/Associate Teacher to reflect on the instruction. The completed
Lesson De-Briefing Template will be scanned by the candidate and submitted to the seminar
instruction in Chalk and Wire.
Part III- Reflection Questions: Following the implementation of the unit Teacher Candidates
will respond to a series of reflective prompts including:
Describe how your plans show evidence that students linked prior knowledge and past
experiences to the new learning.
Describe how your plans show evidence of your use of instructional strategies that
actively engage all learners in large groups, small groups, and individual activities.
Describe the strategies that you used to support the variety of learners in the classroom
(Students with IEPs, English Language Learners, struggling readers, underperforming,
students, and/or gifted students.)
In what ways did you modify or alter the original unit plan throughout the
implementation process? What evidence led you to make these changes?
Describe the evidence you have that you were successful in promoting the learning of the
class and individual students as a result of your instruction.
What changes or alterations would you make to the unit if you were to use it again in the
future? Why would you make these changes?
What does the Lesson De-Briefing Template illustrate about your strengths and
challenges as a professional educator?
Student Teaching Unit Planning, Implementation, and Evaluation Rubric
Criterion
Unsatisfactory
Satisfactory
Outstanding
Rationale
The candidate plans
instruction that makes the
learning relevant, motivating,
and meaningful to the students
in the class.
The rationale is either not
included or does not clearly
explain how the learning
experiences will be
meaningful to students at
this age level.
The rationale explains how
the learning experiences
will be meaningful and
motivating to students at
this age level.
The rationale explains how the learning
experiences will be meaningful and
motivating to students. The rationale
takes into consideration the diverse
experiences of the students in the
classroom.
The learning goals/intended
student outcomes are either
not included or do not
clearly connect to the
appropriate standards,
curriculum or performance
indicators.
The learning goals/intended
student outcomes connect
to the appropriate
standards, curriculum or
performance indicators.
The learning goals/intended student
outcomes clearly connect to the
appropriate standards, curriculum or
performance indicators. In addition they
make clear and relevant connections to
other standards, curriculum, or
performance indicators allowing learners
to explore the interdisciplinary nature of
our world.
Student outcomes or
objectives include content
and performance criteria.
Student outcomes or objectives include
content and performance criteria along
with the conditions under which students
will demonstrate their learning, including
individualized learning objectives as
needed.
The resource list is either
not included or does not
include developmentally
appropriate materials or
print-based or technology
resources.
The resource list includes a
variety of developmentally
appropriate learning
materials including printbased and technology
resources.
The resource list includes a variety of
developmentally appropriate and
challenging learning materials including
print-based and technology resources. The
materials encourage active engagement
and extend or enhance the learning
process.
The assessment plan is
either not included or the
processes for gathering
information on students’
prior knowledge, learning
development, and/or
learning outcomes is not
clearly presented.
The assessment plan
includes the processes for
gathering information on
students’ prior knowledge,
learning development, and
learning outcomes.
The assessment plan includes the
processes for gathering information on
students’ prior knowledge, learning
development, and learning outcomes. A
variety of assessments are used at each
stage to gather a clear picture of the
diverse understandings of the students in
the class.
(ACEI 1, NAEYC 1a)
Learning Goals/Intended
Student Outcomes/Objectives
The candidate plans learning
goals or intended student
outcomes linking them to the
appropriate standards,
curriculum, or performance
indicators.
The candidate identifies
student outcomes or
objectives that include the
content or concepts to be
learned and the performance
criteria by which they will be
evaluated.
Student outcomes or
objectives are either not
included or do not clearly
present content and
performance criteria.
(ACEI 3.1, NAEYC 5c, CEC
ICC4S4, CEC ICC7S6,
TESOL 3a)
Resource List
The candidate identifies a
variety of instructional
resource list including printbased and technology
resources.
(ACEI 3.1, NAEYC 5a, 5c,
CEC ICC7S8, ICC7s9,
ICC7S11, TESOL 3.c)
Assessment Plan
The candidate plans
assessments of students’ prior
knowledge, learning
development (formative), and
learning outcomes
(summative).
(ACEI 4, NAEYC 3a,3c, 3d,
CEC ICC8S1, Icc8s2, TESOL
4.c)
Lesson Plans
The candidate plans daily
instruction over a period of
time using strategies that
actively engage students in the
learning process and
encourage critical thinking
and problem solving.
(ACEI 3.1, 3.3, 3.4, NAEYC
4b, 4c, CEC ICC7S10,
TESOL 3.b)
There are fewer than 3
developmentally
appropriate lesson plans or
planned learning activities
and/or the plans do not
indicate the strategies used
by the teacher to actively
engage students in the
learning process.
A minimum of 3
developmentally
appropriate lesson plans or
planned learning
experiences are included
and explain the strategies
the teacher will use to
actively engage students in
the learning process. Some
of the plans encourage
critical thinking and
problem solving.
More than 3 developmentally appropriate
lesson plans or planned learning
experiences are included with each clearly
explaining the strategies the teacher will
use to actively engage students in the
learning process. Each of the plans
involves students in critical
thinking/problem solving activities.
The differentiation plan is
either not included or does
not indicate clearly how the
learning experiences will be
modified to accommodate
the cultural or linguistic
diversity, exceptional
learning needs, and learning
styles of students.
The differentiation plan
indicates how the learning
experiences will be
modified to accommodate
the cultural or linguistic
diversity, exceptional
learning needs, and learning
styles of students.
The differentiation plan details how the
learning experiences, resources, and
assessments will be modified to
accommodate the cultural or linguistic
diversity, exceptional learning needs, and
learning styles of students.
The debriefing template
illustrates that the candidate
does NOT implement
instructional plans in an
organized fashion with
effective pacing using a
variety of strategies and/or
does NOT illustrate that the
candidate fosters critical
thinking and
communication among
students.
The debriefing template
illustrates that the candidate
implements instructional
plans in an organized
fashion with effective
pacing using a variety of
strategies. It also illustrates
that the candidate fosters
critical thinking and
communication among
students.
The debriefing template illustrates that the
candidate implements instructional plans
in a highly organized fashion with
effective pacing using a variety of
developmentally appropriate and actively
engaging strategies for students. It also
illustrates that the candidate fosters critical
thinking and problem solving, and
collaboration among students using a
variety of strategies (verbal, nonverbal,
media, etc.).
The response to the
reflection prompts does not
indicate that the candidate
continuously evaluates the
effects of his/her
professional decisions on
students.
The response to the
reflection prompts indicates
that the candidate
continuously evaluates the
effects of his/her
professional decisions on
students.
The response to the reflection prompts
indicates that the candidate makes
evidence-based, professional judgments
about his/her effects on students. In
response to these judgments the candidate
modifies (or makes plans to modify)
his/her practice to enhance learning for all
students.
Differentiation Plan
The candidate plans strategies
to differentiate instruction to
accommodate the cultural or
linguistic diversity,
exceptional learning needs,
and learning styles of
students.
(ACEI 3.2, NAEYC 1.b, 3.d,
CEC ICC3K3, ICC3K4,
ICC3K4, ICC4S3, ICC5S3,
ICC6k1, Icc6k2, Icc6s2,
ICC7S8, ICC8S4, ICC8S6,
ICC8s8, ICC9S6, TESOL 2,
4.a)
Debriefing
The candidate implements
instructional plans in an
organized fashion with
effective pacing using a
variety of developmentally
appropriate teaching strategies
to actively engage students in
the learning process,
encourage critical thinking
and problem solving, and
foster collaboration among
students.
(ACEI 3.1, 3.3, 3.4, 3.5,
NAEYC 4.a, 4.b, 4.c, CEC
ICC4k1, ICC4s2, , ICC4s3,
ICC6S1, TESOL 3.b)
Reflection
The candidate continuously
evaluates the effects of his/her
professional decisions on
students.
(ACEI 5.1, NAEYC 6c, 6d,
CEC ICC7S13, ICC7S15,
ICC9s11)
Portfolio Submission 5
Response to Intervention
Effective teachers know the importance of the Response To Intervention (RTI). RTI provides a
framework for general education teachers and special education teachers to design interventions
based on student data tailored to student needs, using learning rates over time and level of
performance to make important educational decisions.
In order to demonstrate their developing skill in the area of Response to Intervention, Teacher
Candidates will be required to complete an "RTI case study/student profile" using the template
(See Appendix C). The RTI case study must be completed in collaboration with the cooperating
teacher and address all required areas for the target student. Student work samples which
evidence the potential disability should be included. Target student must be currently
receiving RTI services.
Response to Intervention Rubric
Criterion
Unsatisfactory
Satisfactory
Outstanding
The RTI Case Study
provides incomplete
information on target
student and/or does not
document sources of
information.
The RTI Case Study
provides all required
information on target
student and documents
the sources of
information.
The RTI Case Study
provides all required
information and additional
pertinent information on target
student and documents the
sources of all information. A
variety of resources are used to
collect data on the target
student.
Intervention
The candidate identifies
intervention strategies to support
students with potential learning
challenges.
The intervention strategies
are NOT clearly identified
or do NOT clearly connect
to the challenges displayed
by the target student.
The intervention
strategies are clearly
identified and clearly
connect to the challenges
displayed by the target
student.
Data Collection
The candidate gathers data to
document the success of
intervention strategies.
The data/results do NOT
clearly illustrate the level
of success of at least one
implemented strategy.
The data/results illustrate
the level of success of at
least one implemented
strategy. The results are
clearly presented.
Recommendations
The candidate makes
recommendations based on
appropriate intervention results.
Recommendations are
vague and/ or are made
with few reasons or little
evidence.
Recommendations are
clearly connected to the
data gathered through
intervention.
The intervention strategies are
clearly identified and clearly
connect to the challenges
displayed by the target student.
It is clear that the candidate
was involved in implementing
one or more of the
implementation strategies.
The data/results illustrate the
level of success of all strategies
implemented. Results are
clearly presented and
understandable to professionals
not directly in contact with the
target student.
Recommendations are clearly
connected to the data gathered
through intervention. Strong
arguments and evidence
present a balanced and critical
view. Interpretations are both
reasonable and objective.
Identification/Student
Information
The candidate identifies issues of
concern for students with
potential learning challenges
using information from a variety
of resources and clearly
communicates them to others in a
professional manner.
Portfolio Submission 6
Collaborative Community Involvement Project
Effective teachers know the importance of establishing and maintaining collaborative
relationships with families, school colleagues, and agencies in the larger community to promote
the intellectual, social, emotional, and physical growth and well-being of their students. These
relationships are typically established through community involvement activities outside of the
regular school day and extend beyond the specific curriculum expectations in the classroom.
In order to demonstrate their developing skills in the area of collaborative community
involvement Teacher Candidates will be required to document their participation in an activity
that extends beyond their instructional role in the classroom. Standard activities may include, but
are not limited to, involvement in clubs, sports teams, fund raisers, parent groups, and “fun”
nights. The report will be approximately 1 page in length and should describe the activity in
which the Teacher Candidate participated including details such as the duration and degree of the
involvement; the interactions that took place between families, school colleagues, and/or
community agencies; and the resulting impact on the intellectual, social-emotional, or physical
growth and well-being of students.
Criterion
Description of Activity,
Duration, and Level of Service
The candidate participates in
activities that extend beyond
their instructional role in the
classroom.
(ACEI 5.2, NAEYC 6.a, CEC 10,
TESOL 5.B)
Collaboration
The candidate collaborates with
families, school colleagues,
and/or community agencies.
(ACEI 5.2, NAEYC 2.b, 2.c,
CEC 10, TESOL 5.b)
Impact
The candidate’s involvement in
activities beyond his/her
instructional role has a potential
impact on the intellectual, socialemotional, or physical growth
and well-being of students,
including students from diverse
backgrounds or with exceptional
needs. (ACEI 1, NAEYC 1.c,
CEC 2, 10, TESOL 5.b)
Collaborative Community Involvement Report Rubric
Unsatisfactory
Satisfactory
Outstanding
The report is vague and
does not clearly describe
an activity in which the
candidate was involved
outside of the regular
school day, or the report
does not clearly indicate
the duration or degree of
involvement by the
candidate.
The report includes a
clear description of an
activity outside of the
regular school day in
which the candidate
participated on at least
one occasion and
provided a service as a
result of his/her
participation.
The report includes a clear
description of an activity
outside of the regular school
day in which the candidate
participated over an extended
time period and/or served in a
leadership capacity.
The report does not clearly
describe reciprocal
collaborations between the
candidate and families,
school colleagues or
community agencies.
The report describes
culturally sensitive,
respectful, and
reciprocal
collaboration between
the candidate, and
families, school
colleagues and/or
community agencies.
The report describes culturally
sensitive, respectful, and
reciprocal collaboration
between the candidate,
families, school colleagues
and community agencies that
significantly involves these
individuals in the activity.
The report does not clearly
indicate the potential
impact of the activity on
student growth and wellbeing.
The report illustrates
the candidate’s
participation and the
potential impact of the
activity on the growth
and well-being of
students.
The report details the potential
impact of the activity on the
growth and well-being of
students including information
on the individual impacts on
students from diverse
backgrounds or with
exceptional needs as a result
of the candidate’s
involvement.
Appendix A
Name:
Lesson Segment/Unit Plan Name:
Grade Level:
Time Frame:
Approximately …
Shifts and/or College and Career Ready Capacities (CCR)
Summary or Rationale for this CCLS unit/lesson segment(Explain how the learning experiences will be meaningful and motivating to the
students):
CCLS Standards (NYS Standards if applicable)
Suggested Resources/Materials:
Domain Specific (content driven)
Unit Vocabulary (Domain-specific and Academic) :
Academic/language function (analyze, identify, compare,predict)
Assessments: List types of assessments that will be used throughout the course of the unit.
DIAGNOSTIC [ex. Pre-Assessment]
FORMATIVE [ex. Quiz, HW, daily spiral, etc.]
SUMMATIVE [ex. Unit Assessment]




Learning Segment Overview
DAY 1
CCLS/NYS

Content

Assessment
F-formative
S-summative
Skills
The students will be able to….



Instructional Delivery (brief summary of lesson)
DAY 2
CCLS/NYS

Content

Assessment
F-formative
S-summative
Skills
The students will be able to….



Instructional Delivery (brief summary of lesson)
DAY 3
CCLS/NYS


Assessment
F-formative
S-summative
Skills
Content
The students will be able to….



Instructional Delivery (brief summary of lesson)
DAY 4
CCLS/NYS

Content

Assessment
F-formative
S-summative
Skills
The students will be able to….



Instructional Delivery (brief summary of lesson)
DAY 5
CCLS/NYS

Content

Assessment
F-formative
S-summative
Skills
The students will be able to….



Instructional Delivery (brief summary of lesson)
Differentiation Plan
(Need to consider learning styles, RTI, Special Needs & Gifted Students)
Appendix B
Lesson De-Briefing Template
Cooperating/Associate Teacher:
Teacher Candidate:
Date:
Lesson Taught:
Observations/Notes/Comments/Suggestions
S – Satisfactory
1. Planning Phase
Learning expectations are identified
NI – Needs Improvement
S NI 2. Implementation of Instruction
Students could see and hear easily
Lesson plan is well-developed and
detailed
Assessment strategies are identified
Opening connected students to lesson
expectations in meaningful manner
Instructions were clear and organized
Plans address learning needs of all
students
Student to student collaboration is
planned
Student use of academic language in
speaking/writing is planned
Plan discussed and approved with
CT/AT prior to delivery
Plan maintains positive classroom
atmosphere
Planned materials are aligned to
lesson expectations
Appropriate voice and manner were used
Planned activities are meaningful for
group
Materials/equipment are ready in
advance
Lesson plan is adequately timed &
paced
Student to student collaboration
improved learning
Used student assessment data to provide
interventions
Student understanding of lesson
demonstrated in closing activity
Additional Comments:
All students engaged in purposeful and
meaningful activities
Materials/equipment enhanced student
learning
A variety of strategies were implemented
effectively
Pacing enhanced student learning
Student responses were accepted and
addressed appropriately
S NI
The Lesson: Reflection and Instruction
T-Chart Conversation
(A De-Briefing Guide)
Guide to Use of the T-Chart:
Cooperating/Associate Teacher completes the T- Chart below while observing the
Teacher Candidate and identifies the strengths of the lesson in the left column of the TChart. Comments for improvement should be in the form of questions to enhance the
CT/AT and Candidate discussion.
Strengths of Lesson
Questions Regarding Lesson
(Turn statements about improving into
questions, e.g., How will you improve…?)
Teacher Candidate completes the T-Chart below after he/she completes teaching the
lesson. This time allows the TC an opportunity to reflect on the lesson prior to
conferencing with CT/AT.
Things I Liked about the Lesson
Things that Concerned Me
Cooperating/Associate Teacher and Teacher Candidate discuss the positive aspects of the
lesson, and then initiate a conversation about improvement using the questions developed
Appendix C
RTI CASE STUDY/STUDENT PROFILE
DIRECTIONS: After gathering and compiling the necessary information, use the format below
and type the information under the appropriate BOLD heading. In addition to gathering and
recording the information below COMPLETE the school/district RTI Referral Form IF one is
used and available. (Consult your CT).
Review/read carefully the NOTE section at the bottom of the second page.
Student Identification: (age, gender, grade, type of class)
Student Selection: Reason you selected this student; apparent problems.
Student Self-Assessment: Speak to the child to determine how he/she views him/herself. Is
there recognition of a problem; what are student’s feelings about the problem? Describe
student’s attitude towards school, others, work. What are student’s interests, activities (in and
out of school), and plans? Any special awards, recognition?
Physical Condition: Describe any visual/auditory problems. Is there any evidence of
disorders? (Physical, disease, allergies, etc.) Any other physical concerns?
Social and Emotional Adjustment: What sources did you use to obtain information about the
student’s social and emotional adjustment? How does this student get along with peers, adults,
and other students? Are there any behavioral concerns (i.e.: aggressive/withdrawn)? Are there
any records of disciplinary episodes in school?
Academic History: Trace this student’s academic record from school entry to the present,
focusing on those areas that relate to the problem. What sources did use and what did you find
out about the student’s academic history?
Testing Information: Record all test scores – Psychological/achievement/standardized.
Include report card grades and comments.
Home Conditions: Describe the home conditions that this student lives in and the amount of
support provided by the parents/guardian. Identify socio-economic level, number of siblings,
parent(s) occupation(s), educational level(s), and family/marital status. Have the parents
responded to school concerns or expressed concerns of their own about the student’s problem?
Formal and Informal Observations- Other Service Providers: Observe the student at a
variety of times during the day, in a variety of settings, with a variety of people. Did you notice
any differences/patterns? Consult with other support staff/service providers (Art, Music Gym)
(secondary students will speak to all team members) for their observations of the student and any
recommendations they have to assist this student. If your student receives RTI Services collect
the appropriate information.
Diagnosis of the Case: Taking all the above information into consideration, what are some of
the main obstacles to this pupil’s progress?
Current Interventions: What are the current interventions/ strategies/ modifications/
accommodations being used to assist this student? How successful have they been?
RTI LEVEL
1
2
3
Recommendations: What additional recommendations would you make to further assist this
student?
NOTE:
1. Include current samples of work that exhibit evidence of the problem.
2. If available and in addition to completing the aforementioned sections complete the
school/district’s Assessment/Referral Form.
Appendix B
Part III – Reflection Questions: Respond to the following prompts.
Describe how your plans show evidence that students linked prior knowledge and past
experiences to the new learning. [ ]
Describe how your plans show evidence of use of instructional strategies that actively engage all
learners in large groups, small groups, and individual activities. [ ]
Describe the strategies that you used to support the variety of learners in the classroom (students
with IEPs, English Language Learners, struggling readers, underperforming students, and/or
gifted students.) [ ]
In what ways did you modify or alter the original unit plan throughout the implementation
process? What evidence led you to make these changes? [ ]
Describe the evidence you have that you were successful in promoting the learning of the class
and individual students as a result of your instruction. [ ]
What changes or alterations would you make to the unit if you were to use it again in the future?
Why would you make these changes? [ ]
What does the Lesson De-Briefing Template illustrate about your strengths and challenges as a
professional educator? [ ]