INTRODUCTION TO SCIENCE PORTFOLIO

RUBRIC

Rating 1 2 3 4 5
Indicator Unacceptable Beginning Developing Capable Accomplished
Introduction to Does not define the Vaguely defines the Adequately defines Clearly and Defines the purpose
Science purpose of the purpose of the science the purpose of the accurately delineates of the science
Portfolio: science portfolio. portfolio. science portfolio. the purpose of the portfolio in a
Candidate science portfolio. professional and
defines the articulate manner.
purpose of the
science
portfolio
Description of There is no There is a brief There is an There is a specific There is an
Learning description (or a very description of science acceptable description of the exemplary
Outcomes poor one) of the outcomes, but the description of science learning description of the
science learning number is less than science learning outcomes. science outcomes.
outcomes selected. required. outcomes.
Connections There are no The connections made The connections The connections The connections
Between TWS connections made between the science made between the made between the made between the
Science between the TWS elements of the TWS science elements of science elements of science elements of
Elements and science elements and and the COE outcomes the TWS and the the TWS and the the TWS and the
College of the COE outcomes. are minimal. COE outcomes are College of Education COE outcomes are
Education satisfactory. outcomes are clear. clear and focused.
Outcomes

Description of There is no The description of the The description of The description of the The description of
TWS Science description of the organization of the the TWS science TWS science the organization of
Portfolio TWS science TWS science portfolio portfolio portfolio organization the TWS science
Organization portfolio is vague and not easily organization is is logical and in an portfolio is
organization. understood. acceptable. easy to understand excellent, well
format. thought out, and
logical.
 SCIENCE PHILOSOPHY STATEMENT
RUBRIC

Rating 1 2 3 4 5
Indicator Unacceptable Beginning Developing Capable Accomplished
Science No evidence that the Minimal evidence that Adequate evidence Significant evidence Superior evidence
Philosophy candidate has the P- the candidate has the P- that the candidate that the candidate has that the candidate
Statement: 12 science student as 12 science student as has the P-12 the P-12 science has the P-12 science
Candidate has the focus. the focus. science student as student as the focus. student as the focus.
the P-12 the focus.
Science
Student as the
Focus
Spectrum No evidence that the Minimal evidence that Adequate evidence Significant evidence Superior evidence
Model is the SPECTRUM model the SPECTRUM model that the that the SPECTRUM that the
Framework is the framework. is the framework. SPECTRUM model model is the SPECTRUM model
is the framework. framework. is the framework.

Candidate No evidence that the Minimal evidence that Adequate evidence Significant evidence Superior evidence
Understands candidate the candidate that the candidate that the candidate that the candidate
Theory and understands theory understands theory and understands theory understands theory understands theory
Research in and research in research in science. and research in and research in and research in
Science science. science. science. science.

Candidate has No evidence that the Minimal evidence that Adequate evidence Significant evidence Superior evidence
Gained Insight candidate has gained the candidate has that the candidate that the candidate has that the candidate
into Teaching insight into teaching gained insight into has gained insight gained insight into has gained insight
and Learning and learning science teaching and learning into teaching and teaching and learning into teaching and
Science through field science through field learning science science through field learning science
Through Field experiences and experiences and through field experiences and through field
Experiences coursework. coursework. experiences and coursework. experiences and
and coursework. coursework.
Coursework
 Science Contextual Factors Rubric

TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning goals,
plan instruction and assess learning.

Rating 1 2 3 4 5
Indicator Unacceptable Beginning Developing Capable Accomplished
Knowledge of Displays no Displays minimal, Displays some Displays a Displays a
Community, knowledge of the irrelevant, or biased knowledge of the comprehensive comprehensive
School and characteristics of the knowledge of the characteristics of understanding of the understanding of
Classroom community, school, characteristics of the the community, characteristics of the the characteristics
Factors as they and classroom, as they community, school, and school, and community, school, of the community,
apply to the apply to the science classroom, as they apply classroom that may and classroom that school, and
science classroom. to the science affect learning, as may affect learning, classroom that may
classroom classroom. they apply to the as they apply to the affect learning, as
science classroom. science classroom. they apply to the
science classroom,
citing specific data,
sources, and/ or
statistics.
Knowledge of Displays no Displays minimal, Displays general Displays general and Displays and
Characteristics knowledge of student stereotypical, or knowledge of specific knowledge of explains in-depth
of Students differences (e.g., irrelevant knowledge of student differences student differences knowledge of
development, interests, student differences (e.g., (e.g., development, (e.g., development, student differences
culture, abilities/ development, interests, interests, culture, interests, culture, (e.g., development,
disabilities). culture, abilities/ abilities/ abilities/ disabilities). interests, culture,
disabilities). disabilities). abilities/
disabilities).
Knowledge of Fails to demonstrate Demonstrates general Demonstrates Articulates an Articulates general
Students understanding of a understanding of a general understanding of and specific
Varied variety of approaches variety of approaches to understanding of a varied learning understanding of
Approaches to to learning science learning science among variety of science modalities varied learning
Learning among students, e.g., students and may know approaches to and multiple science modalities
Science multiple intelligences one or two learning learning science intelligences. and multiple
and/or learning modalities but not a among students intelligences.
modalities. variety. and can distinguish
among modalities.
Knowledge of Displays no Identifies the value of Identifies the value Displays knowledge Articulates an in-
Students knowledge of students understanding students of understanding of understanding depth understanding
Science Skills science skills and prior science skills and prior students science students science of students science
and Prior learning of science and learning of science but skills and prior skills and prior skills and prior
Learning of does not indicate either demonstrates its learning of science learning of science, learning of science
Science is important. importance for the for the group and including special for the group and
whole class only. individuals. needs students. individuals
including special
needs students.
Implications Does not provide Provides minimal Provides general Provides specific Provides specific
for Science implications for implications for science implications for implications for implications and
Instructional science instruction and instruction and science instruction science instruction analyzes decisions
Planning and assessment based on assessment based on and assessment and assessment based for science
Assessment student individual student individual based on student on student individual instruction and
differences and differences and individual differences and assessment based
community, school, community, school, and differences and community, school, on student
and classroom classroom community, and classroom individual
characteristics or characteristics or school, or characteristics. differences (ELL
provides inappropriate provides inappropriate classroom and inclusion
implications. implications. characteristics. students) and
community, school,
and classroom
characteristics.
 Science Learning Goals
Rubric

TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.

Rating 1 2 3 4 5
Indicator Unacceptable Beginning Developing Capable Accomplished
Significance, Goals that Goals that Goals that Goals that Goals that
Challenge and successfully promote successfully promote successfully promote successfully promotesuccessfully promote
Variety of Goals the learning of the learning of the learning of the learning of the learning of
that Successfully science are not in science reflect only science reflect science reflect science are
Promote the evidence. one type or level of several types or several types or significant and
Learning of Science learning. levels of learning but levels of learning challenge thought
lack significance or and are significant and expectations
challenge. and challenging. including three or
more levels and
types.
Clarity of Goals Goals that Goals that Some of the goals Most of the goals Goals that
that successfully successfully promote successfully promote that successfully that successfully successfully promote
promote the the learning of the learning of promote the learning promote the learning the learning of
learning of science science are vague or science are not of science are clearly of science are clearly science are clearly
not in evidence. stated clearly and are stated as learning stated as learning stated in behavioral
activities rather than outcomes. outcomes terms.
learning outcomes.
Appropriateness Science learning Science learning Some science Most science Science learning
for Students with goals presented are goals are not learning goals are learning goals are goals demonstrate
different abilities, inappropriate for the developmentally developmentally developmentally realistic expectations
needs, interests and class or set appropriate; nor appropriate and appropriate. They for all students in
backgrounds unrealistic address pre-requisite address some pre- address pre-requisite addition to providing
expectations for knowledge, skills, requisite knowledge, knowledge, skills, for students critical
students with experiences, or other skills, experiences, and experiences of thinking and
different abilities, needs of students and other needs of students with reflection.
needs, interests and with different student with different abilities,
backgrounds. abilities, needs, different abilities, needs, interests and
interests and needs, interests and backgrounds.
backgrounds. backgrounds.
Science Learning Candidate fails to Science learning Some science Most science Science learning
Goals are Aligned develop science goals are not aligned learning goals are learning goals are goals are explicitly
with National, State learning goals with the NSES, the aligned with the explicitly aligned aligned with the
or Local Standards aligned with the NJCCCS and COE NSES, the NJCCCS with the NSES, the NSES, the NJCCCS
NSES, the NJCCCS standards. and COE standards. NJCCCS and COE and COE standards
and COE standards. standards. and are articulated
through the lesson
presentations.
 Science Assessment Plan
Rubric

TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.

Rating 1 2 3 4 5
Indicator Unacceptable Beginning Developing Capable Accomplished
Alignment Minimal plans for Content and methods Some of the science Each of the science All science learning
with Science pre- and post- of assessment lack learning goals are learning goals is assessed goals are assessed
Learning assessments are congruence with assessed through the through the assessment by the assessment
Goals and provided; science learning goals assessment plan, but plan; assessments are plan, and provide
Instruction assessments do or lack cognitive many assessments are congruent with the students with
not measure complexity. not congruent with science learning goals in constructive
science learning science learning goals content and cognitive feedback on their
goals. in content and complexity. learning.
cognitive complexity.
Clarity of The assessments Assessments contain Assessment criteria Assessment criteria are Assessment criteria
Criteria and contain no criteria poorly stated criteria have been developed, clear and are explicitly are linked to
Standards for for measuring for measuring student but they are not clear or linked to the science science learning
Performance student performance relative are not explicitly linked learning goals. goals, accurately
performance to the science to the science learning documenting
relative to the learning goals leading goals. student learning.
science learning to student confusion.
goals.
Uses Multiple The assessment The assessment plan The assessment plan The assessment plan The assessment
Assessment plan fails to use includes only one includes some includes multiple plan uses
Tools and multiple assessment mode to assessment tools but all assessment tools formal/informal
Strategies to assessment tools assess achievement of are either pencil/paper (including performance assessments and
Achieve and strategies to science learning goals based (i.e., they are not assessments, lab reports, students self-
Science achieve science and does not assess performance research projects, etc.) assessments to
Learning learning Goals. students before, assessments) and/or do and assesses student assess student
Goals Candidate during, and after not require the science achievement science
displays limited instruction. integration of throughout the achievement and
knowledge of knowledge, skills and instructional sequence. effectiveness of the
formal/informal critical thinking related instructional
assessments to science goals. sequence.
Technical Assessments are Assessments are not Assessments appear to Assessments appear to be Assessments appear
Soundness not designed to valid; scoring have some validity. valid; scoring procedures to be valid and
measure goals procedures are Some scoring are explained; most items clearly written.
and objectives of inaccurate; items or procedures are or prompts are clearly Assessments data
science lessons; prompts are poorly explained; some items written; directions and used to document
scoring written; directions or prompts are clearly procedures are clear to students strengths
procedures are and procedures are written; some students. as well as
inaccurate. confusing to students. directions and opportunities for
procedures are clear to learning science.
students
Adaptations Teacher candidate Teacher candidate Teacher candidate Teacher candidate makes Teachers
Based on the does not address does not adapt makes adaptations to adaptations to adaptations of
Individual or adapt assessments based on assessments that are assessments that are assessments for all
Needs of assessments to the individual needs appropriate based on appropriate based on the students needs to be
Students with identified of students with the individual needs of individual needs of most met. Adaptations
Different contextual factors different abilities, some students with students with different are creative and
Abilities, based on the needs, interests and different abilities, abilities, needs, interests show evidence of
Needs, individual needs backgrounds, or these needs, interests and and backgrounds. outstanding
Interests and of students with adaptations are backgrounds. problem-solving
Backgrounds different abilities, inappropriate. skills by teacher
needs, interests candidate.
and backgrounds.
 Design for Science Instruction
Rubric

TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.
Rating 1 2 3 4 5
Indicator Unacceptable Beginning Developing Capable Accomplished
Science None of the Few lessons are Most lessons are All lessons are All lessons are
Learning science learning explicitly linked to explicitly linked to explicitly linked to explicitly linked to
Goals, Plans goals, plans and science learning goals. science learning goals. science learning goals. science learning
and instruction are Few learning activities, Most learning All learning activities, goals, demonstrating
Instruction are aligned assignments and activities, assignments assignments and critical thinking and
Aligned resources are aligned and resources are resources are aligned reflection in
with science learning aligned with science with science learning activities and
goals. Not all science learning goals. Most goals. All science assignments.
learning goals are science learning goals learning goals are
covered in the design. are covered in the covered in the design.
design.
Accurate Teacher Teacher candidates use Teacher candidates use Teacher candidates use Teacher candidate
Representation candidate does of science content of science content of content appears to provides cross-
of Science not convey the contains numerous appears to be mostly be accurate. Focus of content approach to
Content concepts, inaccuracies. Science accurate. Candidate the content is student learning,
principles, content seems to be shows some awareness congruent with the stressing concepts,
theories, laws viewed more as isolated of the concepts, concepts, principles, principles, theories,
and inter- skills and facts rather principles, theories, theories, laws and laws and inter-
relationships of than as part of a larger laws and inter- inter- relationships of relationships of
science to conceptual structure. relationships of science. science.
students. science.
Science Lesson Science lessons The science lessons The science lessons Most science lessons All science lessons
and Unit within the unit within the unit are not within the unit have within the unit are within the unit
Structure do not logically organized some logical logically organized and demonstrate how
demonstrate (e.g., sequenced). organization and appear to be useful in knowledge of
understanding appear to be somewhat moving students science content is
of how science useful in moving toward achieving the created and
content is students toward science learning goals. organized and
created and achieving the science integrates knowledge
developed. learning goals. from other fields of
content.
Use of a A single, Little variety of Some variety in Significant variety in Demonstrates a
Variety of instructional instruction, activities, instruction, activities, instruction, activities, highly creative
Instruction, modality is used assignments, and assignments, or assignments, and/or ability to effectively
Activities, to teach science resources to teach resources to teach resources to teach design and employ a
Assignments with textbook science. Heavy reliance science but with science. This variety range of actions,
and Resources as only on textbook or single limited development of makes a clear strategies and
to Teach reference. type of resource (e.g., student skills and contribution to methods to teach
Science work sheets). understanding. development of student science.
skills and learning.
Use of Instruction has Instruction has been Some instruction has Most instruction has All instruction
Contextual not been based designed with very been designed with been designed with addresses the diverse
Information upon limited reference to reference to contextual reference to contextual needs of individual
and Data to knowledge of contextual factors and factors and pre- factors and pre- students and
Select science, needs pre-assessment data. assessment data. Some assessment data. Most contextual factors of
Appropriate of students, or Activities and activities and activities and community, school
and Relevant pre-assessment assignments do not assignments appear assignments appear and class.
Activities, data. appear productive and productive and productive and
Assignments appropriate to the needs appropriate for the appropriate for the
and Resources of each student. needs of each student. needs of each student.
to Teach
Science
Use of Teacher Technology is Teacher candidate uses Teacher candidate Teacher candidate
Technology candidate does inappropriately used and technology but it does integrates appropriate integrates a variety
not use inappropriate rationale is not make a significant technology that makes of media and
technology provided. contribution to a significant technology into
during teaching and learning contribution to science instruction
instruction. of science, or teacher teaching and learning and relates both
candidate provides of science, or provides directly to science
limited rationale for not a strong rationale for lesson goals.
using technology. not using technology.
 Science Instructional Decision-Making
Rubric

TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.

Rating 1 2 3 4 5
Indicator Unacceptable Beginning Developing Capable Accomplished
Sound Instructional Many instructional Instructional decisions Most instructional Most
Professional decisions are decisions are are mostly appropriate, decisions are instructional
Practice in inappropriate inappropriate and not but some decisions are pedagogically sound decisions are
Teaching of and not pedagogically sound not pedagogically sound regarding the students pedagogically
Science pedagogically regarding the students regarding the students and science content, sound and build
sound regarding and science content. and science content. leading to student on science
the students and learning. concepts and
science content. skills previously
learned.
Modifications Fails to Limited modifications of Some modifications of Appropriate Appropriate
Based on demonstrate the instructional plan the instructional plan are modifications of the modifications of
Analysis of evidence of have been made to made to address instructional plan are the plan are made
Student instructional accommodate individual individual student needs made to address to individualize
Learning modifications learners but not on the but these are not based individual student instruction.
based on basis of analysis of on the analysis of needs. These Rationale to
analysis of student learning. student learning, best modifications are based improve student
student practice, or contextual on the analysis of progress is
learning. factors. student provided.
learning/performance,
best practice, or
contextual factors.
Congruence There is no There is little alignment Instructional Instructional Modifications in
Between apparent between instructional modifications and modifications are instruction are
Instructional alignment modifications and science learning goals congruent with learning congruent with
Modifications between science learning goals. are somewhat goals. learning goals
and Science instructional congruent. and use current
Learning Goals modifications research as the
and science rationale for the
learning goals. modifications.
 Analysis of Student Science Learning
Rubric

TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and
achievement.

Rating 1 2 3 4 5
Indicator Unacceptable Beginning Developing Capable Accomplished
Clarity and Presentation does not Presentation is not Presentation is Presentation clear Presentation is clear
Accuracy of include data and does clear and accurate, somewhat clear and and accurate, reflects and accurate,
Presentation not communicate does not accurately accurate, vaguely the data with few accurately reflects the
information about reflect the data, and reflects the data, and errors, and mainly data, and
student progress and does not somewhat communicates communicates
science achievement. communicate communicates information about information about
information about information about student progress and student progress and
student progress and student progress and science achievement. science achievement.
science achievement. science achievement.

Alignment Neither the results of Results of assessment Results of assessment Results of assessment Results of assessment
with Learning assessment nor and analysis of and analysis of and analysis of and analysis of student
Goals analysis of student student learning are student learning are student learning are learning are
learning is aligned with occasionally aligned regularly aligned to frequently aligned to completely aligned to
science learning goals. to science learning science learning science learning science learning goals.
goals. goals. goals.

Interpretation Interpretation of Interpretation of Interpretation of Interpretation of Interpretation is

of Data information about information about information about information about comprehensive with
student progress is student progress is student progress is student progress is appropriate
disconnected from inaccurately related technically accurate, meaningful and conclusions are drawn
assessment data. to assessment data, but conclusions are appropriate from the assessment
Conclusions are and conclusions are missing or not fully conclusions are data.
missing. missing or supported by data. drawn from the
unfounded. assessment data.
Evidence of Analysis of student Analysis of student Analysis of student Analysis of student A thorough analysis of
Impact on learning fails to learning includes learning includes learning includes the learning gains of
Student include evidence of little evidence of the incomplete evidence evidence of the all students and
Learning impact on student impact on student of the impact on impact on student subgroups is
learning in terms of learning in terms of student learning in learning in terms of presented.
numbers of students numbers of students terms of numbers of number of students Remediation is
who achieved and who achieved and students who who achieved and specific.
made progress toward made progress achieved and made made progress
science learning goals. toward science progress toward toward each science
No remediation is learning goals. science learning learning goal.
provided. Limited remediation goals. Some Remediation is
is provided. remediation is specific.
provided.
 Science Reflection and Self-Evaluation
Rubric

TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.
Rating 1 2 3 4 5
Indicator Unacceptable Beginning Developing Capable Accomplished
Engages in Provides little Engages in reflective Engages in reflective Appreciates the value Clearly values
Reflective evidence of practice practice and holds of reflective practice reflection. Provides
Practices and reflective practice inconsistently. reflective discussions and discussion with students with
Make in making decisions Seldom engages in with colleagues or colleagues and uses opportunities to reflect
Continuous and avoids or does reflective discussions supervisors on a regular consequent on their own work.
Efforts to not engage in with colleagues or basis. understanding to Shares reflections and
Improve in reflective supervisors. change practices. insights with
Practice discussions with colleagues.
colleagues or
supervisors.

Formulates Provides no Provides little Regularly provides Regularly provides Consistently provides
and Shares evidence of evidence of evidence of evidence of evidence of
Insights on formulating and formulating and formulating and formulating and formulating and
Effective sharing insights on sharing insights on sharing insights on sharing insights on sharing insights on
Science effective science effective science effective science effective science effective science
Instruction instruction and instruction and instruction and instruction and instruction and
and assessment. assessment. assessment but not assessment which is assessment based on
Assessment based on theory or based on theory or theory or research
research. research. which are incorporated
into the science
curriculum.
Alignment Goals, instruction Goals, instruction and Goals, instruction and Goals, instruction and Goals, instruction and
Among Goals, and assessment are assessment are assessment are assessment are assessment are
Instruction not related. infrequently related. generally related. developed together as integrated and
and part of the science developed as part of
Assessment lesson design. the general science
lesson design.

Implications Provides no ideas Provides limited Provides ideas for Provides ideas for Provides a repertoire
for Future or inappropriate ideas for redesigning redesigning science redesigning science of strategies, offering
Teaching ideas for science learning learning goals, learning goals, specific alternative
redesigning science goals, instruction, and instruction, and instruction, and actions complete with
learning goals, assessment. assessment but offers assessment and probable successes for
instruction, and Rationale is no rationale for why explains why these student learning of
assessment. inadequate or absent. these changes would modifications would science.
improve student improve student
learning. learning.
Uses Rarely or never Occasionally uses Generally uses Generally uses Generally uses
Information uses information information from information from information from information from
from from students, students, supervisors, students, supervisors, students, supervisors, students, supervisors,
Students, supervisors, colleagues and others colleagues and others colleagues and others colleagues and others
Supervisors, colleagues and to improve their to improve their to improve their to improve their
Colleagues others to improve teaching and facilitate teaching and facilitate teaching and facilitate teaching and facilitate
and Others to their teaching and their professional their professional their professional their professional
Improve Their facilitate their growth. growth. growth and discusses growth and
Teaching and professional reasons for such incorporates
Facilitate growth. behavior with discussion of such
Their students. behavior into the
Professional broader science
Growth curriculum.
 Writing Mechanics and Organization
Rubric

Standard: TWS Science Portfolio is organized clearly, grammatically correct and written in standard English.
1 2 3 4 5
Trait Unacceptable Beginning Developing Capable Accomplished

Writing The use of standard The use of standard The use of standard The use of standard The use of standard
Mechanics written English is written English needs written English is written English is written English is
unsatisfactory at attention. More than adequate with no more good with no more outstanding with no
this level. More nine errors in than eight errors in than five errors. more than two errors
than 10 errors in punctuation, punctuation, in punctuation,
punctuation, capitalization, capitalization, subject- capitalization,
capitalization, subject-verb verb agreement may subject-verb
subject-verb agreement may exist exist or 1 or more agreement may exist.
agreement may or 2 or more fragments or run-ons No fragments or run-
exist or excessive fragments or run-ons may exist. ons may exist
fragments or run- may exist.
ons may detract
from the overall
content of the
writing.
Syntax Syntax and word Syntax and word Syntax and word Syntax and word Syntax and word
choice may be choice may need choice are satisfactory, choice are choice are clearly
unsatisfactory, or attention, or the and the writing is appropriate, and the superior, and the
the writing may writing may lack cohesive. writing is cohesive. writing is very
lack cohesion. cohesion. cohesive.