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Portfolio Rubric

Outcome
1.1 I plan lessons
and units
based on
provincial
curriculum4.1

1.2 I make goals


for each lesson3.1

2.1. I create
formative
assessments 3.1

Outcome

Started

Sometimes

Often

With other skills

Ready to teach

I plan activities for


students to do, or
what I will cover

I connect my
activities to
outcomes and
indicators

Students would
demonstrate
outcomes and
indicators doing
what I have
planned

My plans effectively
integrate outcomes and
indicators with
instructional strategies
and assessment

My plans for instruction and


assessment are designed to
respond to students

I plan what I will


talk about

I plan activities
and what I will
cover related to a
topic

I have a goal, but it


is not written in a
way that is easy to
understand and
achieve

My goal is clear and


effective and my
planned instruction and
activities are related to it

My goal is clear and


effective and my planned
instruction and activities are
likely to achieve it

I can identify the


difference between
types of assessments

Some of my
assessments
could be used
while I am
teaching

I have several
lesson plans with
successful
formative
assessments

My formative
assessments are focused
on the most important
elements of my lessons

My formative assessments
tell me how to change the
most important parts of my
lessons as I go

Started

Sometimes

Often

With other skills

Ready to teach

2.2. I create
summative
assessment 3.1

3.1 I set and use


goals for improving
my teaching 1.4
3.2 I can
demonstrate a
culturally responsive
instructional stance
1.3, 4.3

I have a plan to
generate a mark

Some of my
assessments are
focused on the
outcomes and
indicators

My assessments
check if students
achieved the
outcome

My assessments are easy


for students to
understand and check if
students achieved
outcomes

My students will be able to


choose and understand the
assessments to see if they
meet specific outcomes

I wrote down
some things I
need to fix

I have goals in
some areas

I have evidence of
where I need to
improve, and am
working towards
specific goals

I have evidence that I


have made significant
progress towards the
teaching goals I set

I have a variety of sources of


evidence (self, peer,
instructor) that I am making
significant progress towards
a variety of teaching goals

My planning is
designed for
students like me

I recognize that
culture affects
relationships and
learning

I plan instruction to
address different
cultural needs

I plan instruction to
address a range cultural
needs

My planning is designed to
allow me to learn from, and
respond to, my students
culture

Outcome

Started

Sometimes

3.3 I know which


instructional
strategies to pick at
given times 3.2, 4.3

I can identify the


types of
instructional
strategies and am
comfortable with
one category

I plan lessons
that use a variety
of types of
instructional
strategies

I choose the
instructional
strategies best
related to the
outcomes and
indicators

I choose instructional
and learning strategies
that are best related to
the outcomes and
indicators

I choose instructional and


learning strategies that are
best related to both
outcomes and indicators and
my students

4.1 I use technology


to create,
communicate, and
curate 2.4

I have evidence
of basic skills,
like presentations,
communicating,
documents, and
searching

My portfolio
showcases a
variety of
general technical
skills

I have selected a
variety of technical
tools for specific
purpose in my
planning and
portfolio

I apply a variety of
technical tools for
specific purpose in my
planning and portfolio

I use technology fluidly and


easily in many
circumstances

I use technology
in my lessons

I plan for my
students to do
old tasks with
newer
technology

My planning
requires students to
communicate in
authentic way using
technology

I have a plan teach my


students how to
communicate and create
as an essential part of
their learning

I have plan to teach my


students to create,
communicate and curate as
an essential part of their
learning

Often

With other skills

4.2 I plan learning


experiences where
my student use
technology to create,
communicate, and
curate 2.4

Outcome

Started

Sometimes

Often

With other skills

Ready to teach

Ready to teach

3.4 I can use all


four types of
questions 3.1

3.5 I can ask


questions effectively
3.2

1.3 I can create a


unit that would
achieve the desired
impacts 4.1

Outcome

I know the four


types of questions

My lessons have
examples of
some of the
types

My lessons include
the different types,
and my questions
are often phrased
well

I have a good variety of


questions and they are
phrased well. I have
tried an essential
question

I have a variety of clear,


powerful questions and my
essential question drives my
unit

I have evidence
of written
questions

I have plans for


how to ask
questions
appropriately for
a context, and
evidence of
asking some
questions well

I have evidence of a
variety of
questioning
techniques, and of
asking many
questions well

The ways I ask my


questions are suited to
my goals and the
context, and encourage
all students to participate

The ways I ask my questions


my students understanding
and my knowledge of how
they are doing

I have completed
all the parts of the
template

I have planned a
variety of
lessons, but they
may or may not
help students
meet the
outcomes

My planned
instruction is
directly related to
the goals and
appropriate
strategies

I have well established


goals and good
strategies, but lesson
flow and pace are
occasionally an issue

My unit reflects outcomes


and has a successful
sequence of instruction

Started

Sometimes

Often

With other skills

Ready to teach

2.3 The final task in


my unit elicits
evidence of
application in a new
situation 3.1

1.4 Improvements in
my unit plan show
my increased
understanding 2.6,
1.4

My final
assessment is
related to the
content of the unit

My final
assessment
checks how well
students
understand and
remember the
main points of
what I taught

My final
assessment has all
the elements of
GRASPS but needs
refining to be clear
and focused on the
essential
understandings

My final assessment will


provide clear evidence
of my students applying
their learning in a
performance task

My final assessment will


make the application of
student learning powerful

My unit plan is
finished

My unit plan
was successfully
edited for errors
in writing

My unit plan had


several drafts and
additions where I
added more content
to make things
clearer or fill in
gaps

My unit plan had a


number of additions
designed to refine the
tasks, goals, or
assessments

My unit plan had substantial


revisions that improve its
overall quality and allow for
differentiation

Outcome
1.5 I understand
how to plan for
differentiation,
modification and
adaptation 3.1, 3.2,
4.3
4.3 My portfolio
reflects growth in my
practice 1.4
3.6 I can respond to
student answers
effectively 2.2, 2.1,
2.3, 2.5, 2.6
(Depending on the
response)

Started

Sometimes

Often

With other skills

Ready to teach

My plans teach
the same things to
all students

I understand the
difference
between
modification,
adaptation, and
differentiation

My plans allow
students to make
choices, and I have
basic adaptations

My plans reflect an
attempt to meet different
learning needs

My plans make it likely that


students with different needs
would experience success

I have a portfolio
with some items
in it

My portfolio has
evidence in all
categories,
organized
chronologically

My portfolio is
annotated to
describe my
accurate insights

My portfolio is
organized to showcase
my accurate insights
using multiple drafts of
my work

My portfolio leverages a
wide variety of types of
evidence that demonstrate
growth and strength in my
practice

I have some
examples of
responding

Some of my
responses make
it likely students
might respond
again

My responses are
always positive and
usually clear

My responses encourage
learning

My responses help weave


learning into a comfortable
flow

Outcome

1.6 I create engaging


unit and lesson
plans 3.2

2.4 I can create a


unit that would
assess the desired
impacts 3.1, 4.1
1.7 My planned
activities would
improve the literacy
skills of my students
2.2

Started

Sometimes

Often

With other skills

Ready to teach

My unit and
lesson plans
would be
interesting for
students who
already love the
content

There are times


when the
motivational set
or an activity
would be
interesting

The planned
instruction and
activities relate the
learning to student
interests

My planned instruction
and activities are
relevant and would
create belonging

My entire unit is composed


to increase relevance,
belonging, and student
ownership of learning

I have completed
all the parts of the
template related
to assessment

I have planned a
variety of
assessments, but
their purpose is
unclear

My varied
assessments
provide some
information about
student success

I have many ways to


determine if my
instruction is working
and will know what my
students learned

My unit assesses outcomes,


and has effective pre,
formative, and summative
assessments

Student literacies
could be
improved by
subject content

I know key
literacies for my
subject, but am
not
communicating
them to students

I am sharing key
subject literacies
with my students
and model them in
my instruction

I have developed an
instructional plan to
address literacy gaps in
my students

My students will have the


opportunity to self-assess
and apply specific literacy
strategies