Rubrics for State Criteria

Rubrics

Teaching Licensure Portfolio

*Vermont’s Framework of Standards and Learning Opportunities

Scoring Rubrics: Entry 1 – Teaching Episodes
Standards Principles	No Evidence	Emergent	Approaching Standard	Meets Standard
A Two Lessons Standard I - Learning: Principle 1	Neither lesson is standards-based nor aligned with instructional strategies and assessments.	Both lessons attempted alignment between standards, instructional strategies and assessment in order to provide students the opportunity to meet or exceed the standards addressed.	Both lessons are standards-based with goals/objectives, instructional strategies and assessments that are aligned in order to provide students the opportunity to meet or exceed the standards addressed.	There is evidence of the ability to implement two lessons in the content area(s) in which the candidate is seeking an endorsement. Both lessons are standards-based with goals/objectives, instructional strategies and assessments that are aligned in order to provide students the opportunity to consistently meet or exceed the standards addressed.
B Variety of Strategies Standard II – Professional Knowledge: Principles 4, 9	The instructional strategies provided do not offer opportunities for students to meet or exceed the standards* addressed. There is no attempt to incorporate the appropriate use of technology.	The instructional strategies provided do not provide adequate opportunities for students to meet or exceed the standards* addressed. There is an attempt to incorporate the appropriate use of technology.	There is some evidence of utilizing instructional strategies in both lessons to provide opportunities for students to meet or exceed the standards* addressed, and of incorporating appropriate digital or material technologies that support instruction and/or assessment.	There is evidence of the ability to use a variety of instructional strategies to provide opportunities for students to meet or exceed the standards.* Both lessons show evidence of incorporating appropriate digital or material technologies that support instruction and/or assessment.
C Adaptation Standard II – Professional Knowledge: Principle 6	There is no evidence of adaptations made to the curriculum, materials, or activities that would make the content more accessible to all students.	There is evidence of an attempt to make adaptations to the curriculum, materials, or activities that would make the content more accessible to all students.	There is some evidence of the ability to adapt, revise, or create curriculum based on knowledge of content, the standards,* and students’ needs and interests. However, the candidate provides no or an inadequate rationale for adaptations that were made.	There is evidence of the ability to adapt, revise, and/or create curriculum based on knowledge of content, the standards,* and students’ needs and interests. The candidate provides the rationale for why these adaptations of materials and activities were necessary in order to make the content accessible to all Ss.
D Rationale Standard V – Accountability: Principles 14,15	There is no evidence that the candidate has the ability to modify plans and instruction to improve student learning.	There is limited evidence that the candidate has the ability to modify plans and instruction to improve student learning.	There is evi. that the candidate has the ability to assess student progress and modify plans and instruction to improve student learning. However, the candidate provides no or an inadequate rationale for why the modifications were made.	There is evidence that the candidate has the ability to assess student progress and modify plans and instruction to improve student learning. The candidate provides an adequate rationale for why the modifications were made.

Scoring Rubrics: Entry 2 – Understanding Student Learning and Modifying Instruction
Standards Principles	No Evidence	Emergent	Approaching Standard	Meets Standard
A Written Evidence Standard II – Professional Knowledge: Principle 2	The candidate has not presented evidence of how these two students learn and grow intellectually, physically, socially and emotionally, nor presented a plan of how to meet their varied needs within the context of the class.	There is evidence of a limited understanding of how these two students learn and grow intellectually, physically, socially and emotionally, but there is no plan for meeting their varied needs within the context of the class.	There is evidence of an understanding of how these two students learn and grow intellectually, physically, socially and emotionally, but the plan for meeting their varied needs within the context of the class is limited.	There is evidence of an understanding of how these two students learn and grow intellectually, physically, socially and emotionally. The plan for meeting their varied needs within the context of the class is appropriate.
B Classroom Climate Standard II – Professional Knowledge: Principle 5	The candidate does not create a classroom climate in which all students respect themselves and others’ contributions. As demonstrated by these two students, there is no evidence that the candidate engages students in positive social interactions directed at the goals of instruction.	The candidate attempts to create a classroom climate in which all students respect themselves and others’ contributions, but there is no evidence that the candidate engages students in positive social interactions directed at the goals of instruction, as demonstrated by these two students.	There is some evidence that the candidate has the ability to create a classroom climate in which all students respect themselves and others’ contributions, and to engage students in positive social interactions directed at the goals of instruction, as demonstrated by these two students.	There is evidence that the candidate has created a classroom climate in which all students respect themselves and others’ contributions, and, as demonstrated by these two students, the candidate engages students in positive social interactions directed at the goals of instruction.
C Multiple Assessments Std. II – Prof. Knowledge: Principle 7 Std. V Account-ability: Prin. 15	There is no evidence that the candidate attempts to use multiple and varied approaches to assess student progress in relation to standards, and to shape instructional strategies to improve student learning and engagement.	The candidate attempts to use multiple and varied approaches to assess student progress in relation to standards, and to shape instructional strategies to improve student learning and engagement.	There is some evidence to suggest that the candidate has the ability to use multiple and varied approaches to assess student progress in relation to standards, and to shape instructional strategies to improve student learning and engagement.	There is evidence that the candidate has the ability to use multiple and varied approaches to assess student progress in relation to standards, and to shape instructional strategies to improve student learning and engagement.

Entry 2, cont’d
Standards Principles	No Evidence	Emergent	Approaching Standard	Meets Standard
D Mul. Assms. cont’d. Std. II – Prof. Knowledge: Principle 8	The candidate does not use student performance data and other resources to modify instruction nor to improve his/her practice.	The candidate does not use student performance data, but makes an attempt to use other resources to modify instruction and improve his/her practice.	There is some evidence that the candidate uses student performance data and other resources to modify instruction and improve his/her practice.	There is clear evidence that the candidate uses student performance data and other resources to modify instruction and improve his/her practice.
E Multiple Assessments, cont’d. Standard II – Professional Knowledge: Principles 3, 6	There is no evidence that the candidate attempts to create equitable instructional opportunities that are responsive to the needs of all students, as demonstrated by these two students within the context of the class.	There is evidence that the candidate attempts to create equitable instructional opportunities that are responsive to the needs of all students, as demonstrated by these two students within the context of the class. The candidate shows some ability to adapt, revise or create curriculum based on the particular needs and interests of students, the content knowledge, and standards.*	There is evidence that the candidate has the ability to occasionally create equitable instructional opportunities that are responsive to the needs of all students, as demonstrated by these two students within the context of the class. The candidate shows some ability to adapt, revise or create curriculum based on the particular needs and interests of students, the content knowledge, and standards.*	There is evidence that the candidate has the ability, over time, to create equitable instructional opportunities that are responsive to the needs of all students, as demonstrated by these two students within the context of the class. The candidate shows the ability to adapt, revise or create curriculum based on the particular needs and interests of students, the content knowledge, and standards.*
F Useful Records Std. V Account-ability: Prin. 16	There is no evidence that the candidate maintains useful records of student work and communicates student progress.	There is evidence that the candidate attempts to maintain useful records of student work, but does not communicate student progress.	There is evidence that the candidate maintains useful records of student work, but does not communicate student progress effectively.	There is evidence that the candidate maintains useful records of student work and is able to communicate student progress effectively.
G. Self-Reflection Std. V Account-ability: Prin. 14	There is no evidence that the candidate reflects on student learning and engagement, nor that he/she has plans to improve practice and grow professionally.	There is evidence that the candidate attempts to reflect on student learning and engagement, but does not include a plan for how to improve practice and grow professionally.	There is some evidence that the candidate reflects on student learning and engagement, and has a plan for how to improve practice and grow professionally.	There is evidence that the candidate reflects on student learning and engagement, and uses that knowledge to develop a plan for how to improve practice and grow professionally.

*Vermont’s Framework of Standards and Learning Opportunities

Scoring Rubrics: Entry 3 – Accommodating Students Identified as Having Special Needs
Standards Principles	No Evidence	Emergent	Approaching Evidence	Meets Standard
A Under-standing Special Education Standard IV – Advocacy: Principles 11, 12, 13	There is no evidence that the candidate understands special education laws, and no evidence that the candidate understands the relationship between the laws, student evaluation data, and resulting accommodations. There is no evidence that the candidate understands the roles of the appropriate participants and how they support the student’s learning and well-being.	There is limited evidence of the candidate’s ability to understand special education laws related to student rights, but there is no evidence that the candidate understands the relationship between the laws, student evaluation data, and resulting accommodations. There is little or no evidence that the candidate understands the roles of the appropriate participants and how they support the student’s learning and well-being.	There is evidence of the candidate’s ability to understand special education laws related to student rights, but limited evidence of the ability to understand the relationship between the laws, student evaluation data, and resulting accommodations made within the classroom setting. A limited understanding of the appropriate participants’ roles to support the student’s learning and well-being is demonstrated.	There is evidence of the candidate’s ability to understand special education laws related to student rights; to understand how students’ special education plans (IEP, 504 or 157) are developed, including the relationship of evaluation data to student goals and resulting accommodations made within the classroom setting. There is evidence that the candidate has observed or participated in meetings with colleagues, parents, agencies that support the student’s learning and well-being.
B Participation & Collab-oration, Std. II – Prof. Knowledge: Prin. 3, 4, 6 Standard III – Colleagueship: Principles 10 Standard IV – Advocacy: Prin. 11, 12	There is no evidence that the candidate understands and has participated in a collaborative process with case manager or special services personnel (e.g., ESL, IST or EST, Reading Recovery) in order to understand how the student with special needs learns best. The is no evidence that the candidate can plan and implement equitable instructional activities for the student with identified special needs.	There is evidence that the candidate has had limited participation and demonstrates a limited understanding of the collaborative process with case manager or special services personnel (e.g., ESL, IST or EST, Reading Recovery) in order to understand how the student with special needs learns best. The evidence also suggests that the candidate can not plan and implement equitable instructional activities for the student with identified special needs.	There is evidence of the candidate’s ability to collaborate with a case manager or special services personnel (e.g., ESL, IST or EST, Reading Recovery) in order to understand how the student with special needs learns best. However, there is little evidence that the candidate can use the knowledge to plan and implement equitable instructional activities for the student. There is evidence that the candidate has participated in collaborations with systems of support outside the school.	There is evidence of the candidate’s ability to collaborate with a case manager or special services personnel (e.g., ESL, IST or EST, Reading Recovery) in order to understand how the student with special needs learns, and to use that knowledge to plan and implement equitable instructional activities for the student. There is evidence that the candidate has participated in collaborations with systems of support outside the school.

Entry 3, cont’d.
Standards Principles	No Evidence	Emergent	Approaching Evidence	Meets Standard
C. Participation & Collab-oration, cont’d. Standard II – Professional Knowledge: Principles 7, 8	There is no evidence that the candidate has the ability to understand assessment data. There is no evidence of his/her ability to use data to plan and create modifications.	There is evidence that the candidate’s ability to understand and consider assessment data prior to planning and teaching a modification(s) for a student with special needs is limited. There is no evidence of the candidate’s ability to collect student performance data from the enacted lesson(s).	There is evidence that the candidate has the ability to understand and consider assessment data prior to planning and teaching a modification(s) for a student with special needs, but candidate’s ability to collect student performance data from the enacted lesson(s) appears limited.	There is evidence that the candidate has the ability to understand and consider assessment data prior to planning and teaching a modification(s) for a student with special needs, and to collect student performance data from the enacted lesson(s).
D Self-Reflection Standard V – Accountability: Principle 14	There is no evidence that the candidate has the ability to reflect on the process of working with students with special needs nor to conceptualize the instructional practices that may be necessary to work effectively with students having special needs in the future.	There is some evidence that the candidate has the ability to reflect on the process of working with students with special needs, but there no evidence that the candidate can conceptualize the instructional practices that may be necessary to work effectively with students having special needs in the future.	There is evidence that the candidate has the ability to reflect on the process of working with students with special needs, but there is little evidence that the candidate can conceptualize the instructional practices that may be necessary to work effectively with students having special needs in the future.	There is evidence that the candidate has the ability to reflect on the process of working with students with special needs, and to conceptualize the instructional practices that may be necessary to work effectively with students having special needs in the future.

*Vermont’s Framework of Standards and Learning Opportunities

Scoring Rubrics: Entry 4 – Teaching Over Time
Standards Principles	No Evidence	Emergent	Approaching Standards	Meets Standards
A Written Under-standing Std. II – Prof. Knowledge: Principle 2	There is little or no evidence the candidate understands how students learn and grow intellectually, physically, socially and emotionally, and has not planned for appropriate instruction.	There is evidence that the candidate has a limited understanding of how students learn and grow intellectually, physically, socially and emotionally, but this knowledge is not used to plan appropriate instruction.	There is evidence that the candidate has some understanding of how students learn and grow intellectually, physically, socially and emotionally, and is beginning to use this knowledge to plan appropriate instruction.	There is evidence that the candidate understands how students learn and grow intellectually, physically, socially and emotionally, and uses this knowledge to plan appropriate instruction.
B Teaches a Unit or Series of Lessons Standard I - Learning: Principle 1	There is no evidence of the candidate’s ability to teach a unit or series of connected lessons in the content area of the endorsement he/she is seeking. No long term instructional goals/objectives that are standards* based and aligned with activities and assessments are evidenced.	There is evidence that the candidate has attempted to teach a unit or series of connected lessons in the content area of the endorsement he/she is seeking. Long term instructional goals/objectives are presented, but these are not standards* based and are not aligned with activities and assessments.	There is evidence the candidate has the ability to teach a unit or series of connected lessons in the content area of the endorsement he/she is seeking. Long term instructional goals/objectives that are aligned with instructional activities are presented, but these are not standards* based and are not aligned with the assessments.	There is evidence that the candidate has the ability to teach a unit or series of connected lessons in the content area of the endorsement he/she is seeking. The long term instructional goals/objectives are standards* based and aligned with the instructional activities and assessments used throughout the unit or series of connected lessons.
C Classroom Climate Standard II – Professional Knowledge: Principle 5	There is no evidence of the candidate’s ability to engage students in the instructional situation while protecting students’ personal health and safety. There is no evidence of the ability to create a classroom climate in which students respect others’ contributions and engage in positive social interactions directed at the goals of instruction.	There is no evidence that the candidate attempts to engage students in the instructional situation while protecting students’ personal health and safety. However, there is no evidence of the ability to create a classroom climate in which students respect others’ contributions and engage in positive social interactions directed at the goals of instruction.	There is some evidence of the candidate’s ability to engage students in the instructional situation while protecting students’ personal health and safety. The evidence shows that the candidate can occasionally create a classroom climate in which students respect others’ contributions and engage in positive social interactions directed at the goals of instruction.	There is evidence of the candidate’s ability to engage students in the instructional situation while protecting students’ personal health and safety. The evidence shows the candidate’s ability to create a classroom climate in which students respect others’ contributions and engage in positive social interactions directed at the goals of instruction.

Entry 4, cont’d.
Standards Principles	No Evidence	Emergent	Approaching Standards	Meets Standards
D Planning & Use of Strategies Standard II – Professional Knowledge: Principles 4, 9	There is no evidence of the candidate’s ability to plan and use a scaffolded set of instructional strategies to meet the goals/objectives/standards for the unit or connected series of lessons. There is no evidence of incorporating appropriate digital or material technologies that support instruction and/or assessment.	There is evidence the candidate plans instructional strategies to meet the goals/objectives/standards for the unit or connected series of lessons, but these are not scaffolded. There is an attempt to incorporate digital or material technologies, but no evidence that they support instruction and/or assessment.	There is some evidence of the candidate’s ability to plan and use a scaffolded set of instructional strategies to meet the goals/objectives/standards for the unit or connected series of lessons. There is evidence of the candidate’s ability to incorporate appropriate digital or material technologies that support instruction.	There is evidence of the candidate’s ability to plan and use a scaffolded set of instructional strategies to meet the goals/objectives/standards for the unit or connected series of lessons. There is evidence of the candidate’s ability to incorporate appropriate digital or material technologies that support instruction and/or assessment.
E Adaptation Standard II – Professional Knowledge: Principles 3, 6	There is no evidence that the candidate has the ability to adapt, revise or create curriculum based on knowledge of the content, the standards,* and student needs and interests. There is no evidence that the candidate attempts to create equitable learning opportunities to meet the needs of all students in the context of the unit or series of connected lessons.	There is evidence that the candidate has some ability to adapt, revise or create curriculum based on knowledge of the content and standards.* There is little evidence that the candidate attempts to create equitable learning opportunities to meet the needs of all students in the context of the unit or series of connected lessons.	There is evidence that the candidate has the ability to adapt, revise or create curriculum based on knowledge of the content, standards,* and student needs and interests. There is evidence that the candidate attempts to create equitable learning opportunities to meet the needs of all students in the context of the unit or series of connected lessons.	There is evidence that the candidate has the ability to adapt, revise or create curriculum based on knowledge of the content, standards,* and student needs and interests. There is evidence that the candidate has the ability to create equitable learning opportunities to meet the needs of all students in the context of the unit or series of connected lessons.

Entry 4, cont’d.
Standards Principles	No Evidence	Emergent	Approaching Standards	Meets Standards
F Multiple Assessments Std. II – Prof. Knowledge: Principles 7, 8 Standard V – Accountability: Principle 15	There is no evidence that the candidate has the ability to assess student progress in relation to standards* and to modify plans and instruction to improve student learning. There is no evidence of the candidate’s ability to use multiple assessment strategies to evaluate student growth and to analyze student performance data in order to modify subsequent lessons.	There is some evidence the candidate has the ability to assess student progress in relation to standards.* There is little evidence of the candidate’s ability to use multiple assessment strategies to evaluate student growth and to analyze student performance data in order to modify subsequent lessons.	There is some evidence the candidate has the ability to assess student progress in relation to standards* and to modify plans and instruction to improve student learning. There is evidence of the candidate’s ability to use multiple assessment strategies to evaluate student growth and to analyze student performance data in order to modify subsequent lessons.	There is evidence the candidate has the ability to assess student progress in relation to standards* and to modify plans and instruction to improve student learning. There is evidence of the candidate’s ability to use multiple assessment strategies to evaluate student growth and to analyze student performance data in order to modify subsequent lessons.
G Tracking Student Work Standard V – Accountability: Principle 16	There is no evidence that the candidate has the ability to keep track of student work and performance over time. The candidate’s ability to successfully communicate students’ level of progress to colleagues, administrators or parents is not evident.	There is some evidence of the candidate’s ability to keep track of student work and performance over time and during the unit or series of lessons. There is no evidence that the candidate has the ability to successfully communicate students’ level of progress to colleagues, administrators or parents.	There is evidence of the candidate’s ability to keep track of student work and performance over time and during the unit or series of lessons. The candidate’s ability to communicate students’ level of progress to colleagues, administrators or parents is somewhat effective.	There is evidence of the candidate’s ability to keep track of student work and performance over time and during the unit or series of lessons. The candidate’s ability to successfully communicating students’ level of progress to colleagues, administrators or parents is evident.
H Self-Reflection Standard V – Accountability: Principle 14	There is no evidence that the candidate has the ability to self-assess a unit or connected series of lessons for the purpose of improving student learning and for setting goals for his/her professional growth.	There is evidence of the candidate’s attempts to self-assess a unit or connected series of lessons for the purpose of improving student learning, but there is no evidence that the candidate uses the information to set goals for his/her professional growth.	There is evidence of the candidate’s ability to self-assess a unit or connected series of lessons for the purpose of improving student learning, but there is no evidence that the candidate uses the information to set goals for his/her professional growth.	There is evidence of the candidate’s ability to self-assess a unit or connected series of lessons for the purpose of improving student learning and for setting goals for his/her professional growth.

*Vermont’s Framework of Standards and Learning Opportunities

Scoring Rubrics: Entry 5 – Colleagueship and Advocacy
Standards Principles	No Evidence	Emerging Evidence	Approaching Evidence	Meets Standard
A Classroom Climate Standard II – Professional Knowledge: Principle 5	There is no evidence that the candidate has the ability to create a classroom climate in which students respect others’ contributions and engage in positive social interactions directed at the goals of instruction that protect students’ personal health and safety.	There is evidence that the candidate attempts to create a classroom climate in which students respect others’ contributions and engage in positive social interactions directed at the goals of instruction that protect students’ personal health and safety.	There is some evidence of the candidate’s ability to create a classroom climate in which students respect others’ contributions and engage in positive social interactions directed at the goals of instruction that protect students’ personal health and safety.	There is evidence of the candidate’s ability to create a classroom climate in which students respect others’ contributions and engage in positive social interactions directed at the goals of instruction that protect students’ personal health and safety.
B Collaborative Relation-ships Standard III – Colleagueship: Principle 10 Standard IV – Advocacy: Principles 12, 13	There is no evidence that the candidate has the ability to establish collaborative relationships.	There is evidence that the candidate attempts to establish collaborative relationships that include either: a. working as a team member within school(s), or b. working outside the school with parents, agencies, and others in the community at large, or c. participating in professional development activities on substance abuse prevention or classroom management, or school violence.	There is some evidence of the candidate’s ability to establish collaborative relationships which include either: a. working as a team member within school(s), or b. working outside the school with parents, agencies, and others in the community at large, or, c. participating in professional development activities on substance abuse prevention or classroom management, or school violence.	There is evidence of the candidate’s ability to establish collaborative relationships which include either: a. working as a team member within school(s), or b. working outside the school with parents, agencies, and others in the community at large, or c. participating in professional development activities on substance abuse prevention or classroom management, or school violence.
C Self-Reflection Standard V – Accountability: Principle 14	There is no evidence that the candidate has the ability to reflect on the relationships between his/her roles as an educator, team member, and advocate for students and families.	There is some evidence of the candidate’s ability to reflect on the relationships between his/her roles as an educator, and advocate for students and families.	There is some evidence of the candidate’s ability to reflect on the relationships between his/her roles as an educator, team member, and advocate for students and families.	There is evidence of the candidate’s ability to reflect on the relationships between his/her roles as an educator, team member, and advocate for students and families.

Scoring Rubrics: Entry 6 – Self-Reflection and Vision
Standards Principles	No Evidence	Emerging Evidence	Approaching Evidence	Meets Standard
A Self-Reflection & Vision Standard V – Accountability: Principle 14	There is no evidence that the candidate has identified professional strengths and areas for growth, or that he/she has set goals for improvement based on a self-assessment.	There is evidence that the candidate attempts to identify professional strengths and areas for growth, and to set goals for improvement based on this self-assessment including one of the following: a) reference to theoretical constructs and an understanding of human development b) connections between practice and philosophy of teaching and learning c) use of data and self-assessment.	There is some evidence of the candidate’s ability to identify professional strengths and areas for growth, and to set goals for improvement based on this self-assessment including two of the following: a) reference to theoretical constructs and an understanding of human development b) connections between practice and philosophy of teaching and learning c) use of data and self-assessment.	There is evidence of the candidate’s ability to identify professional strengths and areas for growth, and to set goals for improvement based on this self-assessment including: a) reference to theoretical constructs and an understanding of human development b) connections between practice and philosophy of teaching and learning c) use of data and self-assessment.