FINAL PORTFOLIO RUBRIC

ENG 419, Approaches to Teaching Literature

Wednesday, April 29 by 6:30 pm -- Your submission will be in two parts. A link to your finished portolio site
and a completed copy of this rubric as a Word document.

Directions: Fill out this form electronically. (The electronic file should be titled/saved as
YOURLASTNAME419portfolio. For example, mine would read would be NOLTE419portfolio

 Complete this rubric as a self-assessment. Defend your self-assessment by discussing each objective and
your level of mastery in a Portfolio Reflection as described on the Final Portfolio Checklist.
 For each of the following learning objectives (Attitudes, Content, and Pedagogy), indicate the degree of
mastery that you believe you have demonstrated through your work in this course. (Please see below for
definitions of the levels of mastery: Distinguished, Proficient, Basic, or Unsatisfactory.)
 Please also indicate which artifact (or artifacts) from your portfolio (see Final Portfolio Checklist for full
contents) demonstrates that mastery at your highest level.
 Please do not use one specific artifact more than once per category (Attitudes, Content, and Pedagogy)
but remember that you can use parts of lesson plans to address a course outcome (a single day of a unit,
a particular activity from a day, a revision of a lesson plan, etc.).
o For example, you cannot use your “Short Story Lesson Plan Unit” as a whole twice in the
Content section.
o You can use “Day 1 of Short Story Lesson Plan Unit” and “Day 2 of Short Story Lesson Plan
Unit” as separate artifacts in the Content section.
 Definitions of Levels of Mastery:
o Distinguished: Always or almost always demonstrates this in a wide variety of artifacts,
indicating completely ready for the field.
o Proficient: Often demonstrates this in a good variety of artifacts, indicating continuing growth
and readiness for the field.
o Basic: Sometimes demonstrates this, but not consistently nor in a variety of artifacts, indicating
need for substantial growth before going into the field.
o Unsatisfactory: Seldom or never demonstrates this, indicating lack of readiness for field.
 Your portfolio will be reviewed as a whole and each objective will be assessed by the instructor. A
grade will be assigned using the following scale:
o A=All 22 objectives Distinguished or Proficient; 12 or more Distinguished
o B=All 22 objectives Distinguished or Proficient; 12 or more Proficient
o B-=All Proficient
o C= 1-3 Basic; no more than 1 Unsatisfactory; rest Distinguished or Proficient
o D=2-4 Unsatisfactory; 4-6 Basic
o F=5 or more Unsatisfactory; 7 or more Basic

To turn in: Please do both:

1. Submit a link to your completed site via MUOnline
2. Submit this completed rubric as Word Document via MUOnline
 NAME: Rebekah McCloy

ATTITUDES STUDENT FILL PROFESSOR PROF.

OBJECTIVES Highest level OUT: Rate each FILL OUT: FILL
Artifact(s): objective as Rate each as OUT:
The ENG 419 Distinguished, Distinguished, #
student … Proficient, Basic, Proficient, Score
or Unsatisfactory Basic, or
Unsatisfactory
A1. Demonstrates Short Story Distinguished
recognition that all Lesson Plan
students have Day 2
different learning
styles and can
learn.
A2. Demonstrates Poetry Lesson Distinguished
a commitment to Plan
and a desire to
develop a good
match between
what students need
to learn and the
objectives,
methods, and texts
a teacher selects.
A3. Demonstrates Short Story Distinguished
genuine enthusiasm Lesson Plan
for developing and
expanding
knowledge of texts,
cultures, methods
of critical reading
and reflection as a
lifelong practice.
A4. Demonstrates Drama Lesson Distinguished
recognition of the Plan Day 8
value of diversity of
opinion and
interpretation.
A5. Demonstrates Drama Lesson Distinguished
willingness to seek Plan
out resources
independently to
learn and to teach.
A6. Demonstrates Poetry Lesson Distinguished
willingness to Plan Day 1
reflect upon and
revise practice
based on critical
thinking and
inquiry.
A7. Demonstrates Literacy Distinguished
a sense of Philosophy
professionalism:
self direction;
personal
responsibility for
working and
learning actively on
a communal
schedule;
willingness to take
risks; love of
reading/writing,
students, and the
learning process;
commitment to
always being
present and
prepared.

CONTENT STUDENT FILL PROFESSOR PROF.

KNOWLEDGE Highest OUT: Rate each FILL OUT: FILL
AND SKILLS level objective as Rate each as OUT:
OBJECTIVES artifact: Distinguished, Distinguished, #
Proficient, Basic, or Proficient, Score
The ENG 419 Unsatisfactory Basic, or
student … Unsatisfactory
C1. Demonstrates Short Story Distinguished
an expanding Lesson Plan
reading repertoire,
familiarity with a
broad range of texts
from a range of
genres and cultures,
including YA
literature, film,
drama, poetry, and
fiction.
C2. Demonstrates Drama Proficient
the ability to Lesson Plan
analyze, interpret, Day 9
evaluate, and
respond to a variety
of texts from a
variety of
perspectives.
C3. Demonstrates Short Story Proficient
the ability to use Lesson Plan
literary terminology Day 1
 PEDAGOGICAL STUDENT FILL PROFESSOR PROF.
KNOWLEDGE OUT: Rate each FILL OUT: FILL
AND SKILLS Highest level objective as Rate each as OUT:
asOBJECTIVES
a tool to analyze, artifact: Distinguished, Distinguished, #
interpret, evaluate Proficient, Basic, Proficient, Basic, Score
andTheto apply
ENG 419 or or
different literary
student … Unsatisfactory Unsatisfactory
P1. Demonstratesto
critical theories Drama Proficient
interpret.
ability to select texts, Lesson Plan
C4. Demonstrates
design appropriate Poetry
Day 5 Proficient
the ability design
objectives, to Lesson Plan
research the
clear assignments Day 1
context,
and developcriticism
activities to help in
of, and allusions
a text and
students meetapply the
research
objectives.
appropriately
P2. Demonstrates to Drama Distinguished
reading
ability to and
sequence Lesson Plan
teaching.
assignments and
C5. Demonstrates
activities that Literacy Proficient
the ability to reflectto
encourage students Philosophy
critically
work on the
actively, both
methods used
independently and to
“read” and
collaboratively, to
construct
meet meanings
objectives.
from
P3. a text and
Demonstrates Short Story Distinguished
development to
willingness of a Lesson Plan
revise
repertoire, a Day 2
appropriately.
collection of a wide
C6. Demonstrates
variety of activities Drama Distinguished
theassignments,
and ability to write to Lesson Plan
effectively about
help students learn to
textsa and
read to of texts
variety
improve
affectively, writing
about texts. and
analytically,
interpretively.
P4. Demonstrates Short Story Proficient
development of a Lesson Plan
repertoire of Day 3
assessment
techniques to
determine level of
student achievement
of objectives.
P5. Demonstrates Drama Distinguished
ability to fit Lesson Plan
assignments, Day 9
activities, and
assessment to
objectives.
P6. Demonstrates Drama Distinguished
ability to use Lesson Plan
professional research Day 8
tools to find
resources for
teaching and
willingness to do so.