NAME DATE

Rohjani Alvarado - Assignment 6: Portfolio (40%)

You are to develop a portfolio to provide the evidence of the work done during this
course.
Section Content Basic Requirements

Section 1: ● An introduction to the portfolio.

Introduction and ● Your personal background on what life circumstances led you to want to
Personal become a teacher.
Background ● Your personal philosophy of teaching and learning.
● A description of the strategies you used to attain the intended learning
outcomes of the course.

Section 2: ● Classroom Management Plan: make sure to include a brief, but clear
Context of Field description of the school and classroom settings in which you taught.
Experience ● The Attendance Log
● Provide photographic evidence of your service activities at the school

Section 3: ● Completed, signed and dated copies of the observation instruments you
Lesson Observations used to observe the Cooperating Teacher
and Reflections ● Your reflections on each observation

Section 4: ● Lesson Plans (follow the UB format provided)

Lesson Plans and ● Photographs of Teaching/Visual Aids used in the teaching practice
Lesson Reflections ● Examples of alternative assessment tools used in the teaching practicum
● Feedback form from UB Supervisor
● Feedback form from Cooperating Teacher on each lesson
● Samples/photos of students’ work from teaching practicum

Section 5: ● The Importance of Instructional Planning (original and revised)

Written Papers ● Challenges of Managing a Classroom (original and revised)

Section 6: ● Photographs/copies of the audio/visual resources used in the classroom

Educational ● An annotated bibliography of at least six educational resources (books or
Resources journal articles that you used during this course). Write one to two
paragraphs to describe the relevance of each reading to your teaching
practice. Be sure to justify your views. Include them in your reference list
at the end of the Portfolio.

Section 7: ● A reflective essay on Lessons Learnt from My Field Experience

Reflection and ● Conclusion
Conclusion
 NAME/ID ROHJANI ALVARADO 2017116483
EDUC39051 FIELD EXPERIENCE I: PORTFOLIO RUBRIC
5 3–4
Presentation: Document is presented in a well-
Organization, organised fashion either in a
Structure and binder or bound
Creativity Contains Cover page, Title Page,
Table of Contents, Introduction,
and Conclusion.
Document reflects innovative or
creative ideas in terms of
presentation
Introduction Clearly explains the rationale for
the portfolio. Provides details
about the expectations, duration
and location of the Field
Experience. Clearly outlines the
structure of the portfolio.
Personal The personal background clearly
Background outlines and explains teaching
post and years of teaching
experience; Professional and
academic qualifications are
presented in a clear and coherent
manner
Other relevant details (date of
birth, place of birth, educational
and teaching experiences etc. are
included
Philosophy Outstanding, clear and detailed
description of at least two beliefs
on aspects of teaching and/or
learning.
At least one theory, and its
theorist, are cited and clearly
explained
The philosophy is relevant and
clearly sequenced; strong,
focused description of
relationship between beliefs and
philosophy
Strategies Detailed description of strategies
used that draw upon personal
stories.
5 3–4
Attendance 20-hours logged Observation,
Log teaching, service
Log included and signed by the
cooperating teacher.
Classroom Very detailed discussion on
Management procedures, routines and rules for
Document is bound. Some of the elements
are missing.
Document reflects at least one innovative
or creative idea in terms of presentation
Briefly explains the rationale for the
portfolio. Provides details about the
expectations, duration and location of the
Field Experience and structure of the
portfolio, but some items are missing.
Adequate description teaching post and
years of teaching experience, but some
questions remain unanswered
Professional and academic qualifications
are presented, but some gaps exist
One or two relevant details (date of birth,
place of birth, educational and teaching
experiences etc. are omitted
Adequate identification of two beliefs on
aspects of teaching and/or learning
Main reason identified and supported with
some evidence.
Adequate description of relationship
between beliefs and philosophy;
satisfactory sequencing
Satisfactory description of strategies used
that draw upon personal stories.
Log included; some omissions re
signatures by cooperating teacher.
Detailed discussion on procedures,
routines and rules for organising classroom
DATE
1–2
Document not bound; several
elements missing
Plain, printed document prese
Vaguely explains the rationale
portfolio. Provides few if any d
about the expectations, durat
location of the Field Experien
structure of the portfolio.
The personal background is
incomplete or not present
Professional and academic
qualifications are not presente
incomplete
Vague details or section omitt
completely
One or two beliefs on aspects
teaching and/or learning iden
poorly described
Lacks a clear reason; unclear
or none given.
Vague relationship if any mad
between beliefs and philosop
poorly sequenced
Identification of at least one s
1–2
Log included but not clearly s
the cooperating teacher.
Brief discussion on procedure
routines and rules for organis
 NAME/ID ROHJANI ALVARADO 2017116483 DATE

Plan organising classroom relationships. No diagram of classroom classroom relationships; seve

relationships; may contain organisation included. questions remain unanswered
diagram of classroom
organisation.

Photographic More than five pictures included Two to four pictures included to provide Only one picture included to p
Evidence to provide evidence for practice. evidence for practice. evidence for practice.

Observations All four observations are included, All included, but a few sections are Several categories are incom
and all categories are completed. incomplete. more one or more instrument
missing.

Reflections Well-written, detailed reflections; Reflections tend to be descriptive; includes Brief or vague reflections on e
(After includes discussions on discussions that focus on one or two lesson; mainly descriptive; ve
Observations strengths, weaknesses, thoughts, criteria for reflection; little indication of reflective phrases included
) feelings and explanations; and lessons learnt
lessons learnt that will influence
future practice
10 8–9 6—7 1—5
Lesson Plans All of the lesson plans are Some of the lesson plans Lesson plans are Vaguely written les
well-written and include are well-written; and include adequately written but lack plans.
almost all criteria expected almost all criteria expected significant details e.g. class
of UB lesson plans; include of UB lesson plans; may size, references that follow
information on class size exclude details on class APA criteria or photos of
and references that follow size; references that follow materials or actual
APA criteria; contains APA criteria; photos of materials.
photos of materials or materials or actual
actual materials. materials.
14—15 12—–13 9—11 1—8
Lesson Well-written, detailed Well-written, detailed Brief evaluations/ reflections Vague evaluations/
Evaluations/ evaluations/reflections on evaluations/reflections on on each lesson; includes reflections.
Reflection each lesson; includes each lesson; includes discussions only on
discussions on strengths, discussions focus mainly on strengths, weaknesses; no
weaknesses, and lessons strengths, weaknesses; little discussion on lessons learnt
learnt that will influence indication of lessons learnt
future practice
Reflective Both original and revised Both original and revised Both original and revised Only the original or
Essays versions of both essays are versions of both essays are essays are included; essays are included
included; concerns from the included; concerns from the concerns from the original No revisions of orig
original drafts are very well original drafts are mostly drafts are minimally drafts.
addressed. addressed. addressed. In one or both
essays.
5 4 3 1-2
Audio/visual Photo, descriptions and Photos of visual aids; rules, Photos of visual aids; rules, Photos of visual aid
resources explanations of visual aids, procedures, explanations procedures, explanations included in another
including rules. may not be included, but not be included, but questions remain a
questions remain. questions remain. explanations, rules
procedures
Use of Excellent use English Few grammar, spelling or Occasional grammar, Errors reduce read
language and grammar, spelling and punctuation errors; errors spelling and punctuation frequent grammar e
grammatical punctuation. do not affect readability or errors; needs moderate suggest that the rul
structures distort meaning editing. not known; needs s
editing
NAME/ID ROHJANI ALVARADO 2017116483 DATE
NAME/ID ROHJANI ALVARADO 2017116483
In- Class Participation/Preparation Rubric
Consistent participation, preparation and a positive attitude are a vital part of learning in this class.
Category Excellent [5]
Contributions Routinely provides useful
ideas grounded in
personal experience and
research when
participating in the
classroom. A definite
leader who contributes a
lot of effort and who
makes class discussions
better.
Attitude and Teamwork Student is always
respectful of his or her
self, others, and teacher,
has a positive attitude,
and does not criticize
anyone else’s ideas or
work. Students feel safe
participating in her
presence. A true team-
player. I am always
willing to learn and
work with others. I
listen to when others
talk both in groups and
class. I have always
maintained utmost
respect for my teacher
and classmates.
Preparedness Always comes to class on
time, follows all classroom
procedures, brings
needed materials to class
Good [4]
Usually provides useful
ideas grounded in
experience and/or
research when
participating in classroom
discussion. A strong
student who tries hard.
Rarely is critical of ideas
or work of others. Often
has a positive attitude
about the task(s). Usually
treats others and self with
respect. A team player.
Very rarely late, almost
always brings needed
materials to class, almost
always follows classroom
DATE
Satisfactory [3]
Sometimes provides
useful ideas when
participating in classroom
discussion. Many not
grounded in research or
experience. A satisfactory
student who does what is
required.Through the
class of field Experienc
I have been attentive
and participated in clas
activities and works.
Often or occasionally has
a positive attitude about
the task(s) and behaves i
a respectful manner. May
not always display team
spirit.
Sometimes late to class,
often brings materials but
sometimes needs to
borrow. Usually follows
NAME/ID ROHJANI ALVARADO 2017116483
and is always in her seat
ready to work.
Quality of Work Provides work of the
highest quality that
reflects the student’s best
efforts.
Focus Consistently stays
focused on in-class work
and what needs to be
done. Self-directed and
highly motivated.
Listening Skills Student listens when
others talk, both in groups
and in class. Student
incorporates or builds off
of the ideas of others
procedures and is ready
to work.. Focuses on in-
class work and what
needs to be done most of
the time.
However I have
reached late times to
class and missed a few
classes because i was
sick, but i do focus and
complete classwork and
do what needs to be
done in clas.
Provides quality work that
reflects effort from the
student.
Focuses on in-class work
and what needs to be
done most of the time.
I always participate in
games done in class, and
finish tasks given my
teacher.
Student listens when
others talk, both in groups
and in class.I am always
willing to hear other
classmates idea and
respectful when others
are presenting.
DATE
procedures and is usually
in her seat ready to
work. .
Provides work that meets
the requirements, but
more effort or time could
have been given. at
times I have had poor
time management skill
and do not always
revise my work so I
cannot say that I have
produced the finest
works but I always
make sure that my
works are done by me
and are not plagiarized
Focuses on the task and
what needs to be done
some of the time. Often
must be reminded about
what needs to get done
Student seldom listens
when others talk, both in
groups and in class.
NAME/ID ROHJANI ALVARADO 2017116483 DATE

SOURCE OF RUBRIC:
www.vjmhs.org/uploaded/faculty/mmay/Class_Participation_Rubric_USE.doc