ENG 402 FINAL PORTFOLIO CHECKLIST

(items to be turned in)

This CHECKLIST with all items filled out and checked off

Final Portfolio Rubric, filled out as a Word document including artifacts selected for
each objective and self-rating (do not complete column for professor).

Submit this document to the BB “Final Portfolio” assignment prior to 5:00 pm on Monday,
December 7th. (The file should be titled/saved as YOURLASTNAME402 finalportfolio .
This will save us so much time and hassle. Thank you.)

Part I – REFLECTION ON COURSE OUTCOMES – this should be turned into BB with

the rubric and checklist. It serves as a detailed discussion of your progress in the course, as
well as referring to many (if not all) of the artifacts that are your digital portfolio.

1. Re-read the 14 Course Outcomes from the syllabus included on the rubric below.

2. Select ONE artifact for each of the outcomes. Each artifact should be THE ONE that
shows your highest quality work for that objective, and one that meets – in all ways
possible – what the specific objective is describing. Remember, an artifact can be any of
the required artifacts listed below, a single day from your lesson plans, a specific
assignment sheet that’s included in a Unit Plan, a page out of a Zero Draft Folder, a
handout you designed for leading the class discussion of a course text, etc. An artifact can
be any piece of writing or planning you created during this course—whether it is included
in the requirements or not. By the end of the semester, you should have a wealth of
artifacts to choose from.

3. Self-Assessment Rubric: Fill out the portfolio rubric by selecting one artifact per
objective and providing a self-assessment for each objective (Distinguished, Proficient,
Basic, or Unsatisfactory). You will turn in the rubric along with this checklist – it will be
uploaded to BB assignment space for the Portfolio! Your completed rubric should be a
list of artifacts that best match each course objective and your self-assessment rating of
Distinguished/Proficient/Basic/Unsatisfactory.

Think of this process as reviewing your portfolio and self-assessing its contents as a
means of pre-writing your course reflections.

4. Reflection on Course Outcomes: Now, write a reflective essay in which you justify or
explain your achievement of mastery for each of the Course Outcomes. You should argue
specifically how your portfolio demonstrates mastery of these outcomes.

This is the place where you make a case for yourself. Clearly articulate/reflect upon what
you have learned about yourself—including how you have demonstrated growth, change,
or stasis—in three areas over the course of our semester: as a writer/reader, as a pre-
service ELA teacher, and as a growing professional. You should support what you say
 about yourself through reference to specific examples and details in the artifacts. Support
your achievement with discussion of the work and research from this course that
informed your portfolio.

Use the outline below to craft your essay:

 Re-read the five “You as a Writer and Reader” objectives. Explain, in your
opinion, what those five objectives measure. What is the goal or purpose of
those objectives, as a whole? Discuss how your portfolio demonstrates mastery
of those objectives. Cite specific details from artifacts included in the portfolio
that demonstrate how you have grown as a writer and reader.
 Re-read the five “You as a Pre-Service Language Arts Teacher” objectives.
Explain, in your opinion, what those five objectives measure. What is the goal
or purpose of those objectives, as a whole? Discuss how teaching materials in
your portfolio demonstrate mastery of those objectives. Cite specific details
from artifacts in the portfolio that demonstrate how you have grown as a teacher
and instructional designer. Describe, when relevant, how your ideas connect to
teacher-research into teaching methods conducted as a part of this course.
 Re-read the four “You as a Growing Professional” objectives. Explain, in your
opinion, what those five objectives measure. What is the goal or purpose of
those objectives, as a whole? Discuss how materials in your portfolio
demonstrate mastery of those objectives.

PART II—As a Writer

These contents should be on your website/digital portfolio. They should be organized and
easy to find.

Required Artifacts

1. Zero-draft of both Short and Literacy Narrative (from midterm)

2. “Traditional” Revision of either Short or Literacy Narrative
3. “Radical” Revision of either Short or Literacy Narrative
4. A 700-800 word Reflective Essay that discusses these pieces of writing – how your
approach may have differed for each, how what we read and discussed in class may have
influenced your approach, how you felt about each piece (from beginning to end), how
crafting/revising these pieces helped you to grow as a writer (and as a future teacher of
writing), how your workshop influenced these pieces. Tell us the story of writing these
pieces.

PART III—As a Growing and Emerging Teacher

These contents should be on your website/digital portfolio. They should be organized and
easy to find.

Required Artifacts:
1. Grammar Mini-lesson documents (revised)
2. 3-day lesson Zero Draft Plans (revised)
 3. 15-Day Unit Plan and all required documents (as polished as possible):
a. Assignment Sheet and Rubric
b. 15-day Penniman chart
c. 3 days of complete and consecutive lesson plans (from anywhere in the unit)
4. Reflection (800-1000 words): Describe the following elements of your instructional
design. Focus on the choices you made over the course of your lesson planning practice,
and how they are based on research and strategies we covered in this course.
a. Discuss how these artifacts show how you guide students through the steps of the
Writing Process, and why the activities you chose to teach invention, drafting,
revision, and editing will be beneficial to your students.
b. Explain where and how your lessons use peer response.
c. Explain how you approach using scaffolding & sequencing in your activities, and
how your assignments (formative or summative) are based on best practices and
research
d. What do you believe to be your greatest strength? Area where you need more
practice/work?

PART IV – As a Professional
These contents should be on your website/digital portfolio. They should be organized and
easy to find.

Teaching philosophy:

Provide a statement of teaching philosophy of at least 600 words. Describe your personal
approach to teaching the writing process, specifically, and teaching in general. What
beliefs or ideas influence your approach to teaching? What research into best practice
influences your ideas? As a teacher who will have to design instructional content for a
variety of grade levels and subject areas in your career, what ideas will influence your
approach?

Part V – Clinical Experience

These contents should be on your website/digital portfolio. They should be organized and
easy to find.

Include this section only if you were enrolled in CI 470 this semester.

Required Artifacts
1. 10-Day Penniman Chart for Unit
2. Any additional lesson materials you wish to include
3. Unit Reflection – What worked in delivering this unit? What strategies or ideas were
successful? What was your best teaching day? Why? Conversely, what would you change
about this unit? What did you struggle with? What needs improvement?
4. Overall Reflection – What have you learned about yourself as a teacher? What are your
strengths? What are your challenges? What are your needs? What kind of teacher do
you see yourself becoming? Why? What do you need to do to become the teacher you
envision? Or, if applicable, is public school teaching at this level for you? Why or why
not?
Frequently Asked Questions

1. What IS an artifact?
An artifact is an individual, specific piece of work that you have prepared for this course. So an
item of homework that you prepared one day (responding to Murray, for instance) is an artifact.
Or a piece of invention writing that you wrote in your daybook is an artifact. Or the Narrative
Writing Profile is an artifact. Any response or document you’ve created as a part of your work
in this course.

2. Can I select an item out of one of my writing process folders as one of my artifacts?
Yes.

3. How should these items be organized when I turn them in?

Your e-portfolio should have these distinct sections:
a. Intro/About Me section
c. As a Writer
d. As a Future Teacher
f. Clinical Experience, if applicable.
g. Miscellaneous and/or “other documents” as you see fit (this is optional)

4. Does everything that I include have to be typed?

I strongly urge you to type your final portfolio essays in Word FIRST and then copy/paste into
your e-portfolio. Do not type directly into the platform, because if something goes wrong right
when you’re finished…that would be horrific. But it will not count as an excuse for your work
not being done on time.

If you choose to include pages as artifacts from your daybook, simply make a photocopy or use
the Adobe Scan app to create JPEGs or PDFs to upload

5. Can we use the same artifacts and reflection write-ups that we used in Process
Portfolio for the Final?
Not exactly. For this Final Portfolio that is supposed to demonstrate your full accomplishments
in the class, you must address all of learning objectives in a way that frames the artifact in
context of the entire semester.
 NAME: Rebekah McCloy

FINAL PORTFOLIO RUBRIC

ENG 402, Pre-Professional Composition and Rhetoric
Directions: For each of the following learning objectives (categories: You as Writer and
Reader, You as Pre-Service Language Arts Teacher, and You as Growing Professional), indicate
the degree of accomplishment that you believe you have demonstrated through your work in this
course. Please also indicate which artifact(s) from your portfolio (see Final Portfolio Checklist
for full contents) demonstrates that accomplishment at your highest level. (Please see the end of
this rubric for definitions of the levels of accomplishment: Distinguished, Proficient, Basic, or
Unsatisfactory.)

(NOTE: If a required item—an item that was listed on the Portfolio Checklist—is missing from the
portfolio, the overall portfolio grade will be reduced one letter grade from that earned otherwise.)

“YOU AS A WRITER Highest level STUDENT FILL OUT: PROFESSOR FILL OUT:
AND READER” artifact(s): Rate each objective as Rate each as Distinguished,
OBJECTIVES Distinguished, Proficient, Basic, or
The ENG 402 student … Proficient, Basic, or Unsatisfactory
Unsatisfactory
W1. Writes well in a wide variety of Teaching Philosophy Distinguished
circumstances and genres, from
expressive to transactional, informal Nonfiction Short
to formal, prescribed to self-invented
and created.

Content Knowledge II-E1-E2

W2. Reads and responds affectively Heath – No Bedtime Proficient
and analytically to many different Response
kinds of texts.
State Standard
Content Knowledge I-E1 Assignment
W3. Has a large and varied repertoire Reflection on Part II: Proficient
of writing and reading strategies and As a Writer
can “problem solve” using those
strategies: that is, the 402 student
finds and develops appropriate
strategies to complete successfully
any kind of writing or reading task.

Content Knowledge II-E1-E2

W4. Is proficient with technological Final Portfolio: Weebly Distinguished
tools, able to manage, analyze and
synthesize multiple streams of Grammar Mini-Lesson
simultaneously presented information
and create, critique, analyze and
evaluate multimedia (multimodal,
new media) texts.
Content Knowledge II-E1-E2-E3
W5. Demonstrates developing Literacy Narrative Distinguished
mastery of written language,
including crafting the style of a piece
and using English grammar, sentence,
and paragraph structures for
rhetorical effect.

Content Knowledge II-E1-E2

“YOU AS A PRE-SERVICE STUDENT FILL OUT: PROFESSOR

LANGUAGE ARTS TEACHER” Highest level Rate each objective as FILL OUT: Rate
OBJECTIVES artifact(s): Distinguished, Proficient, each objective as
The ENG 402 student … Basic, or Unsatisfactory Distinguished,
Proficient, Basic,
or Unsatisfactory
T1. Demonstrates a broad Full 10 Day Unit Proficient
knowledge base about the processes Plan (CI 470)
of writing and reading; learners’
cognitive stages, needs, and
practices; research about writing
instruction; possible classroom
activities; and professional resources
available for remaining current and
being innovative.

Content Pedagogy IV-E1-E2-E3-E4

Learners and Learning V-E1
T2. Demonstrates a broad repertoire 3 Day Lesson Plan Proficient
of instructional techniques and on Literacy
designs for teaching others to read Narratives
and write based on best practice and
research. Grading Rubric
and Assignment
Content Pedagogy IV-E1-E2-E3-E4 Sheet for 15 Day
Learners and Learning V-E1 Unit Plan
T3. Demonstrates a developing 15 Day Unit Plan: Distinguished
ability to plan and execute effective Research Essays
writing instruction, including the
skills of planning methods of
teaching invention, drafting,
organizing, focusing, revising,
editing, sentence construction,
paragraph construction, and
grammar; responding to and
evaluating student texts; and
designing formative and summative
assessment.

Content Pedagogy IV-E1-E2-E3-E4

Learners and Learning V-E1
T4. Demonstrates developing ability Day 1 of 10 Day Proficient
to incorporate instruction in ethical Penniman Chart
use of technological tools, (CI 470)
information literacy, and the
creation, analysis, synthesis, and
evaluation of multimodal texts.

Content Knowledge II-E3

Learners and Learning V-E3
T5. Demonstrates developing Grammar Mini- Distinguished
expertise in using digital Lesson
composition tools and in producing
multimodal texts, plus an open and 3 Days of Complete
receptive attitude towards learning Lesson Plans for 15
and becoming comfortable with new Day Unit Plan
technologies as they arise.

Content Knowledge II-E3

Learners and Learning V-E3

“YOU AS A GROWING Highest level STUDENT FILL PROFESSOR FILL

PROFESSIONAL” OBJECTIVES artifact(s): OUT: OUT: Rate each
The 402 student should demonstrate Rate each objective objective as
the working habits and responsible as Distinguished, Distinguished,
integrity expected of a professional Proficient, Basic, or Proficient, Basic, or
teacher and writer; that is … Unsatisfactory Unsatisfactory
The ENG 402 student
P1. Is self-disciplined and self- 10 Day Unit Plan: Proficient
starting. Literacy Narratives
(CI 470)
Professional VII-E1-E2
P2. Is capable of planning and 15 Day Unit Plan: Distinguished
executing work on a set schedule. Research Essays

Professional VII-E1-E2
P3. Is able to work collaboratively in Narrative Short Zero Distinguished
a positive fashion. Draft Workshop Tree

Professional VII-E1-E2
P4. Demonstrates willingness to Narrative Short Proficient
reflect upon, evaluate, and revise (Original)
her/his own practice.
Narrative Short
Professional VII-E1-E2 (Revised)

What creates distinguished level?

Always or almost always demonstrates this in a wide variety of artifacts, indicating completely
ready for the field.

What creates proficient level?

Often demonstrates this in a good variety of artifacts, indicating continuing growth and readiness
for the field.

What creates basic level?

Sometimes demonstrates this, but not consistently nor in a variety of artifacts, indicating need for
substantial growth before going into the field.

What creates unsatisfactory level?

Seldom or never demonstrates this, indicating lack of readiness for field.

GRADING SCALE FOR Final Outcomes Essay and Digital Portfolio

A: At least 8 artifacts have been assessed as Distinguished (by professor), portfolio shows
clear evidence of substantial revision for 3-Day plans, Grammar mini-lesson, and
Short/LN assignments. Reflections for Writer and Teacher sections are well organized,
engaging in tone, and reflect thoroughly on all required elements. Outcomes essay
addresses objectives in a detailed, forward thinking, and genuinely reflective manner. No
artifacts are assessed as Basic or Unsatisfactory.
B: At least 8 artifacts have been assessed as Proficient (or Distinguished), portfolio shows
evidence of substantial revision for 3-Day plans, Grammar mini-lesson, and Short/LN
assignments. Reflections for Writer and Teacher sections are organized, clear, and reflect
on all required elements. Outcomes essay addresses objectives in a detailed and
genuinely reflective manner, but may lack substantial plans for future growth and
development. Only one artifact may be assessed as Basic and none may be assessed as
Unsatisfactory.
C: At least 2 artifacts have been assessed as Proficient (or Distinguished), portfolio shows
evidence of some revision for 3-Day plans, Grammar mini-lesson, and Short/LN
assignments. Reflections for Writer and Teacher sections are somewhat organized,
mostly clear, and attempt to reflect on all required elements. Outcomes essay addresses
objectives in a reflective manner, but may details and specifics, as well as substantial
plans for future growth and development. Only one artifact may be assessed as
Unsatisfactory.
D: 2-4 artifacts assessed as unsatisfactory.
F: 5 or more unsatisfactory; 7 or more basic.

Important Notes/Caveats:

1. If a required item or section (i.e. an item that was listed on the portfolio checklist) is
missing from the portfolio, the overall portfolio grade will be reduced one letter grade
from that earned above.
2. If there are consistent errors (6 or more) in grammar/conventions throughout your
outcomes essay and portfolio artifacts, your grade will be reduced by at least ½ of a letter
grade.

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Instructor to fill in:

# of
 Distinguished
Proficient
Basic
Unsatisfactory

FINAL PORTFOLIO GRADE =