Teach English Now!

Teaching Portfolio Rubric

Rubric, Part I:

1. Yes/No Did the Portfolio include the Learners’ Name?

2. Yes/No Did the learner include a clearly-written Teaching Portfolio of at least one page?

3. Yes/No Did the learner include the required lesson plans with corresponding video links?

4. Yes/No Were videos 6-10 minutes long? (If the learner included a video or a listening
selection in the micro lesson, was the video/listening selection less than roughly 10 seconds in
length?)

5. Yes/No Did the learner include 2 Teacher Toolbox tips?

NOTE: If the learner is missing a portfolio piece or needs to revise one of the pieces, the
reviewer will not continue to review the portfolio and will give the learner scores of "2" in the
rubric below to indicate that the learner needs to resubmit within the course deadline.

Comments:

(See next page for Part II)

 Teach English Now! Teaching Portfolio Rubric
Rubric, Part II
10= Outstanding
Learner demonstrates
knowledge of the target
language being taught.
Lessons elicits critical
thinking and higher
order thinking skills.
Content and Pacing and organization
Organization of information very
effective. Micro lessons
stay within time limit;
transitions made very
smoothly.
Volume is easily heard.
Pronunciation does not
interfere with student
learning. Eye contact,
gestures, and facial
expressions used very
Delivery effectively. Any
grammar and usage
errors do not affect
comprehension. Gives
clear instructions for
activities.
Clear evidence of
balance between
instruction and student
participation. Effectively
uses a variety of
Lesson questioning techniques.
Plans/Videos Creates very clear
are Student- objectives for the
Centered lessons. Plans activities
that align with
objectives. Lesson plans
could easily be taught by
another teacher.
Learner successfully
Technology integrates technology to
Integration modify or redesign
learning activities. Tech
is integrated in at least 5
videos.
Comments:
8 = Very Good
Learner demonstrates
moderate knowledge of the
target language being
taught. Lessons may elicit
critical thinking and higher
order thinking skills.
Pacing and organization
effective. Micro lessons stay
within time limit. Learner
has minor difficulties with
transitions; however, these
do not confuse the students.
Volume is easily heard.
Pronunciation occasionally
interferes with student
learning. Eye contact,
gestures, and facial
expressions used very
effectively. Grammar and
usage errors minimal and
not distracting. Clear
instructions were almost
always given.
Evidence of balance
between instruction and
student participation. Some
questioning techniques
were used, but could be
improved. Creates clear
objectives for the lessons.
Most of the activities align
with the objectives. Most of
the lesson plans could be
taught by another teacher.
Learner mostly integrates
technology to modify or
redesign learning activities.
Tech is integrated in at 4
videos.
4 = Needs
2 = Insufficient
Improvement
Learner demonstrates Learner demonstrates
limited knowledge of the insufficient knowledge of
target language being the target language being
taught. Lessons do not taught. Lessons do not
elicit critical thinking elicit critical thinking and
and higher order higher order thinking
thinking skills. Pacing skills. Teacher is not
and organization of appropriately prepared
lessons are not sufficient for the micro-lesson.
to present all the Pacing and transitions are
necessary information ineffective.
effectively. Micro
lessons may not be
within time limit.
Volume is difficult to Volume too low and
hear at times. pronunciation prevents
Pronunciation often student learning. Eye
interferes with student contact, gestures, and
learning. Eye contact, facial expressions
gestures, and facial ineffective or nonexistent.
expressions need Errors with vocabulary,
improvement. Errors grammar, and usage
with vocabulary, impede comprehension.
grammar, and usage Instructions were not
somewhat distracting. given clearly; students
Instructions were were confused.
sometimes given clearly.
Limited evidence of Insufficient evidence of
balance between balance between
instruction and student instruction and student
participation Limited participation.
use of questioning Questioning techniques
techniques. Creates were not effective. Poor
objectives, but some of objectives. Lesson plans
them are unclear. Not are incomplete or unclear.
all of the planned Activities are not
activities connect to the appropriate for the
objectives. Some parts of objectives.
the lesson plans might
be unclear to another
teacher.
Technology included in Technology is not used
the lesson substitutes or OR it doesn’t support the
augments learning lesson objectives.
activities. Tech is
integrated in 3 or less
videos.