| Unacceptable | Acceptable | Circle One | |
| Design & Organization | Design needs attention and portfolio shows limited organization. Inappropriate color, format, font, photos and links do not work. | Design is creative and professional with all required elements present and obvious. Appropriate color, format, font, photos and workable links. | Acceptable Unacceptable |
| Mechanics (e.g. spelling, grammar, punctuation, etc.) | Some mechanical errors are evident. | There are NO mechanical errors evident. | Acceptable Unacceptable |
| Philosophy of Education | Weak description of the philosophy of the candidate with little or no discussion of the essential elements that describe a personal philosophy or belief. | Describes the educational philosophy of the candidate and clearly describes some or all of the following elements: the purpose of education, the roles of the teacher and student and strong evidence of personal beliefs related to education. | Acceptable Unacceptable |
| Autobiography | Elements describe the candidate but fail to link to professional goals. | Elements clearly describe the teaching candidate as a prospective educator. | Acceptable Unacceptable |
| Résumé | Résumé is not present. | Résumé is present. | Present Not Present |
| Classroom Management Plan | Classroom Management Plan is not present. | Classroom Management Plan is present. | Present Not Present |
WI Standards and UWP KSD Criteria
UNACCEPTABLEPersonal Reflections are brief and fail to indicate entry level proficiency. Alignment to the KSD and the WI Standard is weak with little explanation. Artifact(s) are briefly described and show some relationship to a future career as an educator. ACCEPTABLE Personal Reflections of artifacts related to six (6) and only 6 WI standars are complete and indicate entry level proficiency. Alignment of six (6) and only 6 WI standards and primary KSDs are explained and justified. Secondary KSDs are listed as supporting evidence. Artifact(s) are completely described and relevant to the standard and a career in education (Two artifacts must be from pre-student teaching). | |||
| Standard 1 Content: The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. |
Acceptable Unacceptable __Reflection __Alignment __Artifact |
| Standard 2 Development: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. |
Acceptable Unacceptable __Reflection __Alignment __Artifact |
| Standard 3 Diversity: The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. |
Acceptable Unacceptable __Reflection __Alignment __Artifact |
| Standard 4 Instructional Strategies: The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, and performance skills. |
Acceptable Unacceptable __Reflection __Alignment __Artifact |
| Standard 5 Environment: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. |
Acceptable Unacceptable __Reflection __Alignment __Artifact |
| Standard 6 Communication: The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. |
Acceptable Unacceptable __Reflection __Alignment __Artifact |
| Standard 7 Instructional Planning: The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. |
Acceptable Unacceptable __Reflection __Alignment __Artifact |
| Standard 8 Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. |
Acceptable Unacceptable __Reflection __Alignment __Artifact |
| Standard 9 Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. |
Acceptable Unacceptable __Reflection __Alignment __Artifact |
| Standard 10 Collaboration: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner. |
Acceptable Unacceptable __Reflection __Alignment __Artifact |