Azrieli Graduate School of Jewish Education and ...€¦ · The candidate’s portfolio must provide evidence of achievement of the 13 Pillars of the Azrieli Graduate School of Jewish

Azrieli Portfolio Guide 1

Azrieli Graduate School

of Jewish Education and Administration

A Guide for Compiling Your

Master’s Degree Portfolio Created and Adopted by the Faculty

Azrieli Graduate School of Jewish Education and Administration

David Schnall, Ph.D., Dean

Jeffrey Glanz, Ed.D, Director

Yeshiva University


Contents Contents ........................................................................................................................................... 2

Portfolio Assessment ....................................................................................................................... 2

What Is A Portfolio? .................................................................................................................... 2

Portfolio Preparation .................................................................................................................... 3

Instructions for Compiling a Portfolio ......................................................................................... 3

Assessment ................................................................................................................................... 4

13 Pillars of Excellence ............................................................................................................... 6

Types of Artifacts for Documentation ....................................................................................... 12

How Your Portfolio will be Evaluated .......................................................................................... 14

Questions/Answers: ................................................................................................................... 20

Portfolio Assessment What Is A Portfolio?


An educational portfolio is a collection of artifacts, evidence and reflections documenting the candidate’s achievements over the course of teacher preparation at the Azrieli Graduate School for Jewish Education and Administration. It might include, but is not limited to, writing samples, performance evaluations, term projects, evidence of student learning, photographs and audio/video files. The work samples collected must show satisfactory achievement of the 13 Pillars of the Azrieli Graduate School for Jewish Education and Administration (below). The format of the portfolio may be traditional print and/or electronic, multimedia file, etc.

Portfolio Preparation

Why Organize a Portfolio?

1. To demonstrate achievement of Pillars 2. To provide an opportunity for self-reflection and assessment 3. To integrate the student teaching experience into a continuum of professional

development 4. To provide a record of accomplishments 5. To provide an opportunity for assessment by the cooperating teacher, the University

supervisor and prospective employers Note that there are 2 types of portfolios: Developmental – A portfolio is a work in progress. It begins with the first course and develops over the span of the program. Professional- A portfolio that represents the accumulated work over the span of the program; the final product (completed during PEP Student Teaching).

Instructions for Compiling a Portfolio

The candidate’s portfolio must provide evidence of achievement of the 13 Pillars of the Azrieli Graduate School of Jewish Education and Administration.

Every portfolio should include, but is not limited to, the following components:

1. A Table of Contents of the artifacts in the portfolio organized into a framework 2. A Philosophy Statement that addresses the candidate’s view of the essence of education. The focus should be on the child and how the classroom can help develop the student into an effective learner based on what has been learned at the Azrieli Graduate School for Jewish Education and Administration. Feel free to include personal perceptions and attitudes in your role as teacher and the goals you might have for your students. Provide a rationale for your views. We encourage you to share personal life


experiences, learning and teaching experiences that support your philosophy. Keep the statement to a readable length of no more than three to four pages double-spaced. Be prepared to discuss this statement in detail with your professor, the dean or his representative. 3. A Demonstration of the 13 Pillars

a. 2-3 page Introduction explaining how the program helped you achieve the pillars

b. Candidates must provide work samples illustrating mastery of the pillars. There is NO one best way to organize your portfolio. Your own creativity is encouraged. The artifacts you include to demonstrate mastery of the pillars should NOT be inclusive of “everything” you learned in each course in the program. You are to select an artifact or two for each or combination of pillars that you feel best evidences mastery of the principle(s).

4. A short reflection (one or two typed pages) on each artifact and what it demonstrates, i.e., what did you choose and why. A reflection should include perceptions, analyses, reactions, evaluations, integration of knowledge, skills and dispositions.

Assessment The process of becoming a professionally competent educator is developmental. This portfolio aims to demonstrate student growth throughout the program at Azrieli, from the very first course to graduation (earning the master’s degree). Every student is expected to create a portfolio that demonstrates their knowledge, skills, and dispositions related to the 13 Pillars of the Azrieli Graduate School for Jewish Education and Administration. Material or artifacts that evidence accomplishment of these Azrieli Graduate School for Jewish Education and Administration Pillars emanate from each course in the program. In other words, the portfolio is not a task completed in isolation from coursework, but rather, as a part of each course. This Guide will help the student to successful completion of a Professional Portfolio. This portfolio will be assessed at various points in the program and will be evaluated as a condition to graduate from the program. The portfolio is in lieu of a Comprehensive Examination, which was required in past years. This exam is no longer required. The portfolio is now required of all newly admitted students at Azrieli. Students who prior to the fall 2009 semester have completed 18 credits or more will be required, however, to take the comprehensive examination, and may not opt for the portfolio project. If you are uncertain of your status, contact the director of the master’s program. All students are required to attend an Orientation program where the Portfolio requirement will be explained. Several Town Hall Meetings will be conducted by the Director of the Master’s Program to further explain the portfolio process. This Guide, in particular, is a comprehensive guide to completing a portfolio. The Director of the Master’s Program will communicate and meet periodically with students to offer further assistance. Make certain the Director has your must current email address. Professors may or may not require portfolio work as part of individual coursework. The student, however, will be required to submit their Developmental Portfolio (that’s the one you begin with; it’s a work in development, as opposed to the Professional Portfolio, the one that is in complete form presented formally at the culmination of the program, after student teaching) in the following manner:


1. Transition Point #1 (After completion of 18 credits): It is the student’s

responsibility to contact the Director of the Master’s program to arrange an interview. Failure to do so will result in the inability to continue in the program or graduate. The Director and selected faculty members will check that a portfolio has begun correctly. No student will be allowed to continue without having begun a portfolio that includes material from courses taken up to that point in time. The portfolio at this stage need not

2. Transition Point #2 (After completion of 27 credits): No student may enter PEP (student teaching) without a satisfactory Developmental Portfolio. At this stage, we will definitely want to see selected artifacts with serious reflections demonstrating competencies in all pillars.

be fully developed. All that will be checked is that you have begun the process by including relevant material or artifacts by principle with ‘rough’ reflections. You will engage in a discussion with a faculty member regarding the best way to proceed in developing your portfolio.

3. Transition Point #3 (After all course work is completed, including PEP & student teaching): The Professional Portfolio will be completed at this point in time. The portfolio will likely include many material or artifacts gathered during the student teaching experience, but may also be culled from previous coursework. At program culmination, the student will be required to make a formal presentation of his/her portfolio at a forum specially organized for the purpose of showcasing student portfolios. The Portfolio will also be evaluated and graded according to a rubric (below) by a committee of professors. Upon satisfactory completion of the oral presentation of the portfolio and a passing grade for the Professional Portfolio, the student will be eligible for graduation, pending completion of all other degree requirements.

Any student who has already completed 18 or more credits by the start of the fall 2009 semester, will be required to take the Comprehensive Examination to satisfactorily graduate from the program. In order to sit for the comprehensive examinations, you must have completed all 30 required credits.

Please note that you are required to make duplicates of all work submitted so you retain a copy for yourself.


13 Pillars of Excellence

The following 13 Pillars have evolved after thoughtful discussions among faculty members, school practitioners, and former students to identify those affinities and ideals critical to the development of educators who understand that learning can promote the academic, spiritual, emotional, and social success of Jewish students. The courses in the master’s program have been developed with these principles in mind. You are expected to include artifacts in this Portfolio that address each of the 13 Pillars that follow:

1. History of Education /Jewish Education

2. Assessment

3. Curriculum

4. Language Development/ Hebrew Language

5. Personal Development of Teachers

6. Collaboration/Community

7. Technology

8. Learning and Cognition

9. Evidence-Based Practice

10. Child Development

11. Content Knowledge

12. Ethics and Values

13. Instructional Method

Although initially you are expected to start the portfolio process by collecting materials from each course you complete and divide them into categories by principle, in the end, however, you will be expected to present them in a more formal manner. You will not be expected to


include everything from every course you’ve completed in this Developmental or Professional Portfolio. Rather, you are expected to cull or create material (also called artifacts) that thoughtfully demonstrates an affinity or understanding of the Pillars. One artifact i.e., a curriculum unit, may be used to highlight or address several pillars simultaneously. Each artifact must be accompanied by a reflection explaining why the particular artifact was selected and precisely how it demonstrates accomplishment of the highlighted principle(s). Artifacts may be culled from coursework or developed especially for the Portfolio. The Portfolio may be done in hard copy or electronically; more about these matters later in this guide.

The purpose of the Portfolio is for you, the student, to demonstrate ‘mastery’ of the 13 pillars. The bullets under each Principle are simply meant to stimulate thinking about the particular Principle. You are not expected to address each bullet for each Principle.

1. History of Education/Jewish Education

• Understanding classic theory – Dewey, Bruner, Piaget, Gardner, etc. • Understanding classic Jewish text – Maharal, etc. – Tanach, Mishnah, Gemara • Realizing the relevance of the past to present; seeing the past, present, and future as

an undifferentiated whole • Becoming knowledgeable regarding the objective reality of the Chinuch of the past

versus an idealized nostalgia for things that may have only partially existed • Understanding economic/political/legislative realities that affect past/present/future

mandates/services/programs • Contextualizing beliefs, practices, and approaches into knowledge of education

history and movements • Believing that a teacher must have ideas, beliefs, theories, etc. guiding practice • Developing the ability to detect dissonance between stipulated educational

philosophy and actual curricular/instructional practice • Intentionally building on the past to develop a more effective educational program

2. Assessment

• Understanding the purpose of assessment and its impact on student achievement • Possessing a knowledge of a variety of assessment tools • Realizing that assessments should reflect what the student knows regardless of format

– e.g. child with visual tracking problems may need other than multiple choice format • Realizing the importance of clarity of expectations regarding what is to be assessed –

curriculum integrated with assessment • Knowing that assessment is a constant ongoing process that informs teaching rather

than an assessment event such as a test – assessment FOR learning vs. assessment OF learning

• Evaluating which types of assessment to use and when – different objectives and learning goals call for different assessments

• Realizing that assessment measures and means of evaluation should be clearly communicated to students

• Understanding that the purpose of assessment is not only for grading purposes, but a means for students and teachers to gauge growth and learning

• Using results of assessment to communicate important information to students, parents, teachers, and others – (not necessarily all of them for each assessment).

• Using assessment to improve teaching practice and student learning


3. Curriculum

• Realizing that curriculum is a verb (process) rather than a noun (product) • Recognizing the import of the “unspoken (hidden) curriculum” – socialization, etc. • Appreciating that teachers are active participants and initiators rather than recipients

of a finished product • Possessing a command of subject matter – deep and rich • Differentiating between curriculum and syllabus or course of study • Utilizing principles of UbD to help ensure a curriculum that delves deeply and

reflectively on topics • Realizing that teachers must plan year-long curriculum rather than only unit-by-unit

in order to manage the pace of instruction and clarify for themselves what is essential • Understanding that curriculum must be aligned across years and grades to prevent

overlap or gaps. Also aligned with instruction and assessment. • Realizing that the textbook should not drive curriculum. • Understanding that differentiation needn’t be difficult- make consistent efforts to

adjust, even in small ways, to address needs of all students. • Integrating curriculum and assessment – students need to see instruction/assessment

as an integrated process • Realizing that a teacher must have ability to develop, implement, and revise

curriculum 4. Language Development/ Hebrew Language

• Developing the capacity to teach and speak in Hebrew, where relevant • Appreciating the ability to inspire students to recognize importance of Hebrew and

strive to master it. • Learning to adjust one’s own language complexity to meet developmental needs of

students • Understanding of developmentally appropriate language – textual and oral • Knowing when language is a means vs. an end in itself. • Appreciating second/third language issues • Identifying and referring problems of literacy and expression that may suggest larger

issues. • Knowing strategies of second language instruction at different ages (e.g., 9th grade

Mechina class isn’t 1st grade) • Identifying purpose of Hebrew instruction – to assist with learning Tanach-to be able

to read sifrei machshava- to speak in Israel 5. Personal Development of Teachers

• Embracing reflectiveness – willingness and habit of evaluating, thinking about one’s own work

• Demonstrating openness to critique and learning more • Demonstrating enthusiasm about teaching and about students’ growth/development –

even when changes are small. • Keeping abreast of significant developments in the field • Knowing how to access research that informs practice • Affirming ethical and moral behavior within schools and classrooms • Recognizing impact you have on students • Recognizing and utilizing one’s strengths – just as there’s no one-size-fits-all for

students, also for teachers


• Knowing how to deal with less-than-optimal contexts (school, principal, etc.) • Appreciating that the teacher is a role model for lifelong learning – students see

rebbe/morah in Beis Medrash of school during “off” times. • Developing competence in generating and tapping into intrinsic motivation • Realizing the importance of mission • Seeing the teacher as a leader • Appreciating risk-taking • Understanding of humility as a key quality

6. Collaboration/Community

• Understanding social and communal Jewish issues • Appreciating Israel and Zionism • Understanding the importance of Holocaust education • Knowing Jewish history • Understanding that teachers must be aware of the following and know how to use this

knowledge to enrich their teaching: Social and communal Jewish issues, Israel and Zionism, Holocaust, Jewish History

• Appreciating the spirit of partnership – recognizing all potential partners in education process – local, national, international – lay, professional – university (YU and others)

• Seeking peer collaboration –in school – value of visiting/observing others • Recognizing the ability to interact with diverse families and cultures • Willingness to engage families in children’s learning • Demonstrating sensitivity to (frequent) dissonance between parents/community/

school (administration & faculty) and awareness of how to respond. • Viewing collaboration, sharing with, and learning from other teachers as core to their

teaching responsibilities. • Possessing a disposition to see teachers in other schools as professional colleagues,

not competitors • Appreciating the parent-school partnerships as essential to transmitting religious

values – and to learning on all levels! 7. Technology

• Understanding that teachers should be able to integrate technology into instruction and assessment. Includes web, email, PowerPoint, Smart Boards, etc. Associated dispositions too.

• Demonstrating the ability to prepare student work in Hebrew word processor (or use Hebrew text), not handwritten sheets.

• Using search engines – e.g. Bar Ilan • Encouraging independent student research • Using computer assisted instruction – e.g. Gemara Berurah • Supporting students’ creative use of technology • Processing and utilizing information • Creating educated consumers of technology.

8. Learning and Cognition

• Appreciating the variety of learning styles and willingness/ability to design instructional experiences to promote mastery

• Understanding that just because I taught, it doesn’t mean it was learned


• Understanding of variety of theories of learning (classic theorists) and application to classroom

• Using cognitive models of knowledge acquisition, problem-solving, expert thinking, metacognition, etc,. and understanding how they influence curriculum and instruction

• Appreciating value development of higher-order thinking, not just memorization, and understanding how to nurture it

• Believing that all children can learn – how and why that is true • Understanding adult learners • Using social-learning principles, in conjunction with high quality instruction, to

create calm, effective learning environments 9. Evidence-Based Practice

• Appreciating that a teacher must be an educated consumer of written material/research

• Knowing how to operationalize evidence based practice • Knowing how to practice when no evidence is available – ability to consider “data,”

knowledge from related areas. • Willingness to regularly review evidence-base for existing practices. • Considering own work in reflective evidence-driven manner. • Assessing evidence and research as part of regular classroom decision-making

10. Child Development

• Recognizing developmental progressions in language, cognition, behavior, social and spiritual realms, and the variability possible within those progressions

• Knowing the developmental theorists and applying theories in the classroom • Understanding importance of motivation and applying strategies to practice • Understanding developmental psychopathology • Appreciating self-concept across development • Identifying developmentally appropriate practices in schools and classrooms • Helping parents understand transitions (such as and especially middle school) • Understanding how middle schools ought to be different from elementary schools • Understanding that the absence of development is stagnation or regression • Applying developmentally appropriate instructional practices – i.e. questioning,

higher order, etc. 11. Content Knowledge

• Demonstrating pedagogic content knowledge • Appreciating bekius in chumash, nach, mishnah, gemara, poskim, meforshim, sifrei

machshava… whatever will be taught • Appreciating elementary school teachers’ conceptual understanding of areas of

chumash, navi, etc. that are typically taught • Demonstrating high school teachers’ deep content knowledge in 1-2 domains • Understanding models of how analytic skills in gemara tend to develop • Understanding how to use parshah to support thinking about chumash in a

sophisticated, yet respectful, way. • Analyzing key dilemmas that arise, e.g. “flawed” figures in tanach • Understanding reason vs. revelation (i.e. “critical” study) • Considering how particular areas of content may present challenges to special needs

students


• Understanding that as important as knowing the content (specific subject) is knowing the instructional methods appropriate to teaching the content

12. Ethics and Values

• Understanding how young people develop morally • Appreciating the impact of environment and teacher on students’ ethical

understanding and commitments • Understand how values emerge from text study • Realizing ethical challenges of teacher authority and student autonomy • Understanding education vs. indoctrination • Developing mastery of how to teach and how not to teach values • Demonstrating professional ethics – rights and responsibilities of students, parents,

teachers, board members, both on campus and off-campus • Creating a moral, pro-social culture in the classroom and throughout the building • Treating and respecting those who are different • Evidencing teachers as ethical models • Avoiding plagiarism, cheating • Teaching middot through circle time and other reflective and communicative

practices • Demonstrating fair and equitable treatment – even for those with high profiles

13. Instructional Methods

• Understanding psychology of learning preempts (or is at least critical to) teaching instructional methods

• Using effective instructional methods needed, modified by age and development • UbD- beginning with the end in mind – to determine desired learning outcomes

before determining method of use • Understanding that not everyone learns the way I do • Understanding schema for mastery learning • Using cooperative learning effectively • Applying multiple intelligence theory • Evidencing higher order thinking • Differentiating instruction • Teaching effectively in the affective domain • Understanding that differentiated instruction applies to all students, not only those

who are different • Using teacher decision-making in the moment • Understanding real D.I. – differentiating according to learning styles AND interests,

skills, talents, etc. • Understanding that determining effectiveness of methods is in the assessment of

student understanding and knowledge • Using a sufficient array of diverse methods to address needs of special-ed, inclusion

population • Learning how to run an interpretive discussion of text • Demonstrating flexibility in adapting to the content, the student, the immediate

situation • Demonstrating a disposition to seek alternatives to “sage on the stage”

SEE DETAILED RUBRIC ON PAGES 14-19 WHICH WILL BE USED TO ASSESS YOUR PORTFOLIO.


Types of Artifacts for Documentation

What is an artifact? (Adapted from Student Teacher’s Portfolio Handbook, Phi Delta Kappa, 2000)

An artifact is any piece of evidence used for demonstration purposes. Most items will come from the everyday material, plans, and student work completed in the classroom. Additional items will come from other material (e.g. observation notes, evaluations, notes to/from parents).

Listed below are many types of artifacts. This list is not intended to be all-inclusive but to serve as a guide for you.

Caution: When including student work, photos, and reflections in your portfolio, use first names only when referring to students. Guidelines for confidentiality are clearly defined in the Family Educational Rights and Privacy Act (FERPA) of 1974. Confidentiality must be maintained in both written and oral presentation of samples.

General Resume Letters of reference from university supervisors, cooperating teachers, parents or

administrators of school where you have worked Journal entries; Anecdotal notes Videos or audiotapes of instruction along with reflective narratives Informal and formal evaluations from others Photographs that provide evidence of your work or skills, including captions and

supporting evidence

Knowledge Academic transcripts (if outstanding) Standardized test scores Honors, certificates, awards Evidence of proficiency in a second language Evidence of knowledge of cooperative teaching methods, technology and current

curriculum content and trends Original lesson plans: Plans or directions highlighted with captions showing evidence

such as tapping prior knowledge, use of technology, cooperative learning, critical thinking, community activities, etc.

Demonstration of writing competence: Professional writing, anything published, philosophy statement, essay, research paper, etc.

Case Studies Critique of a test/essay, etc. Evidence of knowledge of data bases, distance learning equipment, and the internet; Use

of technology to research and communicate with educators worldwide; Print-out examples of on-line news groups and listserve memberships

Bibliographies of sources and materials used


Skills Assessments of student teaching performance Student work samples: Student samples before/after significant instruction; Pre/post

student scores demonstrating improvement (these are very strong pieces of evidence). Children’s writing, webbing, or projects; students’ work demonstrating a high degree of understanding based on challenges you presented; evidence of comprehensive integration of instruction over time

Copies of teaching material you developed: learning packets, learning centers, etc. demonstration of media/technology skills: samples of discs, photos, plans, etc., including

electronic grade book, templates for lesson plans or activities, lists of web sites used for teacher and students; lessons showing use of computers/internet to enhance instruction; PowerPoint presentations; use of distance learning labs; use of camcorder/VCR, interactive video, laser disks, smart boards, cable and educational television

Self-assessments: Video evaluations, journal entries, narratives that analyze your teaching along with your problem-solving strategies

Record-keeping: Rubrics, checklists, grade book excerpts, contracts; anything that demonstrates your ability to organize, manage, and assess student progress

Photos: Pictures of environmental print and bulletin boards with explanations; seating arrangements; photo essays of student-teacher interactions (with parent permission)

Assessments: Tests created; authentic performance-based assessments with scoring rubrics; informal assessment strategies; evidence of student progress over time

Additional diagnostic tools: instruments used to get to know students; critiques of standardized tests; samples of checklists or organizational systems used for informal assessment

Values/Dispositions Evidence of meeting students’ individual needs: Evidence of understanding multiple

intelligences; individualized plans or IEP adaptations; behavior modification plans; modifications of lessons with student samples; challenge material presented to individual students or small groups; evidence of student’s change in attitudes over time toward learning

Evidence of professional development/ life-long learning: Lists of workshops/conferences attended; follow-up on how you incorporated new knowledge; handouts or notes from workshops attended; reflections describing how you used this information in your teaching

Evidence of professional involvement: Memberships in professional organizations; Self-initiated volunteerism; Evidence of teaming—team-teaching, participation in faculty planning, etc.

Evidence of Community involvement: Invitations to speakers, study trips, community resource material organized by you

Demonstration of communication with parents: Samples of newsletters, notes, progress reports; Responses to parent concerns, notices, letters written to parents, records of phone contacts, etc.

Demonstration of family involvement: parent volunteer activities initiated; involvement of families in curriculum or assignments; letters of appreciation from parents/children


NOTE: COLLECTING ARTIFACTS

You should begin collecting potential artifacts early in your placements. As you write journal entries and lesson plans, create assessments, design management strategies, etc., consider which items might serve as good evidence of your growth and competence. Place the item with the appropriate learning outcome in your collection. You will, of course, gather more artifacts as you increase your classroom responsibilities. Remember that the intent of the portfolio is not to create extra work for you, but rather to have you consistently collect evidence of your good teaching and make sure you are addressing the elements in each of the Pillars. How many artifacts you ask? As many as you think that demonstrates you have achieved each Principle. We prefer thoughtfulness, rather than bulk, for bulks sake. Electronic portfolios are encouraged, although not required.

How Your Portfolio will be Evaluated

The following is the rubric developed by the Azrieli Graduate School for Jewish Education and Administration for evaluating individual portfolios.

Portfolio Assessment Rubric

*For each component, record only 1 score (1, 2, or 3) in the shaded box

Place score below*

Component 1 2 3 SCORE =

1, 2, or 3

Target Acceptable Unacceptable ______________

1. Introduction to Portfolio

Defines the purpose of the portfolio in a professional and articulate manner.

Adequately defines the purpose of the portfolio.

Vaguely or does not define the purpose of the portfolio

There is an exemplary description of the outcomes.

There is an acceptable description of learning outcomes.

There is a brief or no description (or a very poor one) of the learning outcomes

The description of the organization is excellent, well thought out, and logical.

The description of the portfolio organization is acceptable.

There is no description or a vague one of the portfolio organization.

2. Philosophy Statement

Offers superior statement of beliefs with detailed and cited explanations

Offers adequate statement of beliefs with explanations and appropriate citations

Offers no or minimal statement of beliefs with explanations





Place score below*


1, 2, or 3


Offers superior evidence of the importance of a well-articulated philosophy in various educational domains

Offers adequate evidence of the importance of a well-articulated philosophy in various educational domains

Offers no or minimal evidence of the importance of a well-articulated philosophy in various educational domains

Offers superior evidence that the candidate understands theory and research.

Offers adequate evidence that the candidate understands theory and research.

Offers no or minimal evidence that the candidate understands theory and research.

Offers significant evidence that the candidate has gained insight into teaching and learning through field experiences and coursework.

Offers adequate evidence that the candidate has gained insight into teaching and learning through field experiences and coursework.

Offers no or minimal evidence that the candidate has gained insight into teaching and learning through field experiences and coursework.

3. Achievements based on Knowledge domain of 13 Pillars

Substantive demonstration of knowledge in each of the specified areas

Satisfactory demonstration of knowledge in each of the specified areas

No or minimal demonstration of knowledge in each of the specified areas

Substantive demonstration of skills throughout the portfolio

Satisfactory demonstration of skills throughout the portfolio

No or minimal demonstration of skills throughout portfolio.





Place score below*


1, 2, or 3


Consistently models and reflects all dispositions to a high level.

Demonstrates acceptable dispositions related to lifelong learning, diversity, professional partnerships, ethical behavior, and transformative teaching and learning.

Demonstrates no or minimal familiarity with dispositions expected of professionals

4. Documentation/ Choice of Artifacts

Illustrate substantial knowledge, skills, and dispositions

Adequately illustrate knowledge, skills, and dispositions

Do not or minimally illustrate knowledge, skills, and dispositions

Include a variety of more than adequate evidence in support of the Pillars.

Include a variety of more than adequate evidence in support of the Pillars.

Do not provide substantial evidence in support of the Pillars.

Demonstrate clear relevance to The Pillars.

Demonstrates adequate relevance to DOE learning outcomes

Do not demonstrate relevance to The Pillars.

Contain meaningful samples of teaching that engages student in the Pillars.

Contain sufficient samples of teaching that engages student in the Pillars.

Lack or minimal evidence of teaching that engages student in the Pillars.

5. Reflective Entries/ Explanations

Reflections are well developed.

Reflections are adequately developed.

Reflections are unclear and limited.

Thoughtful reflections with frequent insights, critical thinking, and problem solving.

Some reflection on insights with beginning evidence of critical thinking, and problem solving.

Reflection minimal or lacking insight, critical thinking, and problem solving.





Place score below*


1, 2, or 3


Evidence of introspection and open-mindedness with stress on self-improvement and learning.

Beginning evidence of commitment to self-improvement.

Little or just some evidence of commitment to self-improvement.

Evidence of clear and consistent connection to readings, theories and research.

Awareness of connection to readings, theories and research.

No or limited connection to readings, theories and research.

6. Writing Mechanics

The use of standard written English is outstanding with no more than 2 errors in punctuation, capitalization, and subject-verb agreement. No fragments or run-ons.

The use of standard written English is satisfactory with no more than 8 errors in punctuation, capitalization, subject-verb agreement or 1 or more fragments or run-ons.

The use of standard written English is unsatisfactory or needs attention at this level. More than 10 errors in punctuation, capitalization, subject-verb agreement or excessive fragments or run-ons may detract from the overall content of the writing.

Syntax and word choices are clearly superior, and the writing is very cohesive.

Syntax and word choice are satisfactory, and the writing is cohesive.

Syntax and word choice may be unsatisfactory, or the writing may lack cohesion.

7. Organization & Appearance of Portfolio

Attractive, professional appearance.

Adequate appearance. Unprofessional appearance.





Place score below*


1, 2, or 3


Section dividers are labeled and tabs stand out from the contents of the portfolio with thoughtful placement of contents of portfolio in appropriate places.

Section dividers are labeled and papers placed in appropriate sections.

Poorly organized with no section dividers.

Table of contents is clear and alerts reader to contents of portfolio; reader can locate material easily.

Table of contents is well organized.

No table of contents or brief and vague

Portfolio binder is attractive and cover page is professional, eye-catching and appropriate.

Portfolio is in a binder or notebook with an appropriate cover page.

Portfolio is maintained in an unprofessional notebook or not placed in a binder without a cover page or inappropriate unprofessional title and/or appearance.

8. Impact on Student Learning

There is consistent collection and use of student achievement data to improve student performance.

There is satisfactory evidence that data or information about student performance are collected and being used.

Data or information about student performance are not gathered in any systematic way.

There is clear evidence that improvements in student learning are apparent and linked to appropriate and effective instructional

There is satisfactory evidence that instruction is improving student learning.

There is no or minimal evidence that student learning is impacted by instructional strategies.





Place score below*


1, 2, or 3


strategies.

Total Score Range 10-30


Questions/Answers: 1. Who is required to complete a Portfolio?

All newly admitted students as of Summer, 2009.

2. Do these students need to take the Comprehensive Examination? No, the Comprehensive Examination is no longer being offered to any student admitted during or after Summer, 2009.

3. Must I complete a Portfolio if I have already been admitted to the master’s program prior to Summer, 2009?

a) Any student who has already completed 18 or more credits by the start of the fall, 2009 semester, cannot opt to take the Portfolio requirement. Instead, these students will be required to take the Comprehensive Examination to satisfactorily graduate from the program.

b) Any student who started prior to the summer ’09 but has less than 18 credits at the start of the fall, 2009 semester has a choice. S/he may opt to take the Comprehensive Examination or do the Portfolio (i.e., complete developmental and professional portfolios).

4. Can I do my Portfolio electronically?

Yes. See, portfolio; and a former student of the director: http://geocities.com/susanmschobel/ - Don’t look at the format of this latter portfolio, just get an idea of what is possible. Your own creativity is encouraged.

5. When I reach a particular Transition Point whom do I contact? If the director has not contacted you, you should contact the director to arrange for a meeting to review your progress in the program including your Portfolio.

6. If my Portfolio is not satisfactory, will I have a second chance to improve? Yes. Although, you will not be able to proceed in the program until the Portfolio is approved. Refer to the rubric for details.

7. If I have a question about the Portfolio, whom can I speak with? Any full-time faculty member or the director. Also, the director will be conducting monthly Town Meetings that will, in part, discuss the portfolio process.

8. What sort of oral presentation is required for the Professional Portfolio? At program’s completion, a forum will be convened at which you will have the opportunity to showcase your portfolio to faculty and fellow students. Depending on the number of students presenting, this forum will take place in a ‘round table’ format (i.e., people will circulate around

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the room as you explain or showcase your portfolio to them highlighting artifacts that demonstrate the knowledge, skills, and dispositions you gained in the master’s program), or a more formal 10 minute presentation in front of a small group of faculty and students. Details about this forum will be disseminated at the appropriate time.

Documents

Azrieli Graduate School of Jewish Education and ...€¦ · The candidate’s portfolio must provide evidence of achievement of the 13 Pillars of the Azrieli Graduate School of Jewish