INTRODUCTION TO SOCIAL STUDIES PORTFOLIO RUBRIC

Trait 1 2 3 4 5  Unacceptable Beginning Developing Capable Accomplished

Introduction to Social Studies Portfolio

Does not define the purpose of the social studies portfolio.

Vaguely defines the purpose of the social studies portfolio.

Adequately defines the purpose of the social studies portfolio.

Clearly and accurately delineates the purpose of the social studies portfolio.

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

             There is no

description (or a very poor one) of the social studies learning outcomes selected.

There is a brief description of social studies outcomes, but the number is less than required.

There is an acceptable description of social studies learningoutcomes.

There is a specific description of the social studies learning outcomes.

There is an exemplary description of the social studies learning outcomes.

             There are no

connections made between the TWS NCATE social studies elements and the College of Education Outcomes.

The connections made between the NCSS social studies elements of the TWS and the COE Outcomes are minimal

The connections made between the NCSS social studies elements of the TWS and the COE Outcomes are satisfactory.

The connections made between the NCSS social studies elements of the TWS and the College of Education Outcomes are clear.

The connections made between the NCSS social studies elements of the TWS and the COE Outcomes are clear and focused.

             There is no

description of the social studies elements in the TWS portfolio organization.

The description of the social studies elements in the organization of the TWS portfolio is vague and not easily understood.

The description of the social studies elements in the TWS portfolio organization is acceptable.

The description of social studies elements in the TWS portfolio organization is logical and in format easy to understand.

The description of the social studies elements in the organization is excellent, well thought out, and logical.

SOCIAL STUDIES PHILOSOPHY STATEMENT RUBRIC

Trait 1 2 3 4 5  Unacceptable Beginning Developing Capable Accomplished

Social Studies Philosophy Statement

Offers no evidence that the candidate has the student as the focus in the social studies philosophy.

Offers minimal evidence that the candidate has the student as the focus in the social studies philosophy.

Offers adequate evidence that the candidate has the student as the focus in the social studies philosophy.

Offers significant evidence that the candidate has the student as the focus of the social studies philosophy.

Offers superior evidence that the candidate has the student as the focus social studies philosophy.

             Offers no evidence

that the NCSS themes and SPECTRUM model are in the framework

Offers minimal evidence that the NCSS themes and SPECTRUM model are in the framework.

Offers adequate evidence that the NCSS themes and NCATE SPECTRUM model are in the framework.

Offers significant evidence that the NCSS thematic standards and NCATE SPECTRUM model, k, s, v & d, are in the framework.

Offers superior evidence that the NCSS thematic standards and NCATE SPECTRUM model k, s, v & d are in the framework.

             Offers no evidence

that the candidate understands social studies theory and research.

Offers minimal evidence that the candidate understands social studies theory and research.

Offers adequate evidence that the candidate understands social studies theory and research.

Offers significant evidence that the candidate understands social studies theory and research.

Offers superior evidence that the candidate understands social studies theory and research.

             Offers no evidence

that the candidate has gained insight into social studies teaching and learning through field experiences and coursework.

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

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

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

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

and coursework. and coursework.

Contextual Social Studies Factors Rubric

TWS Standard: The social studies teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning.

Rating →Indicator ↓

1Unacceptable

2Beginning

3Developing

4Capable

5Accomplished Score

Social Studies Knowledge of Community, School and Classroom

Factors

Displays no social studies knowledge of the characteristics of the community, school, and classroom.

Displays minimal, irrelevant, or biased social studies knowledge of the characteristics of the community, school, and classroom.

Displays some social studies knowledge of the characteristics of the community, school, and classroom that may affect learning.

Displays a comprehensive social studies understanding of the characteristics of the community, school, and classroom that may affect learning.

Displays and explains an in-depth social studies understanding of the characteristics of the community, school, and classroom that may affect learning with specific data, cited sources, and/or statistics.

Social Studies Knowledge of

Characteristics of Students

Displays no social studies knowledge of student differences (e.g., development, interests, culture, abilities/disabilities).

Displays minimal, stereotypical, or irrelevant social studies knowledge of student differences (e.g., development, interests, culture, abilities/disabilities).

Displays general social studies knowledge of student differences (e.g., development, interests, culture, abilities/disabilities).

Displays general and specific social studies knowledge of student differences (e.g., development, interests, culture, abilities/disabilities).

Displays and explains in-depth social studies knowledge of student differences (e.g., development, interests, culture, abilities/disabilities).

Knowledge of Students’

Varied Social Studies

Approaches to Learning

Fails to demonstrate understanding of a variety of social studies approaches to learning among students, e.g., multiple intelligences and/or learning modalities.

Demonstrates general understanding of a variety of social studies approaches to learning among students and may know one or two learning modalities but not a variety.

Demonstrates general understanding of a variety of social studies approaches to learning among students and can distinguish between multiple modalities.

Articulates an understanding of varied social studies learning modalities and multiple intelligences.

Articulates general and specific understanding of varied social studies learning modalities and multiple intelligences.

Knowledge of Students’ Skills and

Prior Social

Displays no knowledge of students’ social studies skills and previous

Identifies the value of understanding students’ social studies skills and previous learning but

Identifies the value of understanding students’ social studies skills and

Displays knowledge of understanding students’ social studies skills and

Articulates an in-depth understanding of students’ social studies skills and

Studies Learning

learning and does not indicate either is important.

demonstrates its importance for the whole class only.

previous learning for the group and individuals.

previous learning, including special needs students.

previous learning for the group and individuals including special needs students.

Implications for Social Studies

Instructional Planning and Assessment

Does not provide implications for social studies instruction and assessment based on student individual differences and community, school, and classroom characteristics or provides inappropriate implications.

Provides minimal implications for social studies instruction and assessment based on student individual differences and community, school, and classroom characteristics or provides inappropriate implications.

Provides general implications for social studies instruction and assessment based on student individual differences and community, school, or classroom characteristics.

Provides specific implications for social studies instruction and assessment based on student individual differences and community, school, and classroom characteristics.

Provides specific implications and analyzes decisions for social studies instruction and assessment based on student individual differences (ELL and inclusion students) and community, school, and classroom characteristics.

Social Studies Learning GoalsRubric

TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.

Rating →Indicator ↓

1Unacceptable

2Beginning

3Developing

4Capable

5Accomplished Score

Significance, Challenge and

Variety of Social Studies Goals

Social studies goals are not in evidence.

Social studies goals reflect only one type or level of learning

Social studies goals reflect several types or levels of learning but lack significance or challenge

Social studies goals reflect several types or levels of learning and are significant and challenging.

Social studies goals are significant and challenge thought and expectations including three or more levels and types.

Clarity of Social Studies Goals

Social studies goals are vague or not in evidence.

Social studies goals are not stated clearly and are activities rather than learning outcomes.

Some of the social studies goals are clearly stated as learning outcomes.

Most of the social studies goals are clearly stated as learning outcomes

Social studies goals are clearly stated in behavioral terms.

Appropriateness of Social Studies

Goals for Students

Social studies goals presented are inappropriate for the class or set unrealistic expectations for students.

Social studies goals are not developmentally appropriate; nor address pre-requisite knowledge, skills, experiences, or other student needs.

Some social studies goals are developmentally appropriate and address some pre-requisite knowledge, skills, experiences, and other student needs.

Most social studies goals are developmentally appropriate; addresses pre-requisite knowledge, skills, experiences and other student needs are considered.

Social studies goals demonstrate realistic expectations for all students in addition to providing for students’ critical thinking and reflection.

Alignment of Social Studies Goals with National, State or Local Standards

Fails to develop social studies goals aligned with national, NJCCCS and COE standards

Social studies goals are not aligned with NCSS thematic standards, NJCCCS or COE standards.

Some social studies goals are aligned with NCSS thematic standards, NJCCCS or COE standards.

Most of the social studies goals are explicitly aligned with NCSS thematic standards, NJCCCS and COE standards.

Social studies goals are aligned with NCSS thematic standards, NJCCCS, COE standards and are articulated through the lesson presentations.

Alignments are explained.

Social Studies Assessment PlanRubric

TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.

Rating →Indicator ↓

1Unacceptable

2Beginning

3Developing

4Capable

5Accomplished Score

Alignment with Social

Studies Learning Goals and Instruction

Minimal plans for pre and post assessments are provided; assessments do not measure social studies learning goals.

Social studies NJCCCS content and methods of assessment lack congruence with social studies learning goals or lack cognitive complexity.

Some of the social studies learning goals are assessed through the assessment plan, but many are not congruent with NJCCCS social studies learning goals in content and cognitive complexity.

The NJCCCS & the social studies learning goals are assessed through the assessment plan; assessments are congruent with the social studies learning goals in content and cognitive complexity.

All NJCCCS & the social studies learning goals are assessed by the assessment plan, and provide students with constructive feedback on their social studies learning.

Clarity of Criteria and

Social Studies Standards for Performance

The assessments contain no criteria for measuring student performance relative to the social studies learning goals.

Social studies assessments contain poorly stated criteria for measuring student performance leading to student confusion.

Assessment criteria have been developed, but they are not clear or are not explicitly linked to the social studies learning goals.

Assessment criteria are clear and are explicitly linked to the social studies learning goals.

Assessment criteria are linked to social studies learning goals; accurately documenting student social studies learning.

Multiple Modes and ApproachesFor Social

Studies Assessment

The social studies assessment plan fails to demonstrate evidence of student assessment other than after instructions. Limited social studies

The social studies assessment plan includes only one assessment mode and does not assess students before, during, and after instruction.

The social studies assessment plan includes multiple modes but all are either pencil/paper based (i.e., they are not performance assessments) and/or do not require the integration of social studies knowledge, skills and critical thinking.

The social studies assessment plan includes multiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the social studies instructional sequence.

The social studies assessment plan uses formal/informal assessments and student’s self-assessments to assess student performance and effectiveness of the social studies

knowledge of formal/informal assessments

instructional sequence.

Technical SoundnessOf Social Studies

Assessments

Social studies assessments are not designed to measure lessons goals and objectives; scoring procedures are inaccurate.

Social studies assessments are not valid; scoring procedures are inaccurate; items or prompts are poorly written; directions and procedures are confusing to students.

Social studies assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students

Social studies assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students.

Social studies assessments appear to be valid and clearly written. Assessments data used to document students’ strengths as well as opportunities for learning.

Adaptations Based on the Individual

Needs of Social Studies

Students

Social studies teacher does not address or link social studies assessments to identified contextual factors.

Social studies teacher does not adapt social studies assessments to meet the individual needs of students or these assessments are inappropriate.

Social studies teacher makes adaptations to social studies assessments that are appropriate to meet the individual needs of some students.

Social studies teacher makes adaptations to social studies assessments that are appropriate to meet the individual needs of most students.

Social studies teacher’s adaptations of assessments for all students needs to be met. Adaptations are creative and show evidence of outstanding social studies problem-solving skills by teacher candidate.

Design for Social Studies Instruction Rubric

TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.Rating →

Indicator ↓1

Unacceptable2

Beginning3

Developing4

Capable5

Accomplished Score

Alignment with Social

Studies Learning

Goals

No lesson is linked to the NJCCCS, NCSS themes or a social studies learning goal. No learning activities are aligned to social studies learning goals.

Few lessons are explicitly linked to the NJCCCS, NCSS themes or a social studies learning goal. Few learning activities, assignments and resources are aligned with social studies learning goals. Not all social studies learning goals are covered in the design.

Most lessons are explicitly linked to the NJCCCS, NCSS themes or social studies learning goals. Most learning activities, assignments and resources are aligned with social studies learning goals. Most social studies learning goals are covered in the design.

All lessons are explicitly linked to the NJCCCS, NCSS themes or social studies learning goals. All learning activities, assignments and resources are aligned with social studies learning goals. All social studies learning goals are covered in the design.

All lessons are explicitly linked to the NJCCCS, NCSS themes or social studies learning goals and demonstrate critical thinking and reflection in activities and assignments.

Accurate Representation

of Social Studies Content

Teacher does not demonstrate purpose and relevancy of NJCCCS social studies content.

Teacher’s use of NJCCCS social studies content appears to contain numerous inaccuracies. Social studies content seems to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure.

Teacher’s use of NJCCCS social studies content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the social studies discipline.

Teacher’s use of NJCCCS social studies content appears to be accurate. Focus of the social studies content is congruent with the big ideas or structure of the social studies discipline.

Teacher provides NJCCCS interdisciplinary cross-social studies content approach to student learning, stressing depth and breadth of social studies content.

Social Studies Lesson and

Unit Structure

The social studies lessons within the unit do not demonstrate knowledge of how social

The social studies lessons within the unit are not logically organized (e.g., sequenced).

The social studies lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward

Most social studies lessons within the unit are logically organized and appear to be useful in moving students toward achieving the social studies learning

All social studies lessons within the unit demonstrate how knowledge of NJCCCS social studies content is created and

studies content is created and developed.

achieving the social studies learning goals.

goals. organized and integrates knowledge from other fields of content.

Use of a Variety of Activities,

Assignments and Resources

For Social Studies

Instruction

A single social studies instructional modality is used with social studies textbook as only reference.

Little variety of social studies instructional activities, assignments, and resources. Heavy reliance on social studies textbook or single resource (e.g., work sheets).

Some variety in social studies instruction, activities, assignments, or resources but with limited contribution to learning.

Significant variety across the social studies curriculum instruction, activities, assignments, and/or resources. This variety makes a clear contribution to social studies learning.

Social studies instructional strategic assignments are varied to accommodate individual learners and to achieve social studies lesson goals.

Use of Contextual Information and Data to

Select Appropriate and Relevant Social Studies

Activities, Assignments

and Resources

Social studies instruction has not been based upon knowledge of social studies subject matter, students or pre-assessment data.

Social studies instruction has been designed with very limited reference to contextual factors and pre-assessment data. Social studies activities and assignments do not appear productive and appropriate for each student.

Some social studies instruction has been designed with reference to contextual factors and pre-assessment data. Some social studies activities and assignments appear productive and appropriate for each student.

Most social studies instruction has been designed with reference to contextual factors and pre-assessment data. Most social studies activities and assignments appear productive and appropriate for each student.

All social studies instruction addresses the diverse needs of individual students and contextual factors of community, school and class.

Use of Technology

to Teach Social Studies

Social studies teacher does not use technology during social studies instruction.

Technology is inappropriately used in social studies lesson and inappropriate rationale is provided.

Social studies teacher uses technology but it does not make a significant contribution to teaching and learning or teacher provides limited rationale for not using technology.

Social studies teacher integrates appropriate technology that makes a significant contribution to teaching and learning or provides a strong rationale for not using technology.

Social studies teacher integrates a variety of media and technology into social studies instruction and relates both directly to lesson goals.

Social Studies Instructional Decision-MakingRubric

TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.

Rating →Indicator ↓

1Unacceptable

2Beginning

3Developing

4Capable

5Accomplished Score

Sound Professional

Social Studies Practice

Social studies instructional decisions are inappropriate for age of student, content, and community.

Many social studies instructional decisions are inappropriate and not pedagogically sound.

Social studies instructional decisions are mostly appropriate, but some decisions are not pedagogically sound.

Most social studies instructional decisions are pedagogically sound (i.e., they are likely to lead to student learning).

Most social studies instructional decisions are pedagogically sound and build on social studies concepts and skills previously learned.

Modifications Based on

Analysis of Student Social

Studies Learning

Social studies teacher treats class as “one plan fits all” with no modifications.Fails to demonstrate evidence of social studies instructional modifications.

Limited modifications of the social studies instructional plan have been made, to accommodate individual learners.

Some modifications of the social studies instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice, or contextual factors.

Appropriate modifications of the social studies instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practice, or contextual factors.

Appropriate modifications of the social studies plan are made to individualize instruction. Rational to improve student progress is provided.

Congruence Between

Modifications and Social

Studies Learning Goals

Inappropriate modification in social studies instruction.

Modifications in social studies instruction lack congruence with social studies learning goals.

Modifications in social studies instruction are somewhat congruent with social studies learning goals.

Modifications in social studies instruction are congruent with social studies learning goals.

Modifications in social studies instruction are congruent with social studies learning goals

and cite current research as the rationale for the modifications.

Analysis of Student Social Studies LearningRubric

TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.

Rating →Indicator ↓

1Unacceptable

2Beginning

3Developing

4Capable

5Accomplished Score

Clarity and Accuracy of

Social Studies Designed

Presentation

Social studies presentation does not include data.

Social studies presentation is not clear and accurate; it does not accurately reflect the data.

Social studied presentation is understandable and contains few errors.

Social studies presentation is easy to understand and contains no errors of presentation.

Contains no errors in social studies presentation. Social studies Presentation is communicated with the use of technology and media.

Alignment with Social

Studies Learning

Goals

Neither analysis of student learning nor visual representation is aligned with social studies learning goals.

Analysis of student learning is aligned with social studies learning goals. Visual representations do not include whole class, sub-groups or individual students.

Analysis of student learning is general with social studies learning goals and/or fails to provide a comprehensive profile of student learning relative to the goals for the whole class, subgroups, and two individuals.

Analysis is fully aligned with social studies learning goals and provides a comprehensive profile of student learning for the whole class, subgroups, and two individuals.

Analysis is thorough and complete, recognizing student progress in developing social studies content proficiency. Visual and narrative summaries demonstrate the extent of student progress.

Interpretation of Social Studies

Student Data

Interpretation of social studies student data is unsupported by any relevant data

Interpretation of social studies student data is inaccurate, and conclusions are

Interpretation of social studies student data is technically accurate, but

Interpretation of social studies student data is meaningful, and appropriate

Interpretation of social studies student data is comprehensive. Appropriate

missing. conclusions are missing or not fully supported by data.

conclusions are drawn from the data.

conclusions are drawn from the data. Candidate has detailed the assessment and evaluation of student gains.

Evidence of Impact on

Student Social Studies

Learning

Analysis is weak and fails to provide subgroup achievementof social studies learning.

Analysis of student social studies learning fails to include evidence of impact on student learning in terms of numbers of students who achieved and made progress toward learning goals. No remediation is provided.

Analysis of student social studies learning includes incomplete evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward social studies learning goals. Limited remediation is provided.

Analysis of student social studies learning includes evidence of the impact on student learning in terms of number of students who achieved and made progress toward each social studies learning goal. Remediation is specific.

A thorough analysis of the social studies learning gains of all students and subgroups is presented. Remediation is specific.

Reflection and Self-EvaluationSocial Studies Rubric

TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.Rating →

Indicator ↓1

Unacceptable2

Beginning3

Developing4

Capable5

Accomplished Score

Interpretation of Student

Social Studies Learning

No evidence or reasons provided to support conclusions drawn in “Analysis of Student Social Studies Learning” section.

Provides one possible reason as evidence to support conclusions drawn in Analysis of Student Social Studies Learning.

Provides evidence but simplistic, superficial reasons are given or hypotheses to support conclusions drawn in “Analysis of Student Social Studies Learning” section.

Uses evidence to support conclusions drawn in “Analysis of Student Social Studies Learning” section.

Uses evidence to support more than four conclusions drawn in “Analysis of Student Social Studies Learning” section. Explores multiple hypotheses for why some students did and others did not meet social studies learning goals.

Insights on Effective

Social Studies Instruction

and Assessment

Provides no rationale for why some social studies activities or assessments were more successful than others.

Rationale for social studies activities or assessments presented in confusing manner; insights limited to knowledge-based social studies instruction and use of formal assessments.

Identifies successful and unsuccessful social studies activities or assessments and superficially explores reasons for their success or lack thereof (no use of theory or research).

Identifies successful and unsuccessful social studies activities and assessments and provides plausible reasons (based on theory or research) for their success or lack thereof.

Reflects on own performance as a social studies teacher focusing on the impact of the experience on student social studies learning. Current research findings are incorporated as supportive documentation.

Alignment Among Social Studies Goals,

Instruction and

Assessment

Does not connect NJCCCS social studies learning goals, instruction, and assessment results in the discussion of

Connections among NJCCCS social studies learning goals, instructions and assessments are irrelevant or inaccurate.

Connects NJCCCS social studies learning goals, instructions, and assessment results in the discussion of student social studies learning and effective

Logically connects NJCCCS social studies learning goals, instruction, and assessment results in the discussion of student social studies

Connects NJCCCS social studies learning goals, instruction and assessment results in the discussion of student social studies learning and effective

student learning and effective instruction and/or the connections are irrelevant or inaccurate.

instruction, but misunderstandings or conceptual gaps are present.

learning and effective instruction.

instruction. Current research findings are incorporated as supportive documentation.

Implications for Future

Social Studies Teaching

Provides no ideas or inappropriate ideas for redesigning social studies learning goals, instruction, and assessment.

Provides limited ideas for redesigning social studies learning goals, instruction, and assessment. Rationale is inadequate; or absent.

Provides ideas for redesigning social studies learning goals, instruction, and assessment but offers no rationale for why these changes would improve student social studies learning.

Provides ideas for redesigning social studies learning goals, instruction, and assessment and explains why these modifications would improve student social studies learning.

Provides a repertoire of social studies strategies, offering specific alternative actions complete with probable successes for student social studies learning.

Implications for Social Studies

Professional Development

Provides no professional social studies learning goals.

Provides social studies goals that are not related to the insights and experiences described in this section.

Presents professional social studies learning goals that are not strongly related to the insights and experiences described in this section and/or provides a vague plan for meeting the social studies goals.

Presents professional social studies learning goals that emerge from the insights and experiences descried in this section.

Presents four or more professional social studies learning goals that clearly emerge from the insights and experiences described in this section. Describes at least two specific steps to meet these social studies goals

Social Studies Writing Mechanics and OrganizationRubric

Standard: TWS Portfolio is organized clearly, grammatically correct and written in standard English.

Trait1

Unacceptable2

Beginning3

Developing4

Capable5

Accomplished

Social Studies Writing Mechanics

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

The use of standard written English needs attention. More than 9 errors in punctuation, capitalization, subject-verb agreement may exist or 2 or more fragments or run-ons may exist in social studies writing.

The use of standard written English is adequate with no more than 8 errors in punctuation, capitalization, subject-verb agreement may exist or 1 or more fragments or run-ons may exist in social studies writing.

The use of standard written English is good with no more than 5 errors in social studies writing.

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

Use of Syntax in Social Studies Writing

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

Syntax and word choice may need attention, or the writing may lack cohesion in social studies writing.

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

Syntax and word choice are appropriate, and the social studies writing is cohesive.

Syntax and word choice are clearly superior, and the social studies writing is very cohesive.