| Exit Portfolio Task #7 Professional Development in Education
Rubric |
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| Note:
All data taken from Mr. Scott Adams Access Database (Table 'Task 6) Under
'Internship'/ Exit Internship / Prot Folio / Portfolio data Spring 2003 |
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Evaluator's
Name |
# of Students |
Date |
Program |
Major |
1 |
2 |
3 |
4 |
5 |
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|
Comments |
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| Timothy Leggett |
1 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
3 |
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| Byra Ramsey |
2 |
4/27/2003 |
ECED |
ECED |
3 |
2 |
3 |
3 |
2 |
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| Sammie
Stephenson |
3 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| sammie
stephenson |
4 |
4/29/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Gwen Morgan |
5 |
4/28/2003 |
ECED |
ECED |
3 |
2 |
2 |
3 |
3 |
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| Sid Womack |
6 |
5/5/2003 |
ECED |
ECED |
2 |
3 |
2 |
2 |
3 |
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Hard
copy. Plan would have been stronger if
some mention had been made of advanced degrees or licensure. |
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| Byra Ramsey |
7 |
4/28/2003 |
ECED |
ECED |
3 |
2 |
2 |
2 |
2 |
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| Byra Ramsey |
8 |
4/28/2003 |
ECED |
ECED |
3 |
2 |
3 |
2 |
2 |
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Start
your paper out with your given name, Catherine, and then say that you go by
Katy.
You did well in your reflection. Some of the things that you stated you
wanted to work on and improve will come with a combination of study,
reflecting and time |
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| Sammie
Stephenson |
9 |
4/28/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
3 |
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| David Bell |
10 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
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3 |
3 |
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Concise
and well thought out plan. Very easy
to evaluate. |
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| Sammie
Stephenson |
11 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Sammie
Stephenson |
12 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Timothy Leggett |
13 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
2 |
|
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| Gwen Morgan |
14 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
3 |
2 |
|
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| Timothy Leggett |
15 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
3 |
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| David Bell |
16 |
4/23/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
3 |
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Please
follow your plan. You are going to be
an outstanding teacher. |
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| Sid Womack |
17 |
4/29/2003 |
ECED |
ECED |
2 |
3 |
2 |
2 |
3 |
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| Byra Ramsey |
18 |
4/28/2003 |
ECED |
ECED |
3 |
3 |
2 |
2 |
2 |
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| linch |
19 |
4/29/2003 |
ECED |
ECED |
3 |
2 |
1 |
2 |
3 |
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Make
an action plan! When, where, how - then prioritize.
Lucky students! |
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| David Bell |
20 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
|
3 |
3 |
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Divided
by years is a great approach. I hope you complete your National Board
Certification. |
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| Sid Womack |
21 |
4/28/2003 |
ECED |
ECED |
2 |
3 |
3 |
2 |
2 |
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Paper
showed good reflection and an accurate self-assessment. |
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| David Bell |
22 |
4/28/2003 |
ECED |
ECED |
3 |
2 |
3 |
3 |
3 |
|
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| David Bell |
23 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
3 |
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You
are a tremendous teacher. It was an
honor to evaluate your portfolio. Keep
in touch. |
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| Sammie
Stephenson |
24 |
4/28/2003 |
ECED |
ECED |
1 |
1 |
1 |
2 |
2 |
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| Byra Ramsey |
25 |
4/27/2003 |
ECED |
ECED |
3 |
2 |
3 |
3 |
2 |
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Your
resume is very good and your aspirations are commendable. |
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| Timothy Leggett |
26 |
4/29/2003 |
ECED |
ECED |
2 |
2 |
2 |
3 |
3 |
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| Byra Ramsey |
27 |
5/8/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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Take
your name/heading out of the header box and just place it on the first
page.
Good job! |
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| Gwen Morgan |
28 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
|
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| Byra Ramsey |
29 |
4/27/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Sid Womack |
30 |
4/29/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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|
Section
met minimum requirements. |
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| Byra Ramsey |
31 |
4/21/2003 |
ECED |
ECED |
2 |
2 |
3 |
2 |
2 |
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| Timothy Leggett |
32 |
4/29/2003 |
ECED |
ECED |
3 |
2 |
2 |
2 |
2 |
|
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| Gwen Morgan |
33 |
5/12/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Byra Ramsey |
34 |
4/27/2003 |
ECED |
ECED |
3 |
2 |
3 |
2 |
2 |
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Include
you education. |
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| Timothy Leggett |
35 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
2 |
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| Timothy Leggett |
36 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
3 |
|
|
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| Gwen Morgan |
37 |
4/28/2003 |
ECED |
ECED |
3 |
3 |
2 |
3 |
3 |
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| |
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| Linch |
38 |
4/28/2003 |
MLED |
math/ science |
2 |
3 |
3 |
3 |
3 |
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Commit to
applying theory to practice and being able to communicate this to others.
Your beliefs of teaching and learning need a theory base that you can
articulate. |
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| Linch |
39 |
4/27/2003 |
MLED |
math/
science |
2 |
2 |
2 |
3 |
2 |
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Love
your "I want to be a better facilitator of student learning"
comment - neat insight especially when combined with your struggle to not
"give answers" too often. Good job! |
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| Linch |
40 |
4/29/2003 |
MLED |
math/
science |
2 |
1 |
2 |
2 |
2 |
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What
are your strengths? I see many! |
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| Linch |
41 |
4/27/2003 |
MLED |
math/
science |
3 |
3 |
3 |
3 |
3 |
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Lucky
students! |
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| Patrica
B. Roach |
42 |
4/24/2003 |
SEED |
HPE |
2 |
2 |
2 |
3 |
2 |
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| Scott Adams |
43 |
4/29/2003 |
SEED |
English |
3 |
3 |
3 |
3 |
3 |
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clear
well written example of professional development plans. |
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| Tim Carter |
44 |
4/28/2003 |
SEED |
Math |
2 |
2 |
2 |
2 |
2 |
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Resume
was found in TaskStream. |
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| Tim Carter |
45 |
4/29/2003 |
SEED |
HPE |
2 |
2 |
2 |
2 |
2 |
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Good
general plan. |
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| Tim Carter |
46 |
4/29/2003 |
SEED |
Art |
3 |
2 |
3 |
2 |
2 |
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You
have carefully considered how you might improve in the future. Be sure to reflect upon what you are doing
well now, and keep those things as a continuing part of your classroom
practice. |
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| Tim Carter |
47 |
4/28/2003 |
SEED |
Business |
3 |
3 |
3 |
3 |
2 |
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It
is clear that you have reflected upon how you will specifically improve as a
professional. The mission statement
was a nice touch on the resume that may set it apart from others. |
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| Connie Zimmer |
48 |
4/25/2003 |
SEED |
Business |
3 |
3 |
3 |
3 |
3 |
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The
resume was very professionally done and the professional development plan
included some very worthwhile goals and I encourage the student to follow
through with those plans. |
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| Connie Zimmer |
49 |
5/7/2003 |
SEED |
Business |
2 |
3 |
2 |
3 |
2 |
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There
was no mention of professional associations.
Membership in at least one of these associations would be beneficial. |
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| Scott Adams |
50 |
4/24/2003 |
SEED |
HPE |
2 |
2 |
3 |
2 |
1 |
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principle
of a school is an incorrect spelling. You should use shorter paragraphs. |
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| Scott Adams |
51 |
4/29/2003 |
SEED |
HPE |
2 |
2 |
2 |
2 |
2 |
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Task
7 completed following email sent to student reminding of incomplete task.
Resume submitted, and task evaluated. |
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| Sid Womack |
52 |
5/6/2003 |
SEED |
BIOL |
3 |
3 |
3 |
2 |
3 |
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Well
written and showed good thought. |
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| Sid Womack |
53 |
5/7/2003 |
SEED |
MUED |
3 |
3 |
3 |
2 |
3 |
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Very
targeted, very specific plan about graduate education and experience.
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| Tim Carter |
54 |
4/29/2003 |
SEED |
Music |
3 |
3 |
2 |
2 |
2 |
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I
would encourage you to continue these professional pursuits. It is clear that you view teaching as a
profession and not just an occupation. |
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| Tim Carter |
55 |
4/29/2003 |
SEED |
HPE |
2 |
2 |
2 |
2 |
2 |
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Good
general goals for improvement. |
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| Connie Zimmer |
56 |
5/7/2003 |
SEED |
History |
2 |
3 |
2 |
3 |
2 |
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In
the professional development plan, there was no mention of professional
associations. The emphasis seemed to
be on district inservice. |
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| Connie Zimmer |
57 |
4/29/2003 |
SEED |
Spanish |
3 |
3 |
3 |
3 |
3 |
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Good
plan, good resume |
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| Sid Womack |
58 |
5/5/2003 |
SEED |
MUED |
3 |
3 |
3 |
3 |
3 |
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Plans
for growth are very specific. |
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| Scott Adams |
59 |
4/29/2003 |
SEED |
HPE |
3 |
2 |
2 |
3 |
2 |
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| Connie Zimmer |
60 |
4/28/2003 |
SEED |
H/PE
K-12 |
3 |
3 |
2 |
3 |
2 |
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I
would have liked to have seen plans to be involved in more of the
professional associations. I am glad
you are involved in AAPHERD but there are some other educational
organizations to be involved with. |
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| Gwen Morgan |
61 |
4/28/2003 |
SEED |
English |
3 |
3 |
3 |
3 |
3 |
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| Tim Carter |
62 |
4/27/2003 |
SEED |
Math |
2 |
2 |
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2 |
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It
is clear you have begun to consider your goal of life-long learning. |
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| Scott Adams |
63 |
4/23/2003 |
SEED |
Life science |
3 |
3 |
3 |
2 |
2 |
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Excellent
professional development plan. An example for others. |
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| Connie Zimmer |
64 |
4/25/2003 |
SEED |
H/PE
K-12 |
3 |
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2 |
3 |
3 |
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A
well thought out plan for professional development in the future. |
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| Scroll Down &
Over to See Summary By Programs |
Task 7 |
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Overall Programs N= |
64 |
63 |
61 |
64 |
63 |
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Total
Count |
%
Rating |
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Total Category 3 |
36 |
30 |
28 |
32 |
25 |
151 |
47.94% |
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Total Category 2 |
27 |
31 |
31 |
32 |
37 |
158 |
50.16% |
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Total Category 1 |
1 |
2 |
2 |
0 |
1 |
6 |
1.90% |
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%
of Times in Category 3 |
56.25% |
47.62% |
45.90% |
50.00% |
39.68% |
315 |
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%
of Times in Category 2 |
42.19% |
49.21% |
50.82% |
50.00% |
58.73% |
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% of Times in Category 1 |
1.56% |
3.17% |
3.28% |
0.00% |
1.59% |
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Task 7 |
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ECED N= |
37 |
37 |
35 |
37 |
37 |
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Total
Count |
%
Rating |
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Total Category 3 |
21 |
15 |
15 |
17 |
15 |
83 |
45.36% |
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Total Category 2 |
15 |
21 |
18 |
20 |
22 |
96 |
52.46% |
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Total Category 1 |
1 |
1 |
2 |
0 |
0 |
4 |
2.19% |
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% of Times in Category 3 |
56.76% |
40.54% |
42.86% |
45.95% |
40.54% |
183 |
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% of Times in Category 2 |
40.54% |
56.76% |
51.43% |
54.05% |
59.46% |
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% of Times in
Category 1 |
2.70% |
2.70% |
5.71% |
0.00% |
0.00% |
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Task 7 |
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MLED N= |
4 |
4 |
4 |
4 |
4 |
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Total
Count |
%
Rating |
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Total Category 3 |
1 |
2 |
2 |
3 |
2 |
10 |
50.00% |
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Total Category 2 |
3 |
1 |
2 |
1 |
2 |
9 |
45.00% |
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Total Category 1 |
0 |
1 |
0 |
0 |
0 |
1 |
5.00% |
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%
of Times in Category 3 |
25.00% |
50.00% |
50.00% |
75.00% |
50.00% |
20 |
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%
of Times in Category 2 |
75.00% |
25.00% |
50.00% |
25.00% |
50.00% |
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% of Times in Category 1 |
0.00% |
25.00% |
0.00% |
0.00% |
0.00% |
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Task 7 |
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SEED N= |
23 |
22 |
22 |
23 |
22 |
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Total
Count |
%
Rating |
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Total Category 3 |
14 |
13 |
11 |
12 |
8 |
58 |
51.79% |
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Total Category 2 |
9 |
9 |
11 |
11 |
13 |
53 |
47.32% |
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Total Category 1 |
0 |
0 |
0 |
0 |
1 |
1 |
0.89% |
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% of Times in Category 3 |
60.87% |
59.09% |
50.00% |
52.17% |
36.36% |
112 |
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% of Times in Category 2 |
39.13% |
40.91% |
50.00% |
47.83% |
59.09% |
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% of Times in
Category 1 |
0.00% |
0.00% |
0.00% |
0.00% |
4.55% |
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