Rating

Description

Unsatisfactory

The candidate exhibits little or no evidence of meeting the standard, or evidence that is below the minimum acceptable expectations of the program.

Satisfactory

The candidate exhibits minimum performance in relation to essential knowledge, skills, or dispositions required by the standard. Provides basic evidence of attainment that meets minimum program expectations.

Competent

The candidate exhibits intermediate performance in relation to essential knowledge, skills or dispositions required by the standard. Provides convincing evidence of attainment that moderately exceeds minimum program expectations.

Exemplary

The candidate exhibits advanced performance in relation to essential knowledge, skills, or dispositions required by the standard. Provides convincing evidence of sound work, usually with multiple examples of achievement that substantially exceed minimum expectations and show excellence in performance.

Performance Indicator

NSTA Standard

Unsatisfactory

Satisfactory

Competent

Exemplary

Points Earned

Point Value

0 Points

1 Point

2 Points

3 Points

Unifying Concepts

The candidate understands the unifying concepts of science as delineated by the National Science Education Standards (NSTA 1b)

The essay does not focus on any of the unifying concepts secondary teachers should be prepared to lead students to understand: Systems, Order, and Organization; Evidence, Models, and Explanation; Change, Constancy, and Measurement; Evolution and Equilibrium; Form and Function.

The essay focuses on 1-2 of the unifying concepts secondary teachers should be prepared to lead students to understand: Systems, Order, and Organization; Evidence, Models, and Explanation; Change, Constancy, and Measurement; Evolution and Equilibrium; Form and Function.

But

The candidate did not relate the unifying concept(s) to the core competencies of his/her specific discipline.

The essay focuses on 3-4 of the unifying concepts secondary teachers should be prepared to lead students to understand: Systems, Order, and Organization; Evidence, Models, and Explanation; Change, Constancy, and Measurement; Evolution and Equilibrium; Form and Function.

And

The candidate relates the unifying concept(s) to the core competencies of his/her specific discipline.

And

The candidate clearly articulates the knowledge and practices of using unifying concepts within the context of adolescent to young adult science learning.

The essay focuses on all 5 of the unifying concepts secondary teachers should be prepared to lead students to understand: Systems, Order, and Organization; Evidence, Models, and Explanation; Change, Constancy, and Measurement; Evolution and Equilibrium; Form and Function.

And

The candidate relates the unifying concept(s) to the core competencies of his/her specific discipline.

And

The candidate clearly articulates the knowledge and practices of using unifying concepts within the context of adolescent to young adult science learning.

And

The candidate conveys how unifying concepts impact the human experience.

Ways of Knowing

The candidate understands the philosophical tenets, assumptions, goals, and values that distinguish science from technology and other ways of knowing the world.(NSTA 2b).

The essay contains no evidence the candidate understands the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world.

And/Or

The candidate indicates little understanding of the need to educate individuals who can make valid judgments on the value of knowledge created by science and other ways of knowing.

The essay distinguishes science from technology and other ways of knowing the world.

And

The candidate understands the need to educate individuals who can make valid judgments on the value of knowledge created by science and other ways of knowing.

And

Regards scientific knowledge not as an absolute, but as tentative, empirically based, and culturally embedded.

The essay distinguishes science from technology and other ways of knowing the world.

And

The candidate understands the need to educate individuals who can make valid judgments on the value of knowledge created by science and other ways of knowing.

And

Regards scientific knowledge not as an absolute, but as tentative, empirically based, and culturally embedded.

And

Recognizes that the critical analysis of scientific and pseudoscientific claims must be made in appropriate ways.

The essay distinguishes science from technology and other ways of knowing the world.

And

The candidate understands the need to educate individuals who can make valid judgments on the value of knowledge created by science and other ways of knowing.

And

Regards scientific knowledge not as an absolute, but as tentative, empirically based, and culturally embedded.

And

Recognizes that the critical analysis of scientific and pseudoscientific claims must be made in appropriate ways.

And

Understands the need to analyze, discuss and debate topics and reports in the media related to the nature of science and scientific knowledge, not just in an educational context.

Methods of Inquiry

The candidate understands the processes, tenets, and assumptions of multiple methods of scientific inquiry leading to scientific knowledge (NSTA 3a).

The essay focuses on one method of inquiry, a finite path of steps, i.e. , scientific method.

And

The nature of the skills involved in these steps are limited and/or not described properly.

The essay focuses on the unique nature of scientific inquiry and is discussed as using multiple strategies and processes to solve problems.

And

The candidate recognizes that inquiry may take a number of forms: discovery learning, guided inquiry, open inquiry.

And

The candidate clearly articulates the knowledge and practices of using multiple methods of inquiry within the context of adolescent to young adult science learning.

The essay focuses on the unique nature of scientific inquiry and is discussed as using multiple strategies and processes to solve problems.

And

The candidate recognizes that inquiry may take a number of forms: discovery learning, guided inquiry, open inquiry.

And

The candidate explains and justifies the principle of less is more in science education.

And

The candidate clearly articulates the knowledge and practices of using multiple methods of inquiry within the context of adolescent to young adult science learning.

The essay focuses on the unique nature of scientific inquiry and is discussed as using multiple strategies and processes to solve problems.

And

The candidate recognizes that inquiry may take a number of forms: discovery learning, guided inquiry, open inquiry.

And

The candidate explains and justifies the principle of less is more in science education.

And

The candidate clearly articulates the knowledge and practices of using multiple methods of inquiry within the context of adolescent to young adult science learning.

And

The candidate conveys how decisions are made in science, and how scientific inquiry impacts the human experience.

Science, Technology, and Society

The candidate understands socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues (NSTA 4a).

The essay does not focus on any socially important issue related to science and technology.

And/Or

No decision-making processes are addressed.

The essay focuses on relating science and technology to society in meaningful ways.

And

The candidate gives one example of a socially important issue related to science and technology in his/her field of licensure by connecting knowledge of science content with the nature of science, technology, and the ways science relates to oneself and others in society.

The essay focuses on relating science and technology to society in meaningful ways.

And

The candidate gives two examples of socially important issues related to science and technology in his/her field of licensure by connecting knowledge of science content with the nature of science, technology, and the ways science relates to oneself and others in society.

And

The candidate includes an explanation of how he/she is prepared to lead students in structured explorations of issues of concern using data and information as resources.

The essay focuses on relating science and technology to society in meaningful ways.

And

The candidate gives more than two examples of socially important issues related to science and technology in his/her field of licensure by connecting knowledge of science content with the nature of science, technology, and the ways science relates to oneself and others in society.

And

The candidate includes an explanation of how he/she is prepared to lead students in structured explorations of issues of concern using data and information as resources.

And

The candidate clearly articulates the knowledge and practices of using ethics when addressing STS issues.

And

The candidate conveys how sound STS decisions made within the context of adolescent to young adult science learning increases the likelihood that informed and justified STS decision-making will occur in a democratic society.

Philosophy of Science Teaching

The candidate’s written philosophy of science teaching is unfocused, incomplete or missing.

The candidate’s written philosophy of science teaching demonstrates an out-of-date knowledge base regarding the unifying concepts of science, ways of knowing, methods of inquiry, and socially important STS issues.

And

The candidate explains how some of the topics address the unique nature of scientific inquiry and/or how some impact the human experience.

And

The candidate shows an inability to reflect on or communicate how that knowledge and understanding connects adolescent to young adult science learning in his/her field of licensure.

And

The candidate lacks a sound foundation in research and/or his/her personal philosophy is not guided by NSES Standards.

The candidate’s written philosophy of science teaching demonstrates solid knowledge and understanding of the unifying concepts of science, ways of knowing, methods of inquiry, and socially important STS issues.

And

The candidate articulates how each topic addresses both the unique nature of scientific inquiry and/or how each impacts the human experience.

And

The candidate shows reflects on and communicates clearly and logically how that knowledge and understanding connects adolescent to young adult science learning in his/her field of licensure.

And

The candidate indicates that his/her personal philosophy is grounded in current research and guided by NSES Standards.

The candidate’s written philosophy of science teaching demonstrates extensive knowledge and understanding of the unifying concepts of science, ways of knowing, methods of inquiry, and socially important STS issues.

And

The candidate articulates how each topic addresses both the unique nature of scientific inquiry and/or how each impacts the human experience.

And

The candidate shows reflects on and communicates clearly, logically and persuasively how that knowledge and understanding connects adolescent to young adult science learning in his/her field of licensure.

And

The candidate indicates that his/her personal philosophy is grounded in current research and guided by NSES Standards.

Professional Presentation

Appearance – Sloppy

And

The mini-portfolio essays:

Are single-spaced in a hard to ready font;

Contain no page numbers;

Contain many grammatical errors;

Contain many spelling errors.

Not applicable.

Appearance – Pleasing

And

The mini-portfolio essays:

Demonstrate uniformity of style; Are double-spaced, use a 12 point font, and are easy to ready; Pages are numbered; There are very few grammatical or spelling errors.

Appearance – Exceptional

And

The mini-portfolio essays:

Demonstrate uniformity of style; Are double-spaced, use a 12 point font, and are easy to ready; Pages are numbered; There are no grammatical or spelling errors.