INTERNSHIP IN GIFTED EDUCATION: Portfolio Rubric
Name:___________________________________________________
Instructor Signature:_________________________________
Objective: Candidates will apply theoretical best practices for identifying and serving gifted students in a practical setting.
Criteria
Internship Log
Novice
1 point
Reflections
Participated in 9 hours of
simulation of a gifted endorsed
teacher
Completed field experiences
and/or clinical practice that did not
align to the Gifted In-field
Endorsement Program Outcomes
for 0-1 out of the 4 courses
Developing
2 points
Participated in 10-14 hours of
simulation of a gifted endorsed
teacher
Completed field experiences
and/or clinical practice that did not
align to the Gifted In-field
Endorsement Program Outcomes
for 2 out of the 4 courses
Proficient
3 points
Participated in 15-19 hours of
simulation of a gifted endorsed
teacher
Completed field experiences and
clinical practice aligned to the
Gifted In-field Endorsement
Program Outcomes for 3 out of the
4 courses
The portfolio includes reflections for
one to three of the four courses.
The portfolio includes reflections for
each of the four courses.
The portfolio includes thoughtful
reflections for each of the four courses.
The response to each prompt includes
one or two of the following
Connections (but not cited)
between theoretical best practices
learned in the course work and
application in a real school setting.
A personal analysis of
growth/change in understanding,
skills, and or dispositions related to
identifying and serving gifted
students.
Plans for future growth and
learning as an educator of gifted
students.
The response to each prompt includes
two of the following
Connections (but not cited)
between theoretical best practices
learned in the course work and
application in a real school setting.
A personal analysis of
growth/change in understanding,
skills, and or dispositions related to
identifying and serving gifted
students.
Plans for future growth and
learning as an educator of gifted
students.
The response to each prompt includes
Connections (but not cited)
between theoretical best practices
learned in the course work and
application in a real school setting.
A personal analysis of
growth/change in understanding,
skills, and or dispositions related to
identifying and serving gifted
students.
Plans for future growth and
learning as an educator of gifted
students.
Exemplary
4 points
Participated in 20+ hours of
internship in order to
simulate a school year in the
life of a gifted endorsed
teacher
Completed field experiences
and clinical practice aligned
to the Gifted In-field
Endorsement Program
Outcomes for all 4 courses
The portfolio includes thoughtful
and thorough reflections for each
of the four courses.
The response to each prompt
includes
Cited connections between
theoretical best practices
learned in the course work
and application in a real
school setting.
A personal analysis of
growth/change in
understanding, skills, and or
dispositions related to
identifying and serving gifted
students.
Plans for future growth and
learning as an educator of
gifted students.
Total
Evidence
(Evidence
consists of
pictures of the
candidate in
action, notes
from
observations,
agendas from
meetings,
programs from
workshops,
newsletters
including articles
by the candidate,
original lesson
plans with
samples of
student work.)
Organization of
Portfolio
Comments
Evidence is not included for one or
more parts of the portfolio.
No student work samples are
submitted
The portfolio is, unorganized, and
difficult for the instructor to quickly
find and assess the following
components:
A table of contents
Labeled tabs between each
part
Typed reflections for each
part
Scanned copies of the
original lesson plans and
handouts for Course II.
Scanned copies or digital
pictures of student and
teacher work.
Part I contains one piece of
evidence to support the reflection.
Part II contains two - three original
lesson plans created from selected
strategies learned in this course
and at least one sample of student
work from each that support the
reflection
Part III contains one piece of
evidence to support the reflection.
Part IV contains one piece of
evidence to support the reflection.
The portfolio is electronic but not wellorganized and
may be missing one or more
components listed to the
right.
Scanned copies or digital
pictures are of poor
resolution and difficult to
read.
Contains one completed
teacher observation form
Portfolio has many
grammatical/spelling errors.
Part I contains at least two pieces
of evidence to support the
reflection.
Part II contains at least four
original lesson plans created from
selected strategies learned in this
course and at least one sample of
student work from each that
support the reflection
Part III contains at least two pieces
of evidence to support the
reflection.
Part IV contains at least two
pieces of evidence to support the
reflection.
The portfolio is well-organized with
A title page
A table of contents
Typed reflections for each
part
Copies of the original lesson
plans and handouts for
Course II
Scanned copies or digital
pictures of student and
teacher work are clear and
easy to read.
Contains two completed
teacher observation forms.
Portfolio contains a few
grammatical/spelling errors.
Part I contains at least two
pieces of evidence to
support the reflection.
Part II contains at least five
original lesson plans created
from selected strategies
learned in this course and at
least one sample of student
work from each that support
the reflection.
Part III contains at least two
pieces of evidence to
support the reflection.
Part IV contains at least two
pieces of evidence to
support the reflection.
The portfolio is well-organized
with
A title page
A table of contents
Easy to follow links to and
through each part
Typed or videoed reflections
for each part
Copies of the original lesson
plans and handouts for
Course II
Scanned copies or digital
pictures of student and
teacher are work clear and
easy to read.
Two completed teacher
observations
Portfolio is free of
grammatical/spelling errors.
Average ___/4
