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

Azrieli Portfolio Guide 1

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?

Azrieli Portfolio Guide 2

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

Azrieli Portfolio Guide 3

 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:

Azrieli Portfolio Guide 4

 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 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.
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.
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.

Azrieli Portfolio Guide 5

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

Azrieli Portfolio Guide 6

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

Azrieli Portfolio Guide 7

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

Azrieli Portfolio Guide 8

 • 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

Azrieli Portfolio Guide 9

 • 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

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10
 • 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.

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11
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

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12
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

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13
 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*

1 2 3 SCORE =
Component
Target Acceptable Unacceptable 1, 2, or 3 ______________

1. Introduction to Defines the purpose of Adequately defines the Vaguely or does not
Portfolio the portfolio in a purpose of the portfolio. define the purpose of
professional and the portfolio
articulate manner.

There is an exemplary There is an acceptable There is a brief or no

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

The description of the The description of the There is no description

organization is portfolio organization is or a vague one of the
excellent, well thought acceptable. portfolio organization.
out, and logical.

2. Philosophy Offers superior Offers adequate Offers no or minimal

Statement statement of beliefs statement of beliefs with statement of beliefs
with detailed and cited explanations and with explanations
explanations appropriate citations

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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*

1 2 3 SCORE =
Component
Target Acceptable Unacceptable 1, 2, or 3 ______________

Offers superior Offers adequate evidence Offers no or minimal

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

Offers superior Offers adequate evidence Offers no or minimal

evidence that the that the candidate evidence that the
candidate understands understands theory and candidate understands
theory and research. research. theory and research.

Offers significant Offers adequate evidence Offers no or minimal

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

3. Achievements Substantive Satisfactory No or minimal

based on demonstration of demonstration of demonstration of
Knowledge knowledge in each of knowledge in each of the knowledge in each of
domain of 13 the specified areas specified areas the specified areas
Pillars

Substantive Satisfactory No or minimal

demonstration of skills demonstration of skills demonstration of skills
throughout the throughout the portfolio throughout portfolio.
portfolio

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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*

1 2 3 SCORE =
Component
Target Acceptable Unacceptable 1, 2, or 3 ______________

Consistently models Demonstrates acceptable Demonstrates no or

and reflects all dispositions related to minimal familiarity
dispositions to a high lifelong learning, with dispositions
level. diversity, professional expected of
partnerships, ethical professionals
behavior, and
transformative teaching
and learning.

4. Documentation/ Illustrate substantial Adequately illustrate Do not or minimally

Choice of knowledge, skills, and knowledge, skills, and illustrate knowledge,
Artifacts dispositions dispositions skills, and dispositions

Include a variety of Include a variety of more Do not provide

more than adequate than adequate evidence substantial evidence in
evidence in support of in support of the Pillars. support of the Pillars.
the Pillars.

Demonstrate clear Demonstrates adequate Do not demonstrate

relevance to The relevance to DOE relevance to The
Pillars. learning outcomes Pillars.

Contain meaningful Contain sufficient Lack or minimal

samples of teaching samples of teaching that evidence of teaching
that engages student in engages student in the that engages student in
the Pillars. Pillars. the Pillars.

5. Reflective Reflections are well Reflections are Reflections are unclear

Entries/ developed. adequately developed. and limited.
Explanations

Thoughtful reflections Some reflection on Reflection minimal or

with frequent insights, insights with beginning lacking insight, critical
critical thinking, and evidence of critical thinking, and problem
problem solving. thinking, and problem solving.
solving.

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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*

1 2 3 SCORE =
Component
Target Acceptable Unacceptable 1, 2, or 3 ______________

Evidence of Beginning evidence of Little or just some

introspection and open- commitment to self- evidence of
mindedness with stress improvement. commitment to self-
on self-improvement improvement.
and learning.

Evidence of clear and Awareness of No or limited

consistent connection connection to readings, connection to readings,
to readings, theories theories and research. theories and research.
and research.

6. Writing The use of standard The use of standard The use of standard
Mechanics written English is written English is written English is
outstanding with no satisfactory with no unsatisfactory or needs
more than 2 errors in more than 8 errors in attention at this level.
punctuation, punctuation, More than 10 errors in
capitalization, and capitalization, subject- punctuation,
subject-verb agreement. verb agreement or 1 or capitalization, subject-
No fragments or run- more fragments or run- verb agreement or
ons. ons. excessive fragments or
run-ons may detract
from the overall
content of the writing.

Syntax and word Syntax and word choice Syntax and word
choices are clearly are satisfactory, and the choice may be
superior, and the writing is cohesive. unsatisfactory, or the
writing is very writing may lack
cohesive. cohesion.

7. Organization & Attractive, professional Adequate appearance. Unprofessional

Appearance of appearance. appearance.
Portfolio

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17
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*

1 2 3 SCORE =
Component
Target Acceptable Unacceptable 1, 2, or 3 ______________

Section dividers are Section dividers are Poorly organized with

labeled and tabs stand labeled and papers no section dividers.
out from the contents of placed in appropriate
the portfolio with sections.
thoughtful placement of
contents of portfolio in
appropriate places.

Table of contents is Table of contents is well No table of contents or

clear and alerts reader organized. brief and vague
to contents of portfolio;
reader can locate
material easily.

Portfolio binder is Portfolio is in a binder or Portfolio is maintained

attractive and cover notebook with an in an unprofessional
page is professional, appropriate cover page. notebook or not placed
eye-catching and in a binder without a
appropriate. cover page or
inappropriate
unprofessional title
and/or appearance.

8. Impact on There is consistent There is satisfactory Data or information

Student collection and use of evidence that data or about student
Learning student achievement information about performance are not
data to improve student student performance are gathered in any
performance. collected and being systematic way.
used.

There is clear evidence There is satisfactory There is no or minimal

that improvements in evidence that instruction evidence that student
student learning are is improving student learning is impacted by
apparent and linked to learning. instructional strategies.
appropriate and
effective instructional

Azrieli Portfolio Guide

18
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*

1 2 3 SCORE =
Component
Target Acceptable Unacceptable 1, 2, or 3 ______________

strategies.

Total Score
Range 10-30

Azrieli Portfolio Guide

19
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

Azrieli Portfolio Guide 20

 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.

Azrieli Portfolio Guide 21