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329 Teacher Work Sample Lander University Teacher Education

The intent of the Teacher Work Sample (TWS) is to provide you with the opportunity to experience the teaching-learning-reflection cycle and to prepare you to document your impact on student learning during your field experiences and ultimately clinical practice or student teaching. It is critical that you understand the relationship between planning, teaching, assessment and how it all impacts student learning. Since this will be a developmentally sequenced process you will begin with some components in the 329 Field Experience II, add two components in 429 Field Experience III, and do a complete teacher work sample in clinical practice or student teaching. During clinical practice you will be expected to develop, implement, and assess a unit of study. The Teacher Work Sample (TWS) is a similar format to what you will be expected to do as part of SC ADEPT-SAFE-T as a beginning practicing professional. During your Field Experience II (329) you will complete some components of a TWS: contextual factors, a showcase lesson with pre/post assessment, analysis of your impact on student learning, other required lesson plans (2-4 depending on your major), and reflect on performance for each. During your Field Experience III (429) you will add two components of the TWS: a classroom management plan and parent, colleague, and/or community communication plan. As a culminating project for Clinical Practice (461/666) you will complete an entire TWS. You will be expected to provide evidence of your impact on student learning for at least one lesson during each of your field experiences (329 and 429) referred to as a showcase lesson. You are to complete the TWS on one class taught during each of your experiences. Note: contextual variables section should include ALL of the students in at least one class period that you teach in your field experience. The TWS rubric will be used to evaluate your work. You must receive at least At Target during your field experiences on each of the TWS elements in order to meet the expectations for recommendation for teacher certification. See rubric for specific information on how your work will be evaluated. You will have one opportunity to revise an element if you get below the minimal performance standard.

1. Contextual Factors (LO 3.3) (APS 1) TWS Standard

The teacher uses information about the learning-teaching context and student individual differences to set learning goals, lesson objectives, plan instruction and assessment(s).

Task
Discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning.

Prompt
In your discussion, include: Classroom factors. Address physical features, availability of technology, equipment , resources and the extent of parental involvement. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling and classroom arrangement. Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learnin g styles/modalities or students skill levels. In your narrative, make sure you address students skill levels in at least two content areas (one should be reading ability) and prior learning that may influence the development of your learning goals, instruction and assessment.
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Instructional implications. Address how contextual characteristics of the classroom and students have implications for instructional planning and assessment. Include specific instructional implications for at least two characteristics and any other factors that will influence how you plan and teach your lessons. Additional explanation: Based on this description, discuss why this information is important to know as a teacher and how it may impact student learning. Specifically discuss how the information you have listed above will guide your planning and instruction in your lessons. This is not a general discussion of why pre-requisite skills are important to know but one that is specific to the information your have collected in the interest inventories and pre-assessments. What do your students bring to the lessons? Also, specifically address any modifications and/or adaptations you will need to make based on any student/s with special needs. This should be a reflective, thoughtful discussion. (you could provide samples of all interest inventories used, citing resources where appropriate.) Pre-assessment tests, if applicable, (such as MAP scores) should be attached as an artifact. Suggested Page Length: 1-2

******************* * Please note sections 2 & 3 are not completed at the 329 level. *******************

4. Assessment Plan (LO 2.3) (APS 3)

TWS Standard
The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction.

Task
Design an assessment plan to monitor student progress toward learning objectives(s). Use multiple assessment modes and approaches aligned with learning objectives to assess student learning before, during, and after instruction for your "showcase" lesson. These assessments should authentically measure student learning and may include performance based tasks, paper-and-pencil tasks, or personal communication. Describe why your assessments are appropriate for measuring learning.

Prompt
Describe your strategy for assessing student progress (pre, during, & post) so that by the end of the lesson you will have evidence of student learning. These measure can be informal and formative (e.g. checklist, student work product, use of questions, graphic organizer, KWL, etc.) You should use a pre-/post-assessment for specialty area (psychomotor, art, music) or cognitive/academic or affective domains that is valid and reliable and will measure students skills, knowledge and/or dispositions before, during, and after the showcase lesson implementation. Provide an overview of the assessment plan. For your "showcase" lesson plan include: assessments used to judge student performance, format of each assessment, and adaptations of the assessments for the individual needs of students based on pre-assessment and contextual factors. The purpose of this overview is to depict the alignment between lesson objectives and assessments and to show adaptations to meet the individual needs of students or contextual factors. You may use a visual organizer such as a table, outline or other means to make your plan clear. Describe the pre-, during, and post-assessments that are aligned with your lesson objective(s). Clearly explain how you will evaluate or score pre- and post-assessments, including criteria you will use to determine if
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the students performance meets the lesson objectives. Include copies of assessments, prompts, and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key). Discuss your plan for using these formative assessments to help you determine student progress pre-, during, and post lesson. Describe the assessments you plan to use to check on student progress and comment on the importance of collecting that particular evidence. An analysis of post-assessment results, presented in table format should include class average. This information will be used to reflect on impact of student learning in section 5. Suggested Page Length: 2 pages plus pre-, during, and post-assessment instruments, scoring rubrics/keys, and assessment plan table

Example of Assessment Plan Table: Kindergarten

Lesson Objectives Assessments Format of Formative Assessments Accommodations
Repeat and modify instructions, as needed. Demonstrate and assist with cutting, gluing, etc. Provide model of a mask and model how to move to habitat centers. Keep all activities high-interest and brief. Provide concrete models and assistance with fine motor tasks, as needed. Provide multiple explanations and model performances. Process writing (i.e., dictations) when needed. Provide verbal cues and extra wait time for Q & A.

Lesson Objective 1 Example: When given pictures of animals and their habitats, the student will link wild animals with their habitats correctly 3 out of 4 times.

Pre-Assessment During Assessment Post-Assessment

Pre: Checklist- will indicate which of 6 animals & habitats students are already familiar with During: observation and use of anecdotal records Post: Q & A picture matching, journals & revisit Checklist

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5. Instructional Design Lesson Plans (LO. 3.1, 3.4, & 2.2) (APS 2, 5 & 6) TWS Standard
The teacher designs instruction for specific lesson objectives, student characteristics and needs, and learning contexts.

Task
Prepare and submit 3-5 lesson plans - clearly identify which will be your "showcase" lesson plan. Describe how the design of your 3-5 lesson plans relate to students characteristics and needs and the specific learning context.

Prompt
Lesson Plans - Content area lesson plan templates should be used for each lesson plan. Your lessons should be creative, integrate technology, and promote higher levels of thinking and/or performance as appropriate. Adaptations/modifications for student/s with special needs should be included daily, if appropriate. (Lesson plan rubric may be used to evaluate your plans depending on your major.) Lesson #1: Clearly ident ify your showcase lesson plan and follow the format described above. Be sure and attach a completed Lesson Observation & Conference Form (LOCF) as an artifact for this lesson. Lesson Plans #2 & 3 or #2 - 4: At least one lesson plan should target EEDA standards related to use of cooperative learning, contextual teaching, and/or connections to real life problem solving. At least one lesson plan should incorporate information related to the SSCA or bullying.
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Technology. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology, provide your clear rationale for its omission. Activity Analysis. Describe at least one lesson activity(ies) that reflect(s) a variety of instructional strategies/techniques and explain why you are planning this/these specific activity(ies). In your explanation for each activity, include: - how the instructional strategy supports your lesson objective(s), - how the activity stems from student characteristics, needs, and contextual factors, - what materials/technology you will need to implement the activity Suggested Page Length: 10-15 pages.

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6. Analysis of Student LearningShowcase lesson (LO TWS Standard

1.1 & 1.2) (APS 3 & 7)

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

Task
Analyze your assessment data, including pre/during/post assessment data summary (formative) to determine students progress related to the lesson objective(s) got your "showcase" lesson. Use visual representations and narrative to communicate the performance of the whole class and three (3) individual students (one low, one average, and one high performer). Conclusions drawn from this analysis should be provided in the Reflection, Self-Evaluation, and Professional Development section.

Prompt
In this section, you will analyze data to explain progress and achievement toward "showcase" lesson objective(s) demonstrated by your whole class and then focus on three (3) individual students (one low, one average, and one high performer). Whole class. To analyze the progress of your whole class, create a table that shows pre- and post-assessment data on every student on each lesson objective(s). Then, create a graphic summary that shows the extent to which your students made progress (from pre- to post-) toward the learning criterion that you identified for each "showcase" lesson objective(s). (These assessments should be identified in your "Assessment Plan" section). Summarize what the graph tells you about your students' learning in this lesson (i.e., the number of students met the criterion). This section should provide an analysis of your student assessment data relative to student learning and meeting the objectives of the showcase lesson. Section should include the following: Assessment Results Whole Class: Data table with pre- (if applicable) and post scores (for individual students) and summarize data to include average. The use of a clear and accurate graphic to supplement your discussion (i.e., table, graph, bar chart, picture of student pre/post performance, copy of KWL-pre/post). Individuals. Select three students that demonstrated different levels of performance. Explain why it is important to understand the learning of these particular students. Use pre-, during, and post-assessment data with examples of the students work to draw conclusions about the extent to which these students attained the lesson objectives. Graphic representations are not necessary for this subsection. Note: You will provide possible reasons for why your students learned (or did not learn) in the next section, Reflection, Self-Evaluation, and Professional Development.
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This section should report the results of 3 Individual Students Performance (one low, one average, and one high performer). Section should include the following: An analysis and discussion of the impact of instruction on student learning in meeting all lesson objectives should provided. This is your results section. Discussion should include: An objective analysis of 3 students performance relative to achievement of selected lesson objective(s) (quantitative data) (e.g. percentage of responses correct, # of items on a KWL, percentage of students mastering skills on a checklist, etc.); An objective analysis of 3 students performance relative to achievement of selected lesson objective(s) (qualitative information) (i.e., class/individual dispositions or attitudes toward the content, participation/effort, factors associated with instructional space, etc.). Suggested Page Length: 2-3 pages + charts and student work examples

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*Please note section 7 is not completed at this experience level. ******************************************

8. Reflection, Self-Evaluation, & Professional Development (LO 1.2 & 1.3)(APS 2, 3, 10) TWS Standard
The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. The teacher uses on-going analysis of student learning to make instructional decisions. The teacher identifies area of need for personal professional growth.

Task
Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and identify future actions for improved practice and professional growth.

Prompt
Reflection of Instructional Decision Making for Showcase lesson followed by reflections on the other lessons taught in this field experience and plans for future professional growth. Provide a reflective critique for the showcase lesson taught relative to instructional decisions. Your discussion should be thorough and insightful using specific information and examples to support your analysis. Reflective cycle includes what you did and why, critique of those decisions, and what you might change or need to change to improve impact on student learning in the future. For the first section reflect on performance of the whole class. For the next section reflect on performance of the 3 individual students. For the third section, reflect on the other 2-4 lessons that you taught. Finally, identify at least two professional goals and activities that would enhance your skills as a professional educator. Whole Class reflective discussion should include: How your instructional decisions impacted the whole classes learning (in a positive or negative way) specifically addressing modifications implemented (or needed but not implemented) as a result of teaching and student performance in all learning domains. Information on what could/should be changed when teaching the lesson again to promote greater student learning. This should be relative to instructional objectives, instructional decisions, etc. 3 Individual Student reflective discussion should include: Identify and describe the student that was most successful. Provide two or more possible reasons for this success. Consider your objectives, instruction, and assessment along with student characteristics and other
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contextual factors under your control. Identify and describe the student that was least successful. Provide two or more possible reasons for this lack of success. Consider your objectives, instruction, and assessment along with student characteristics and other contextual factors under your control. Discuss what you could do differently or better in the future to improve your students performance. Identify and describe the student that was about average in performance. Provide two or more possible reasons for this success. Consider your objectives, instruction, and assessment along with student characteristics and other contextual factors under your control. Discuss what you could do differently or better in the future to improve your students performance. Think of a time during your lesson when a students learning or response caused you to modify your original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following: - Describe the students learning or response that caused you to rethink your plans. The students learning or response may come from a pre, during, or post planned assessment or another source. - Describe what you did next and explain why you thought this would improve student progress toward the lesson objective(s). Reflection on additional 2-4 lessons. Use the reflective cycle to critique your 2-4 additional lessons for the class you taught and discuss what modifications/adaptations you would implement as a result of teaching and/or student performance, both during and following instruction of this lesson. Specifically, address the following questions as part of the discussion: What instructional decisions did I make before and during the lesson and why? Based upon student performance, discuss the instructional decisions for the next or future lesson. Other questions to consider in your reflection:
How did you engage or motivate the students successfully? What instructional mode(s) was employed? (lecture, small group, demonstration, experiment, etc.) How effectively did you use instructional aids, i.e., whiteboard, video, calculators, manipulatives, computer, etc.? Were the students actively or passively involved? How so? Did you present the information in a clear and logical manner? How so? How effective were the materials and resources you selected for the lesson? Were you able to or could you (in the future) relate the lesson content to the lives of the student. Describe any discipline or classroom management techniques used during the lesson. Were these techniques effective or would you employ a different technique the next time? Reflect on your interaction with the students. Would you describe your treatment of the students as being fair, respectful, and ethical? How so? Were you able to summarize the lesson and relate it to the following lesson or homework assignment? . Was your estimated time allocation for this lesson as noted in your lesson plan accurate? If your time varied, what factors contributed to this variance?

Reflection on possibilities for Professional Development. Describe at least two professional

development goals that emerged from your insights and experiences with the TWS. Identify two specific steps you will take to improve your performance in the areas you identified. Suggested Page Length: 3-4 pages.

* Please note sections 9 & 10 are not completed at the 329 level.

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7 Teacher Education Teacher Work Sample Rubric ECED, EDUC, SPED 329

Overall Rating: ET ____/

AT _____/

D _____/

NM _____/

Pass _____

Fail _____

WORK SAMPLE ELEMENT #1: CONTEXTUAL FACTORS (including relevant school, student information and implications for instruction) (LO 1.3) (APS 1) Category Not Met Developing At Target Exceeds Target Performance Rating 1 2 3 4 An incomplete A vague description of An adequate description of A comprehensive description of the Contextual Factors description of classroom factors is classroom factors is included. It school, facilities, and classes is Classroom (LO 3.3) (APS 1) classroom factors is provided. includes physical features, provided. It includes physical features, Factors provided. availability of technology, availability of technology, equipment, equipment, resources and the resources, and the extent of parental extent of parental involvement. involvement. _____ ET (4) _____ AT (3) Discussion includes classroom rules _____ D (2) and routines, grouping patterns, _____ NM (1) scheduling, and classroom arrangement. An adequate description of A thorough description of students student demographics and demographics and characteristics. Student characteristics is provided. Age, Including: age, gender, race/ethnicity, Demographics No description of gender, race/ethnicity, special special needs, and students needs, achievement/developmental levels, CharacterA vague description of demographics and achievement/developmental culture, language, interests, and istics students demographics and characteristics is levels, culture, language, learning styles/modalities. characteristics is provided. provided. interests, and learning styles/modalities are included. Skill levels in 2 content areas, students from diverse cultural backgrounds, Skill levels in two content areas those with IEP or 504 plans, and prior are provided. learning are provided. A) Implications for A) Discussion is limited and A) Discussion of relevance of A) Discussion of relevance of instruction are not few implications for impact contextual information and contextual information and Instructional identified or are on instruction discussed. impact on instructional and instructional impact is insightful, Implications inaccurate. assessment is complete and clear complete and clear based on the B) Specific instructional based on the contextual variables. contextual variables. B) Specific implications are vague or instructional incomplete. B) Specific instructional B) Specific instructional implications implications are not implications for two contextual for two contextual factors are included. included. factors are included.

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8 Category Not Met 1 Developing 2 At Target 3 Exceeds Target 4 Performance Rating

SPA Specific Language

Comments:

WORK SAMPLE ELEMENT #2: LONG RANGE PLAN (NOT COMPLETED IN 329) WORK SAMPLE ELEMENT #3: SHORT RANGE LEARNING OBJECTIVES/STANDARDS FOR UNIT (NOT COMPLETED IN 329) WORK SAMPLE ELEMENT #4: ASSESSMENT PLAN (include assessment strategies to evaluate students before, during and after the instruction) (LO 2.3) (APS 3) Category Not Met Developing At Target Exceeds Target Performance Rating 1 2 3 4 No pre-assessment Pre-assessment provided Pre-assessment is valid and Pre-assessment is valid and criteria administered. and/or assessment lacks criterion is identified; aligned is identified; aligned with all Overview of validity or alignment with with learning lesson objectives learning lesson objectives. Assessment learning lesson objectives. to a degree. Plan Few, if any Some formative or Plans for a variety of Plans for a variety of formative Overview, Plan and Use assessments are used. summative assessments formative assessments to and/or summative assessments to (LO 2.3) (APS 3) Description of used to inform planning appropriately evaluate student appropriately evaluate student Pre/during/ and instruction. learning before, during and learning before, during and after _____ ET (4) Post Assessments lack clarity after instruction. instruction. _____ AT (3) Assessments in their description and/or _____ D (2) are not valid measures of The plan depicts the alignment The plan depicts the alignment _____ NM (1) student learning between lesson objectives and between lesson objectives and assessments and to show some assessments and to show adaptations to meet the adaptations to meet the individual individual needs of students or needs of students or contextual contextual factors. factors. Most assessments are clearly described (clear directions and criteria for scoring) and provide valid measures of 329 Teacher Work Sample 11/30/11 approved by TPAAC LOs updated 9/4/13 All assessments are clearly described (clear directions and criteria) and provide valid measures of student learning.

9 Category Not Met 1 Plan is not provided for use of assessment results to inform planning and instruction. Developing 2 A brief plan for use of formative results is provided. At Target 3 student learning. An adequate plan for use of formative results is provided. An analysis of postassessment results, presented in table format includes class average. Exceeds Target 4 A specific and comprehensive plan for use of formative results is provided. Performance Rating

Use of Formative Assessment

SPA Specific Language Comments:

WORK SAMPLE ELEMENT #5: INSTRUCTIONAL DESIGN (include lesson plans) (LO. 1.1, 1.4, & 2.2) (APS 2, 5 & 6) Category Not Met Developing At Target Exceeds Target 1 2 3 4 Less than 3-5 lesson plans 3-5comprehensive lesson plans More than 3-5 comprehensive Lesson Plans Less than 3-5 lesson plans are provided or are are provided or are are developed that are aligned lesson plans are developed that are incomplete. Plans show incomplete. Standards are with appropriate standards. aligned with appropriate standards little or no evidence of incorrectly identified and integrate content areas. standards based based on learning Activities are research-based planning. Activities are activities. best practices. Activities are researched-based best not included. Activities are included but practices. may not be researchbased. The plans do not address Some reference is given At least one plan addresses More than one plan addresses EEDA EEDA standards to EEDA standards EEDA (contextual teaching, EEDA standards (contextual (contextual teaching, (contextual teaching, cooperative learning, and/or teaching, cooperative learning, cooperative learning, cooperative learning, career/character education). and/or career/character education). and/or career/character and/or career/character education). education)

Performance Rating Lesson Plans (LO. 3.1, 3.4, & 2.2) (APS 2, 5 & 6)

_____ _____ _____ _____

ET (4) AT (3) D (2) NM (1)

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10 SSCA The plans do not address SSCA (bullying or safe learning environment). Alignment of standards, lesson objectives, major tasks and assessments is lacking. Some reference is given to SSCA (bullying or safe learning environment). Alignment of standards, lesson objectives, major tasks and assessments is lacking and/or not correctly aligned. Most objectives have a clear and accurate behavior, content, condition, criteria. Attention is given to student needs but content adaptations/ modifications are lacking in quality. One lesson uses multimedia or technology resources. Or a rationale for its omission is included but the rationale does not clearly explain why technology was omitted. Student Use of Technology No lessons integrate P12 students using technology to enhance learning. Or a rationale for its omission is not included. One lesson integrates P12 students using technology to enhance learning. At least one plan includes some aspect associated with SSCA (bullying or safe learning environment). Alignment of standards, lesson objectives, major tasks and assessments are generally clear. More than one plan addresses some aspect associated with SSCA (bullying or safe learning environment). Alignment of standards, lesson objectives, major tasks and assessments are clear and based on the diverse needs of the students.

Alignment

Objectives

Objectives lack clear behavior, condition, and/or criteria.

Objectives are written with accurate & observable behavior, content, condition, and criteria.

Objectives are written with complete, accurate & observable behavior, condition, content & criteria for all. Adaptations/modifications are specific to needs of student(s) with student(s) correctly identified on lesson plan. Lessons consistently use multimedia and technology to enhance student learning. Or a clear detailed rationale for its omission is included detailing why technology would not have been effective in reaching the goals of the lesson.

Adaptations

Teacher Use of Technology

No modifications or adaptations are written or misrepresent the needs of the students. No multimedia or technology is used. Or a rationale for its omission is not included.

Adaptations/modifications are specific to most students.

2 or 3 lessons include multimedia, and technology resources are used to enhance student learning. Or a clear rationale for its omission is included.

Technology _____ ET (4) _____ AT (3) _____ D (2) _____ NM (1)

2 or 3 lessons integrate P-12 students using technology to enhance learning. Or a clear rationale for its omission is included.

2 or 3 lessons integrate P-12 students using technology to significantly enhance learning. Or a clear detailed rationale for its omission is included detailing why technology would not have been effective in reaching the goals of the lesson. Comprehensive description of at least three lesson activities that reflect a variety of instructional strategies & explanation of why Activity Analysis _____ ET (4) _____ AT (3) _____ D (2)

Activity Analysis

No or little description of lesson activity is provided. The description is missing

General description of at least one lesson activity that reflects a variety of instructional strategies &

General description of at least three lesson activities that reflect a variety of instructional strategies & explanation of why

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11 one or more of the following: How the content relates to the objective(s), How the activity stems from student characteristics, needs, and contextual factors What materials & technology needed to implement the activity How higher level thinking and/or performance is addressed How the activity is research-based SPA Specific Language Comments: an explanation of why includes: How the content relates to the objective(s), How the activity stems from student characteristics, needs, and contextual factors What materials & technology needed to implement the activity How higher level thinking and/or performance is addressed How the activity is research-based includes: How the content relates to objectives, How the activity stems from student characteristics, needs, and contextual factors, What materials and technology were needed to implement the activity How higher level thinking and/or performance is addressed How the activity is research-based (best practices) includes: How the content relates to objective(s), How the activity stems from student characteristics, needs, and contextual factors What materials & technology needed to implement the activity How higher level thinking and/or performance is addressed How the activity is researchbased _____ NM (1)

WORK SAMPLE ELEMENT #6: ANALYSIS OF STUDENT LEARNING (including the impact of instruction on student learning) (LO 1.1 & 1.2) (APS 3 & 7) Category Not Met Developing At Target Exceeds Target Performance 1 2 3 4 Rating Assessment data is Pre-, during, and postA. Pre-, during, and postPre-, during, and post-scores Assessment Data on missing and/or scores (formative) and scores (formative) and (formative) and summary data Results for whole Whole Class incomplete, summary data lack summary data for the for the whole class are accurate class inaccurate accuracy and presented whole class are accurate and clearly presented in tables (LO 1.1 & 1.2) information is on table or graphic with and presented in tables and graphic representation with (APS 3 & 7) provided. few errors. Little use of or graphic no errors. The table shows pregraphic representation. representation with no and post-assessment data on _____ ET (4) errors. The table shows every student on each lesson _____ AT (3) pre- and postobjective(s). The table _____ D (2) 329 Teacher Work Sample 11/30/11 approved by TPAAC LOs updated 9/4/13

12 Category Not Met 1 Developing 2 At Target 3 assessment data on every student on each lesson objective(s). The table shows the extent to which your students made progress (from pre- to post-) toward the learning criterion that you identified for each "showcase" lesson objective(s) B. An adequate summary of results is included. A. An accurate discussion and analysis of the impact of instruction on 3 students learning is provided. B. Evaluative discussion includes: an adequate discussion and analysis of data results for individuals relative to achievement of all lesson objectives; one low, one average, and one higher performing student An objective analysis of 3 students performance relative to achievement of selected lesson objective(s) (quantitative data) is provided An objective analysis of 3 students performance relative to achievement of selected lesson objective(s) (qualitative information) An explanation is provided Exceeds Target 4 shows the extent to which your students made progress (from pre- to post-) toward the learning criterion that you identified for each "showcase" lesson objective(s) Thorough, objective discussion of results is included. Performance Rating _____ NM (1)

Results on 3 individuals (low, average, and high achievers)

Discussion of impact on instruction for 3 individual students (low, average, and high) is missing and/or incomplete, inaccurate information is provided.

A vague discussion and analysis of the impact of instruction on fewer than 3 students learning is provided. Evaluative discussion includes: a vague or inaccurate discussion and analysis of data results for individuals relative to achievement of all lesson objectives; provides little evidence of student work

329 Teacher Work Sample

A thorough and accurate discussion and analysis of the impact of instruction on 3 students learning is provided. Evaluative discussion includes: a specific discussion and analysis of data results for individuals relative to achievement of all lesson objectives; one low, one average, and one higher performing student An objective analysis of 3 students performance relative to achievement of selected lesson objective(s) (quantitative data) is provided An objective analysis of 3 students performance relative to achievement of selected lesson objective(s) (qualitative information) A thorough explanation is provided that provides evidence that clearly and

Evaluation of Student Performance (3 individuals)

_____ _____ _____ _____

ET (4) AT (3) D (2) NM (1)

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13 Category Not Met 1 Developing 2 At Target 3 as to why it is important to understand the learning of these particular students. Pre-, during, and postassessment data with examples of the students work to draw conclusions about the extent to which these students attained the lesson objectives are provided. Exceeds Target 4 accurately supports decisions as to why it is important to understand the learning of these particular students. Pre-, during, and postassessment data with examples of the students work to draw conclusions about the extent to which these students attained the lesson objectives are provided. Performance Rating

SPA Specific Language Comments:

WORK SAMPLE ELEMENT #7:

INSTRUCTIONAL DECISION MAKING (NOT COMPLETED IN 329)

WORK SAMPLE ELEMENT #8: REFLECTION, SELF-EVALUATION, AND PROFESSIONAL DEVELOPMENT (LO 1.2 & 1.3)(APS 2, 3, 10) Category Not Met Developing At Target Exceeds Target 1 2 3 4 Reflection on Section 1 Section 1 Section 1 Section 1 A) Discussion of how A) A vague discussion of how A) An adequate discussion of A) A thorough and accurate Showcase instruction impacted (in a instruction impacted (in a how instruction impacted (in a discussion of how instruction Lesson positive or negative way) positive or negative way) the positive or negative way) the impacted (in a positive or Whole class the whole classes whole classes learnin g and whole classes learning and negative way) the whole learning is missing, specific modifications specific modifications classes learning. Specific incomplete, or implemented during the implemented during the modifications implemented as inaccurate. lesson. lesson. a result of teaching and student performance, both B) Discussion of what B) An vague discussion of B) An adequate discussion of during and following 329 Teacher Work Sample 11/30/11 approved by TPAAC LOs updated 9/4/13

Performance Rating Reflection of Instructional Decision Making (LO 4.2 & 4.3) (APS 2, 3, 10) _____ _____ _____ _____ ET (4) AT (3) D (2) NM (1)

14 Category Not Met 1 should be changed when teaching the lesson again to promote greater student learning is missing, incomplete, or inaccurate. Developing 2 what should be changed when teaching the lesson again to promote greater student learning. At Target 3 what should be changed when teaching the lesson again to promote greater student learning. Exceeds Target 4 instruction, in order to impact student learning. B) Specific and insightful information on what should be changed when teaching again increase student learning. Section 2 A) A thorough and accurate description of the most successful student is provided along with more than 2 possible reasons for his/her success. B) A thorough and accurate description of the least successful student is provided along with more than 2 possible reasons for his/her lack of success. Implications for future lessons are included. C) A thorough and accurate description of an average performing student is provided along with more than 2 possible reasons for his/her performance. Implications for future lessons are included. Critical analyses of each lesson are provided addressing modifications that could impact teaching and student response, both during and following instruction. Specific discussion includes Performance Rating

Reflection on Showcase Lesson Individual students

Section 2 Little or no description or discussion provided for individual students

Section 2 A) A vague description of the most successful student is provided along with 2 possible reasons for his/her success. B) A vague description of the least successful student is provided along with 2 possible reasons for his/her lack of success. Implications for future lessons are included. C) A vague description of an average performing student is provided along with 2 possible reasons for his/her performance. Implications for future lessons are included.

Section 2 A) An adequate description of the most successful student is provided along with 2 possible reasons for his/her success. B) An adequate description of the least successful student is provided along with 2 possible reasons for his/her lack of success. Implications for future lessons are included. C) An adequate description of an average performing student is provided along with 2 possible reasons for his/her performance. Implications for future lessons are included.

Additional Lesson Reflections and Analyses

Analysis shows no evidence of reflection on decision making.

Critical analyses of some lessons are provided addressing strengths and weaknesses with little emphasis on impact on student learning.

Critical analyses of each lesson are provided adequately addressing strengths and weaknesses with some discussion of modifications that could impact student learning. General discussion

Reflection & SelfEvaluation (LO 1.2) _____ _____ _____ _____ ET (4) AT (3) D (2) NM (1)

329 Teacher Work Sample

11/30/11 approved by TPAAC LOs updated 9/4/13

15 Category Not Met 1 Developing 2 At Target 3 includes how changes could be implemented in future lessons. Accurate and logical evidence of ability to connect performance with two professional development goals are provided. Two specific steps toward each goal are clearly identified. Exceeds Target 4 how changes could be implemented in future lessons. Two or more goals are stated and a thorough and accurate ability to connect performance with professional development needs is demonstrated. Specific steps toward the goals are clearly identified. Performance Rating

Professional Development

Fewer than two goals are stated and/or little evidence of ability to connect performance with professional development needs is provided.

Two goals are stated and some evidence of ability to connect performance with professional development needs is provided. Steps toward each goal are vague.

Professional Development (LO 1.3) _____ ET (4) _____ AT (3) _____ D (2) _____ NM (1)

SPA Specific Language Comments:

WORK SAMPLE: FORMAT, REFERENCES, AND ARTIFACTS (EACH SECTION OF THE TWS IS SCORED) Category Not Met Developing At Target 1 2 3

Exceeds Target 4

Performance Target Rating Overall format LO 4.1 (APS 10) _____ _____ _____ _____ ET (4) AT (3) D (2) NM (1)

Organization/ Grammar

Work lack organization and professional presentation having more than five grammatical or spelling errors. Demonstrate inappropriate use of standard English

All work is professionally presented using 11 or 12 pt. font with five or fewer grammatical or spelling errors. Demonstrates appropriate written communication with several mechanical errors Some resources are used to meet standards and lesson objectives.

All work is professionally presented using 11 or 12 pt. font with three or fewer grammatical or spelling errors. Demonstrates effective written communication with few mechanical errors. A variety of resources are used to meet standards and lesson objectives.

All work is professionally presented using 11 or 12 pt. font with four or fewer grammatical or spelling errors. Demonstrates exemplary written communication with no mechanical errors. A wide variety of resources are used to meet standards and lesson objectives.

Resources

Resources are not identified.

Resources, References, and Artifacts

329 Teacher Work Sample

11/30/11 approved by TPAAC LOs updated 9/4/13

16

Creativity is evident. Some supporting documentation submitted. No supporting attachments submitted. Required lesson observation and conference form (LOCF), required charts, and other artifacts that support TWS are submitted.

Required lesson observation and conference form (LOCF), required charts, and high quality artifacts that clearly support TWS are submitted.

LO 1.3 (APS 10) _____ ET (4) _____ AT (3) _____ D (2) _____ NM (1)

SPA Specific Language

Comments:

329 Teacher Work Sample

11/30/11 approved by TPAAC LOs updated 9/4/13