Transcript A Guide for Completing the Teacher Work Sample (TWS) Portfolio J.Burden, J.Hoffman, J.

A Guide for Completing the
Teacher Work Sample (TWS)
Portfolio
J.Burden, J.Hoffman, J. Hrevnack, P. Klein,
F. Lineberry, S. Mendelson, M. Tomich
11/7/2015
Teacher Work Sample Portfolio Tutorial Index
(Click to access each item within the tutorial)
• College of Education
Spectrum Model
• College of Education
Learning Outcomes
• Key Components of the
TWS Portfolio
• Implementation of TWS
Portfolio
• Introduction
• Philosophy Statement
• Contextual Factors
11/7/2015
•
•
•
•
•
•
•
•
Learning Goals
Assessment Plan
Design for Instruction
Instructional Decision
Making
Analysis of Student
Learning
Self-Evaluation &
Reflection
FAQ
Examples of Teacher
Work Sample Portfolios
Teacher Work Sample (TWS) Purpose and Overview
A Teacher Work Sample is a process that
enables teacher candidates to demonstrate
teaching performances directly related to
the implementation of a standards-based
instructional unit by planning, instructing
and assessing P-12 student learning.
The TWS will incorporate standards such as
the College of Education’s Learning
Outcomes, the NJCCCS and a student’s
program’s standards.
Candidates analyze student learning and
reflect on their teaching effectiveness.
11/7/2015
Kean University’s College of Education SPECTRUM Model
You may have noticed the SPECTRUM logo on
your Kean documents throughout the College
of Education and in your program.
The SPECTRUM embraces the components of
general education, specialization, and
professional education while emphasizing
their role in the acquisition, application, and
evaluation of knowledge, skills, and
values/dispositions.
This model is based on the premise that a
teacher is first and foremost a committed
professional whose primary responsibilities
are within three categories: identifying
educational problems, developing solutions,
and applying professional knowledge, skills
and dispositions. Each of these components,
in turn, is composed of many subskills,
attitudes, and values.
RETURN TO INDEX
11/7/2015
Knowledge
The Learning Outcomes of the
SPECTRUM Model
Subject Matter
•
The beginning teacher has a thorough understanding and knowledge of subject
matter and national, professional, and New Jersey Core Curriculum Content
Standards, and uses such knowledge to create effective learning experiences for
students.
Student Learning
•
The beginning teacher has knowledge of how students learn and develop and
creates opportunities for each student’s academic development.
Diversity of Learners
•
The beginning teacher understands differences in how students learn and knows
how to provide instruction to accommodate such diversity.
Classroom Management
•
The beginning teacher understands classroom management theories.
Assessment
•
The beginning teacher knows how to assess, evaluate, analyze, and monitor
student learning.
RETURN TO INDEX
11/7/2015
Learning Outcomes continued
Skills
Planning Instruction
•
The beginning teacher plans instruction based on knowledge of subject matter, of national,
professional, and New Jersey Core Curriculum Content Standards, of students, and of curriculum
goals and models.
Instructional Strategies/Technologies
•
The beginning teacher uses a variety of instructional strategies and technologies that encourage
each student to develop critical thinking and problem-solving skills.
Learning Environment
•
The beginning teacher creates a learning environment that encourages active, engaged learning,
positive interaction, and self-motivation for all students.
Communication
•
The beginning teacher effectively communicates in the classroom by using a variety of
communication skills including verbal and nonverbal techniques, technology, and media.
Assessment
•
The beginning teacher effectively uses formal and informal assessment strategies to evaluate
student progress and makes appropriate adjustments to instruction based on his/her assessment.
Student Support
•
The beginning teacher works with parents/family members, school colleagues, and community
members to support student learning and development.
Reflection and Professional Development
•
The beginning teacher is a reflective practitioner who continually evaluates the effects of her/his
choices and actions on others (students, parents, and other professionals in the learning
community) and who actively seeks opportunities to grow professionally.
RETURN TO INDEX
11/7/2015
Learning Outcomes continued
Dispositions
Diversity/Individual Differences
•
The beginning teacher appreciates individual, cultural, and linguistic differences, shows
respect for the diverse talents of all learners, and is committed to helping develop selfconfidence and competence.
High Expectations
•
The beginning teacher believes that all students can learn at high levels and persists in
helping all students achieve success.
Community/Culture
•
The beginning teacher works productively within community and cultural norms.
Positive Climate
•
The beginning teacher takes responsibility for establishing a positive climate in the
classroom and participates in maintaining such a climate in the school as a whole.
Positive Role Model
•
The beginning teacher recognizes her/his responsibility to serve as a positive role
model.
Life-long Learner
•
The beginning teacher is a life-long learner who seeks out opportunities for continued
growth.
RETURN TO INDEX
11/7/2015
Click on this link to see how the processes of the Teacher
Work Sample supports Kean’s Teacher Candidates in
meeting the Learning Outcomes of the College of
Education
Aligning the Learning Outcomes with the
Teacher Work Sample
Click to link to the alignment chart.
RETURN TO INDEX
11/7/2015
Your College of Education is nationally accredited
by the National Council for Accreditation of
Teacher Education Programs (NCATE)
The Teacher Work Sample
is one of the
assessments that
provide data about our
programs’ effectiveness.
RETURN TO INDEX
11/7/2015
Key Components of the Teacher
Work Sample Portfolio
•
•
•
•
•
•
•
•
•
Introduction
Philosophy Statement
Contextual Factors
Learning Goals
Assessment Plan
Design for Instruction
Instructional Decision Making
Analysis of Student Learning
Self-Evaluation and Reflection
RETURN TO INDEX
11/7/2015
IMPLEMENTATION OF THE TWS PORTFOLIO
At the Introductory Level (Sophomore Field)
Introduction
Philosophy Statement
Contextual Factors
At the Preprofessional Level (3000-level identified
courses taken concurrently with Preprofessional
Internship)
Learning Goals
Assessment Plan
Design for Instruction
Instructional Decision-Making
(plus Introduction)
RETURN TO INDEX
11/7/2015
At the Professional Level (during Professional
Internship and in conjunction with capstone
course )
Introduction
Philosophy Statement
Contextual Factors
Learning Goals
Assessment Plan
Design for Instruction
Instructional Decision Making
Analysis of Student Learning
Reflection/Self Evaluation
Writing Mechanics and Appearance
RETURN TO INDEX
11/7/2015
Let’s look at each of
the elements of the
Teacher Work Sample Portfolio
separately…
Including:
• A description of each element
•How to write/what to include with each element
•The rubric used to evaluate each element
RETURN TO INDEX
11/7/2015
Introduction
Description of the TWS Introduction
The purpose of the Introduction is to describe how
the teacher candidate documents the Learning
Outcomes of the College of Education. It is
through the Learning Outcomes that the
connections are made between theory and practice
in teaching. The theories are highlighted within the
seven processes of TWS and aligned with the COE
Spectrum Model Learning Outcomes. These
theories are connected to instructional experiences,
which are illustrated through specific documents
included in the TWS.
RETURN TO INDEX
11/7/2015
How to Write the TWS Introduction Statement
In preparing an Introduction statement, the teacher
candidate should be aware that it is a one to two page
statement which informs the reader of:
1) The purpose of the portfolio,
2) The Spectrum Model Learning Outcomes met,
3) Relevant connections to the Spectrum Model Learning
Outcomes and the standards of the TWS,
4) The organizational format of the TWS portfolio
For example, the teacher candidate may want to begin
with a statement such as: “This is the personal Teacher
Work Sample portfolio of John Doe. The purpose of my
Teacher Work Sample is to highlight the transition
between theory and practice, through the illustration of
practical documents which are connected to learning
outcomes within the scope of the Spectrum Model in the
Kean University College of Education. ……”
RETURN TO INDEX
11/7/2015
Introduction Rubric
(Click to link to the rubric)
RETURN TO INDEX
11/7/2015
Philosophy Statement
Description of the Philosophy Statement
The primary purpose of teacher candidates writing and
including the philosophical statement in the Teacher
Work Sample (TWS) portfolio is to introduce the
concept of philosophy and provoke thought for
communicating their personal philosophies relevant to
their teaching beliefs in their specific content area.
RETURN TO INDEX
11/7/2015
What is a Philosophy Statement?
The philosophy of teaching statement is a narrative
that includes:
• your personal perspective of teaching
and learning (personal philosophy)
• a description of your teaching
methods according to the Spectrum
Model, for facilitating K-12 student
learning
• justification for why you teach that
way *(use examples from
observations and practical
experiences)
RETURN TO INDEX
11/7/2015
How to Write The Philosophy Statement
In the philosophical statement, the teacher
candidate should:
• demonstrate evidence that K-12 students are the
focus of discussion.
• utilize the Spectrum Model as a framework of the
discussion.
• demonstrate evidence of theory and research as it
relates to philosophical perspectives (ex:
naturalism, pragmatism, existentialism, etc.)
• provide examples from the field that illustrate
your understanding of teaching and learning.
RETURN TO INDEX
11/7/2015
Philosophy Statement Checklist
Does your philosophy statement:
____ Describe teaching/learning through
the Spectrum Model as framework?
____ Present a view of the K-12 student as
a learner and focus of discussion?
____ Explain your perspective on how all
K-12 students best learn?
____ Identify theory or research related to
teaching and learning perspectives?
____ Describe examples from the field that
highlight your understanding of
teaching and learning?
RETURN TO INDEX
11/7/2015
Philosophy Statement Rubric
(Click to link to the rubric.)
RETURN TO INDEX
11/7/2015
Contextual Factors
To be completed by: Introductory (Level I) and
Professional Interns (Level III)
TWS Standard
The teacher uses information about the learning-teaching
context and student individual differences to set learning
goals and plan instruction and assessment.
Task
Discuss relevant factors and how they may affect the
teaching-learning process. Include any supports and
challenges that affect instruction and student learning.
RETURN TO INDEX
11/7/2015
Requirements
In the discussion, include:
Community, district and school factors.
Address geographic location, community and school
population, socio-economic profile and
race/ethnicity. Stability of community, political
climate, community support for education, and
other environmental factors may also be
addressed.
NOTE:
NJ School Report Card is a good resource.
RETURN TO INDEX
11/7/2015
Classroom factors
Address physical features, availability of
technology equipment and resources and the
extent of parental involvement. Also to be
discussed are other relevant factors such as
classroom rules and routines, grouping
patterns, scheduling and classroom
RETURN TO INDEX
11/7/2015
Student characteristics
Address student characteristics which must be
considered as instruction design and learning
assessed. Include factors such as age, gender,
race/ethnicity, special needs, inclusion, English
Language Learners (ELL), achievement/
developmental levels, culture, language interests,
learning styles/modalities or students’ skill levels.
In the narrative, make sure to address students’
skills and prior learning that may influence the
development of learning goals, instruction and
assessment.
• NOTE: Include state/standardized test score
data.
RETURN TO INDEX
11/7/2015
Instructional implications
Address how contextual characteristics of the community,
classroom and students have implications for instructional
planning and assessment. Include specific instructional
implications for English Language Learners (ELL) and
special needs inclusion students multiple intelligences and
any other factors that will influence how a unit is planned
and implemented. Tell why this information is important
to a teacher.
RETURN TO INDEX
11/7/2015
Checklist
N
Y
Demonstrates knowledge of community, school, and
classroom factors
Demonstrates knowledge of characteristics of
students
Demonstrates knowledge of students’ varied
approaches to learning
Demonstrates knowledge of students’ skills and prior
learning
Uses knowledge to implement instructional planning
and assessment
RETURN TO INDEX
11/7/2015
Contextual Factors
Rubric
(Click to link to the rubric.)
RETURN TO INDEX
11/7/2015
Learning Goals
To be completed by: Pre-professional (Level
II) and Professional Interns (Level III)
TWS Standard
The teacher sets significant, challenging,
varied and appropriate learning goals.
Task
Discuss relevant factors and how they may
affect the teaching-learning process. Include
any supports and challenges that affect
instruction and student learning.
Insure that all the elements in the LEARNING
GOAL RUBRIC are included. See the Guide to
Compiling the Teacher Work Sample Portfolio
RETURN TO INDEX
11/7/2015
Requirements
•
List the learning goals (not the activities) that will guide the
planning, delivery and assessment of the unit. These goals
should define what students are expected to know and be able to
do at the end of the unit. The goals should be significant (reflect
the big ideas or structure of the discipline) challenging, varied
and appropriate and expressed in behavioral terms, i.e., defining
what students are expected to be able to do. Number or code
each learning goal so it can be referenced to later.
•
Explain how the goals are aligned with local, state, and
national standards (identify the source of the standards).
•
Describe the types and levels of the learning goals.
•
Discuss why the learning goals are appropriate in terms of
development; pre-requisite knowledge, skills, and other
student needs.
RETURN TO INDEX
11/7/2015
How to write the Learning Goals
In this section the learning goals are specified.
While this section in its final form is expected to
be in a narrative format, it is useful to examine the
NJCCCS standards before determining your learning
goals as in the following example:
Standard(s)
(Indicate NJCCCS number and description and check cumulative
progress indicators (CPIs) for your grade level.)
STANDARD 4.2
• Geometry and Measurement
• ALL STUDENTS WILL DEVELOP SPATIAL SENSE AND THE ABILITY
TO USE GEOMETRIC PROPERTIES,
• RELATIONSHIPS, AND MEASUREMENT TO MODEL, DESCRIBE
AND ANALYZE PHENOMENA.
(this will correspond to the learning goals)
RETURN TO INDEX
11/7/2015
Procedure (continued)
Once you’ve identified the appropriate standards for your
unit, the next step is to write the learning goals.
Most learning goals start with this phrase:
“Students will be able to…”
Care should be taken to include lower and higher level
thinking skills. i.e., Bloom’s Taxonomy.
Example of objective:
Students will be able to describe, draw compare, and
classify geometric objects; communicate effectively using
geometric terms; gather, analyze and apply geometric
information in problem solving.
RETURN TO INDEX
11/7/2015
Procedure (Continued)
The next step is to transfer the outline into a narrative form.
Examples:
Learning Goals
Learning goal #1
The students will be able to understand what causes night and day.
Justification
This goal is aligned with the New Jersey Core Curriculum Content Standards
for Second Grade Science. The standards are 5.9 A. 1 “Recognize that the
sun supplies light and heat to the Earth’ and 5.9 B. 1. “Recognize that the
sun can only be seen during the day, but the moon can be seen sometimes
at night and sometimes during the day”.
This goal accommodates kinesthetic, visual, and auditory learners. Based
on this, the students will be able to understand that fact that the Earth
rotates causing night and day instead of thinking that the sun moves. The
students will also be able to understand that while one side of the Earth has
day the other side has night due to the fact that the sun can only shine on
one side at a time. This learning goal is developmentally appropriate
because it is not too abstract for the students to understand that the Earths
rotation causes night and day.
RETURN TO INDEX
11/7/2015
Procedure (Continued)
Learning goal #2
The students will be able to explore the affect of their
shadow due to the changing of the sun’s position.
Justification
This goal is aligned with the New Jersey Core
Curriculum Content Standards for Second Grade
Science. The standard is 5.9 A. 2 “Observe the
patterns of day and night and the movements of the
shadows of an objects on the Earth during the course
of a day.”
This goal mainly accommodates visual learners. The
students are expected to know how the sun’s position
affects their shadows.
RETURN TO INDEX
11/7/2015
Procedure (Continued)
Learning goal #3
The students will be able to acknowledge the fact that
groups of stars forming a picture/ pattern are considered a
constellation.
Justification
This lesson coincides with standard 5.9 C. 2. Of the New
Jersey second grade science standards. Which states that
the children will “Observe that the position of the stars,
with respect to each other (constellations) is unchanging.”
This learning goal involves hands-on activities for
kinesthetic learners. This goal is also visual for those that
learn that way. Mainly the children will learn that stars
form pictures that are known as constellations.
RETURN TO INDEX
11/7/2015
Procedure (Continued)
Learning goal #4
The students will be able to know the name and locate
different constellations.
Justification
This goal addresses the needs of multiple learning styles;
kinesthetic, visual, and auditory. Activities will address the
learning levels of knowledge and comprehension with
hands-on activities and model construction.
This goal goes along with standard 5.9 C.2 “Observe that
the position of the stars, with respect to each other
(constellations) is unchanging.” The children will learn how
to find specific constellations while looking at a star map.
RETURN TO INDEX
11/7/2015
Concluding thoughts about writing your
learning goals…
• In concluding this section the writer should ascertain
that the following elements are included in the section
on Learning Goals.
Learning Goals:
• The teacher sets significant, challenging, varied and
appropriate learning goals.
• Significance, Challenge and Variety
• Clarity
• Appropriateness for students
• Alignment with national, state or local standards
RETURN TO INDEX
11/7/2015
Learning Goals Rubric
(Click to link to the rubric.)
RETURN TO INDEX
11/7/2015
Assessment Plan
To be completed by: Pre-professional Field Experience
Students (Level II) and Professional Interns (Level III).
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 goal(s). Use multiple assessment modes and approaches
aligned with learning goals to assess student learning before, during,
and after instruction. These assessments should authentically
measure student learning and may include performance-based tasks,
paper-and-pencil tasks, or personal communication. Describe why the
assessments are appropriate for measuring learning.
Suggested Page Length: 2 + pre- & post-assessment instruments, scoring
rubrics/keys, and assessment plan table.
RETURN TO INDEX
11/7/2015
Requirements:
Provide an overview of the assessment plan. The purpose of this overview is
to depict the alignment between learning goals and assessments. Show
adaptations used to meet the individual needs of students to problem solve or
to reflect contextual factors. Include methods of formal, informal, and student
self-assessment. For each learning goal 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. A visual organizer such as a table, outline or other
means must be used to make the plan clear.
Describe the pre- and post-assessments that are aligned with the learning
goals. Clearly explain how pre-and post-assessments will be evaluated or
scored, including criteria used to determine if the students’ performance
meets the learning goals. Include copies of assessments 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 the plan for formative assessment that will help to determine
student progress during the unit. Describe the assessments planned to
evaluate student progress and comment on the importance of collecting that
particular evidence. Although formative assessment may change as the unit
progresses, the task here is to predict at what points in the instructional
sequence it will be important to assess students’ progress toward learning
goals.
RETURN TO INDEX
11/7/2015
Example of Assessment Plan Table: Kindergarten
Visual Organizer
Learning Goals
Assessments
Format of Assessments
Adaptations
Learning Goal #1
Example: The
student will link
wild animals with
their habitats
Pre-Assessment
Checklist: game with animal masks
& centers representing habitats
(tree, lake, burrow, cave)
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 & brief.
Formative
Assessment
Animal puppets and habitats (e.g.,
bird and nest) anecdotal records
REQ and a picture journal
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
plenty of wait time for Q&A
Post-Assessment
Checklist: game with animal
masks & centers representing
habitats
RETURN TO INDEX
11/7/2015
Assessment Plan Rubric
Click to link to the rubric.
RETURN TO INDEX
11/7/2015
Design for Instruction
To be completed by: Preprofessional Field Experience
Students (Level II) and Professional Interns (Level III)
TWS Standard
The teacher designs instruction for specific
learning goals, student characteristics
and needs and learning contexts.
Task
Describe how the design of the unit
instruction relates to unit goals, students’
characteristics and needs, and the
specific learning context.
RETURN TO INDEX
11/7/2015
Requirements:
Results of Pre-Assessment
After administering the pre-assessment, analyze student
performance relative to the learning goals. Depict the results
of the pre-assessment in a format that allows patterns of
student performance to be found relative to each learning
goal.
Unit Overview
Provide an overview of the unit. Use a visual organizer such
as a block plan or outline to make the unit plan clear.
Include the topic or activity planned for each day/period.
Also indicate the goal or goals (coded from the Learning
Goals section) that will be addressed in each activity. Make
sure that every goal is addressed by at least one activity and
that every activity relates to at least one goal.
RETURN TO INDEX
11/7/2015
Activities
Describe at least three unit activities that reflect a
variety of instructional strategies/techniques and
explain why those specific activities are planned. In
the explanation for each activity, include:
• how the content relates to the instructional goal(s),
• how the activity stems from the pre-assessment
information and contextual factors,
• what materials/technology are necessary to
implement the activity,
• how are plans made to assess student learning
during and/or following the activity (i.e. formative
assessment),
• how the unit and/or the lesson plan incorporates
contextual factors particularly of the student learner.
RETURN TO INDEX
11/7/2015
Technology
Describe how technology will be used in the
planning and/or instruction. If there is no plan
to use any form of technology, provide a clear
rationale for its omission.
The suggested page length for the Design for Instruction:
3 pages plus the visual organizer
RETURN TO INDEX
11/7/2015
Design for Instruction Rubric
Click to link to the rubric.
RETURN TO INDEX
11/7/2015
Instructional Decision-Making
To be completed by: Pre-professional Field Experience Students
(Level II) and Professional Interns (Level III).
TWS Standard
The teacher uses on-going analysis of student
learning to make instructional decisions.
Task
Provide two examples of instructional decisionmaking based on students’ learning or responses.
RETURN TO INDEX
11/7/2015
Requirements:
Think of a time during the unit when a student’s learning or response caused
a modification of the original design for instruction. (The resulting
modification may affect other students as well.) Cite specific evidence to
support answers to the following:
Describe the student’s learning or response that caused a modification of
plans. The student’s learning or response may come from a planned
formative assessment or another source (not the pre-assessment).
Describe what was done next and explain why this would improve
student progress toward the learning goal.
Now, think of one more time during the unit when another student’s learning
or response caused a modification of a different portion of the original design
for instruction. (The resulting modification may affect other students as
well.) Cite specific evidence to support the answers to the following:
Describe the student’s learning or response that caused a modification of
the plans. The student’s learning or response may come from a planned
formative assessment or another source (not the pre-assessment).
Describe what was done next and explain why this would improve
student progress toward the learning goal.
Suggested Page Length: 3
RETURN TO INDEX
11/7/2015
Instructional Decision-Making Rubric
Click to link to the rubric.
RETURN TO INDEX
11/7/2015
Analysis of Student Learning
To be completed by: Pre-professional Field Experience
Students (Level II) and Professional Interns (Level III).
TWS Standard
The teacher uses assessment data to profile student learning
and communicate information about student progress and
achievement.
Task
Analyze the assessment data, including pre, formative and
post assessments and formative assessments to determine
students’ progress related to the unit learning goals. Use
visual representations and narrative to communicate the
performance of the whole class, subgroups, and two
individual students. Conclusions drawn from this analysis
should be provided in the “Reflection and Self-Evaluation”
section.
RETURN TO INDEX
11/7/2015
Requirements:
In this section, you will develop and implement a plan to collect, analyze and explain progress
and achievement toward learning goals demonstrated by the whole class, subgroups of
students, and individual students.
Pre-assessment is a key to the unit.
In a unit where students have had previous study in the content area, pre and post assessment
tests can be developed and administered to show the achievement progress from the unit
execution.
Example: Students entering high school have studied U.S. History in elementary and middle
school. A pre-test will determine what they have retained from this instruction and will provide
the base data necessary for the teacher to plan the instructional goals and activities for a unit
on the same chronological period or theme. The post-test can show the achievement gains in
relation to the pre-test.
In a unit that is distinct, with no connection to prior study, pre-assessment should focus on prerequisite knowledge, skills and student needs. What knowledge/skills are necessary for the
students to successfully master the unit? Can the unit be started confident that the students
have the necessary knowledge base to progress? What modifications in content, process or
strategies may be necessary because of deficiencies in students’ background knowledge/skills?
Example: The unit to be taught is the novel, The Scarlet Letter, by Hawthorne. This unit is
distinct; the students have not read the novel so they cannot answer questions directly related
to it. Therefore, there cannot be a valid comparison between a pre-test and post-test. The
pre-assessment should focus on prior knowledge of various elements essential to the reading:
definition of a novel, structure, direct/indirect characterization, external/internal setting,
symbolism, figurative language, point of view, etc.
RETURN TO INDEX
11/7/2015
Analysis of student learning (continued)
•
Whole class. To analyze the progress of the whole class, create a table that shows
pre- and post- assessment data on every student on every learning goal. Then, create
a graphic summary that shows the extent to which the students made progress toward
the learning criterion that was identified for each learning goal (identified in the
Assessment Plan section). Summarize what the graph tells about students’ learning in
this unit (i.e., the number of students met the criterion).
•
Subgroups. Select a group characteristic (e.g., gender, performance level, socioeconomic status, language proficiency) to analyze in terms of one learning goal.
Provide a rationale for the selection of this characteristic to form subgroups (e.g., girls
vs. boys; high- vs. middle- vs. low-performers). Create a graphic representation that
compares pre- and post-assessment results for the subgroups on this learning goal.
Summarize what these data show about student learning.
•
Individuals. Select two students that demonstrated different levels of performance.
Explain why it is important to understand the learning of these particular students.
Use pre-, formative, and post-assessment data with examples of the students’ work to
draw conclusions about the extent to which these students attained the two learning
goals. Graphic representations are not necessary for this subsection.
•
Note: Provide possible reasons for why the students learned (or did not
learn) in the next section, “Reflection and Self-Evaluation.”
•
Suggested Page Length: 4 + charts, graphs and examples of student work
RETURN TO INDEX
11/7/2015
Analysis of Student Learning Rubric
Click to link to the rubric.
RETURN TO INDEX
11/7/2015
Reflection and Self-Evaluation
To be completed by: Professional Interns (Level III).
TWS Standard
The teacher analyzes the relationship between his or her
instruction and student learning in order to improve
teaching practice.
Task
Reflect on the intern’s performance as a teacher and link
P-12 student learning results to this performance
incorporating current research as supporting
documentation. Evaluate intern’s performance and
identify future actions for improved practice and
professional growth.
RETURN TO INDEX
11/7/2015
Requirements:
Select the learning goal where the P-12 students were most successful.
Provide two or more possible reasons for this success. Consider goals,
instruction, and assessment along with P-12 student characteristics and
other contextual factors under the intern’s control.
Select the learning goal where P-12 students were least successful.
Provide two or more possible reasons for this lack of success. Consider
goals, instruction, and assessment along with P-12 student characteristics
and other contextual factors under the intern’s control. Discuss what
could be done differently or better in the future to improve the intern’s
performance.
Reflection on possibilities for professional development. Describe
at least two professional learning goals that emerged from the insights
and experiences with TWS. Identify two specific steps that will be taken
to improve performance in the critical area(s) identified.
Suggested page length 2
RETURN TO INDEX
11/7/2015
Reflection and Self-Evaluation Rubric
Click to link to the rubric.
RETURN TO INDEX
11/7/2015
Following are a number of
frequently asked questions
(FAQs) about the TWS…
RETURN TO INDEX
11/7/2015
What is a Teacher Work Sample (TWS) and
why do we have to do this?
One purpose of the TWS is to highlight the
connections made between theory and practice
in teaching. It is also to document that you
have met the standards of the College of
Education.
RETURN TO INDEX
11/7/2015
Introduction & Philosophy Statement
How long does the philosophy statement have to be?
Usually a page or two will suffice if you are careful with your
word choice.
RETURN TO INDEX
11/7/2015
Introduction & Philosophy Statement
What types of research do we have to do to
complete this assignment?
You should be able to locate and familiarize yourself with
theory & research related to teaching and/or the field of
education
RETURN TO INDEX
11/7/2015
Contextual Factors
What are contextual factors?
Contextual Factors are characteristics of the
ecology/environment that are related to the
effectiveness of collaboration. Ecology, here,
includes but is not limited to the physical and the
structural settings of the community, (i.e.,
resources available in the community), and the
social context (i.e., political atmosphere). The
collaboration may be able to influence these
characteristics, but the group does not have
control over them
RETURN TO INDEX
11/7/2015
Assessment Plan
Must a visual organizer be used to make the
plan clearer?
A chart is necessary in this case.
RETURN TO INDEX
11/7/2015
Assessment Plan
Do we really have to have an assessment for
each of our goals?
Yes, you must be sure to assess each goal. (Some
assessments may work for multiple goals.)
RETURN TO INDEX
11/7/2015
Design for Instruction
What is the difference between activities
and objectives?
An objective is a goal for student learning
and should be aligned with local, state &
national standards.
An activity is the vehicle by which the
student is taught the objective. For example
one objective for a lesson may be to describe
vulcanization. An activity would be building a
model of a volcano.
RETURN TO INDEX
11/7/2015
Design for Instruction
Must daily lesson plans be included?
Yes, for your field experience, but not in
every case for your classroom instructors.
Please be sure to include an overview of the
unit, a description of activities (and lesson plans
at the discretion of your classroom instructor).
RETURN TO INDEX
11/7/2015
Analysis of Student Learning
If our students don’t meet our objectives, do we
have to explain why?
No—not in this section. That will come under
reflections and self-evaluation (a separate
section).
RETURN TO INDEX
11/7/2015
This tutorial is a general guide.
If you need more information,
please contact your program
adviser.
For Review: Teacher Work Samples
• Grade One TWS (pdf file)
• Grade 11 English TWS (pdf file)
(Adobe Acrobat Reader required to view)
RETURN TO INDEX
11/7/2015