TEACHER WORK SAMPLE
TWS Standard 1: Contextual Factors
Community, District, and School Factors
Geographic Location
City and state –
Population of city –
Stability of community (state of growth, decline, or stability) –
Perception of the level of community support for education –
District
Name of school district and grades served –
Number of schools –
Number of students enrolled in district –
Percentage of students in district receiving free or reduced-price lunch –
School
Name of school and grades served –
Number of students enrolled in school –
Percentage of students in school receiving free or reduced lunch –
Academic achievement ranking/label –
Classroom Factors
Demographics
Grade level(s) and content area(s) –
Total number of students –
Number of boys/number of girls –
Ages represented –
Cultures/ethnicities represented –
Socioeconomic information –
Environment
Physical room arrangement –
Classroom resources –
Level of parental involvement –
Availability of and/or access to technology –
Student Factors
Number of students receiving educational services outside of the classroom (e.g., reading/math intervention, speech services, special education services) –
Number of students whose primary language is other than English –
Number of students with Individual Education Plans –
Number of non-labeled (e.g., non-IEP, non-ADA Section 504) students who are behaviorally or academically challenged –
Other –
Research Connection
Locate one literature source that expounds upon one of the topics described in this standard. The reference may be found in a peer-reviewed or a professional journal. For example, you may add a reference for why student demographics are important to consider in the process of instructional planning goals.
Reference:
Three to five bullet summary of the literature source:
Instructional Implications
Based on the contextual characteristics of the community, classroom, and students, describe in one to three paragraphs the possible impact those characteristics could have on the planning, delivery, and assessment of your unit.
TWS Standard 2: Topics and Learning Goals
Unit Topic –
National or state academic content standards –
Learning goal (LG) –
One to three measurable objective(s) –
Research Connection
Locate one literature source that expounds upon one of the topics described in this standard. The reference may be found in a peer-reviewed or a professional journal.
Reference:
Three to five bullet summary of the literature source:
TWS Standard 3: Assessment Plan
Pretest – include scoring criteria
(Copy and paste below)
Criteria for Upper Elementary Spelling Inventory:
Level 4= 91-100% is the Standard of excellence indicates that the student showed all aspects of understanding: Short vowels, Diagraphs and Blends; Long Vowels, Other Vowel Patterns, Syllable Junctures, Consonant Doubling, Inflected Endings, Prefixes, Suffixes, Bases and Roots.
Level 3=83-90% is Approaching standard of excellence indicates some aspects of work that exceed grade level expectations: Short vowels, Diagraphs and Blends; Long Vowels, Other Vowel Patterns, Syllable Junctures, Consonant Doubling, Inflected Endings, Prefixes, Suffixes, Bases and Roots.
Level 2=70-82% Meets acceptable standard. This level should indicate minimal competencies acceptable to meet grade level expectations: Short vowels, Diagraphs and Blends; Long Vowels, Other Vowel Patterns, Syllable Junctures, Consonant Doubling, Inflected Endings, Prefixes, Suffixes, Bases and Roots.
Level 1=59-69% Does not yet meet acceptable standard. This level indicates what is not adequate for grade level expectations and indicates that the student has serious errors, omissions or misconceptions of: Short vowels, Diagraphs and Blends; Long Vowels, Other Vowel Patterns, Syllable Junctures, Consonant Doubling, Inflected Endings, Prefixes, Suffixes, Bases and Roots.
Pretest Data: Whole Class
(Remove the example data and fill in your data as number of students)
LG
Exceeds
92-100% 3
Meets
80-91% 2
Approaches
60-79% 1
Falls Far Below
59% and below 4
Pretest Analysis: Whole Class
Based on the data above, what changes, if any, will you make to the previously identified information: No changes to the format just more practice on the basic fundamentals of spelling and word patterns. Need to raise the approaches and below 59% to better results.
National or state academic content standards – RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Learning goal – Students must recognize and identify common spellings (graphemes) in words. Students must recognize and identify root/base words.
Measurable objectives- Students must apply knowledge of common spellings (graphemes) to read words. Students must apply knowledge of affixes and root/base words to aid in pronunciation.
Based on the whole class pretest data, describe in one to three paragraphs the possible impact this data could have on the planning, delivery, and assessment of your unit.
As a whole class the pretest exposed what they had problems on when it came to upper elementary spelling. The data showed me that in order to get more improvement from the class as a whole I will need to team up with my CT on ways of working with the students on their short vowels, diagraphs and blends, long vowel patterns. The students in the class are at different levels some are at upper level elementary spelling and others are at the elementary level. What both tests had in common was that most if not all of the students had problems with bases and roots and long vowel patterns. Working with both levels on common spellings (graphemes) to read words. Students must apply knowledge of affixes and root/base words to aid in pronunciation through worksheets on spelling and pronunciation as well as quick quizzes on learned lesson about how to use long vowels and syllables.
Research Connection
Locate one literature source that expounds upon one of the topics described in this standard. The reference may be found in a peer-reviewed or a professional journal.
Reference:
http://wps.pearsoncustom.com/wps/media/objects/9346/9570831/add_res/ch05/5_2Coached_Lessons_Teaching_Long-Vowel_Patterns.pdf
Three to five bullet summary of the literature source:
To help students make this difficult transition to decoding long-vowel words,
Include demonstrations, explanations, and exercises that help students see the impact of final e or a digraph.
Lead students to see that short a is spelled with an a in the middle or beginning of the word as in cap or at, but long a has an eat the end of the word as a marker as in cape and ate.
Explain that long a is spelled a__e, with the blank being the space for a consonant letter.
Post-Test– include scoring criteria
(Copy and paste below)
Criteria for Upper Elementary Spelling Inventory:
Level 4= 91-100% is the Standard of excellence indicates that the student showed all aspects of understanding: Short vowels, Diagraphs and Blends; Long Vowels, Other Vowel Patterns, Syllable Junctures, Consonant Doubling, Inflected Endings, Prefixes, Suffixes, Bases and Roots.
Level 3=83-90% is Approaching standard of excellence indicates some aspects of work that exceed grade level expectations: Short vowels, Diagraphs and Blends; Long Vowels, Other Vowel Patterns, Syllable Junctures, Consonant Doubling, Inflected Endings, Prefixes, Suffixes, Bases and Roots.
Level 2=70-82% Meets acceptable standard. This level should indicate minimal competencies acceptable to meet grade level expectations: Short vowels, Diagraphs and Blends; Long Vowels, Other Vowel Patterns, Syllable Junctures, Consonant Doubling, Inflected Endings, Prefixes, Suffixes, Bases and Roots.
Level 1=59-69% Does not yet meet acceptable standard. This level indicates what is not adequate for grade level expectations and indicates that the student has serious errors, omissions or misconceptions of: Short vowels, Diagraphs and Blends; Long Vowels, Other Vowel Patterns, Syllable Junctures, Consonant Doubling, Inflected Endings, Prefixes, Suffixes, Bases and Roots.
TWS Standard 4: Design for Instruction
Unit Scope and Sequence
Lesson Topic Sequence of Lesson: instructional and Engagement Strategies
Measurement of Learning
Adaptations: Determined by the Student Factors
Day 1
Day 2
Day 3
Day 4
Day 5
TWS Standard 5: Instructional Decision-Making
Instructional Decision-Making
In one paragraph, describe a student’s learning or response that caused you to rethink your plans.
In one paragraph, describe what you did next, including why you thought this would improve student progress, and what effect, if any, it had on the student(s).
TWS Standard 6: Analysis of Student Learning
Post-Test Data: Whole Class
(Remove the example data and fill in your data as number of students)
LG
Pre-Test LG
Post-Test
Exceeds
92-100% 1 6
Meets
80-91% 2 5
Approaches
60-79% 8 6
Falls Far Below
59% and Below 10 4
Post-Test Analysis: Whole Class
Based on the whole class post-test data, write a one paragraph interpretation of the students’ learning:
Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and your assessment:
Post-Test Data: Subgroup Selection
Analyze the common characteristics of the students. Based on those characteristics, select one subgroup to analyze. List the subgroup.
Brief rationale for your selection (one to three sentences) –
Post-Test Data: Subgroup
(Remove the example data and fill in your data as number of students)
LG
Pre-Test LG
Post-Test
Exceeds
92-100% 0 1
Meets
80-91% 1 3
Approaches
60-79% 2 2
Falls Far Below
59% and Below 4 1
Post-Test Data: Remainder of Class
(Remove the example data and fill in your data)
LG
Pre-Test LG
Post-Test
Exceeds
92-100% 1 3
Meets
80-91% 3 5
Approaches
60-79% 6 4
Falls Far Below
59% and Below 4 2
Post-Test Analysis: Subgroup and Remainder of Class
Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph, describe the finding of your analysis with respect to the effectiveness of your instruction.
Post-Test Data: Single Student
(Remove the example data and fill in your data as total score)
LG
Pre-Test 45
Post-Test 88
Post-Test Analysis: Single Student
Based on the single student data, write a one paragraph interpretation of the student’s learning:
Based on the single student data, write one paragraph analyzing the effectiveness of your instruction and your assessment:
Overall Analysis
Whole Class Subgroup Remainder of Class Single Student
Percentage Exceeding LG after Post-Assessment
Percentage Meeting LG after Post-Assessment
Percentage Approaching LG after Post-Assessment
Percentage Falling Far Below LG after Post-Assessment
Percentage Showing no Change/ Regression from Pre-Post Assessment
Summary Paragraphs of Overall Analysis
(One paragraph per prompt)
Considering the students who met or exceeded the scoring criteria for the LG, identify the most successful learning activity/activities and provide a rationale by explaining plausible reasons for the success.
Considering the students who approached or fell far below the scoring criteria for the LG, identify the least successful learning activity/activities and provide a rationale by explaining plausible reasons for the failure.
Identify the group (whole class, subgroup, remainder of class) with the most overall success on the LG and provide a rationale by explaining plausible reasons for the success.
Identify the group (whole class, subgroup, remainder of class) with the least overall success on the LG and provide a rationale by explaining plausible reasons for the failure.
TWS Standard 7: Reflection and Self-Evaluation
Improved Practice
Based on your experience of developing and delivering your Teacher Work Sample, list three implications for your future teaching practices.
1.
2.
3.
Professional Development
Based on your experience of developing and delivering your Teacher Work Sample, construct and describe three professional goals.
1.
2.
3.
References
TWS Standard 4: Design for Instruction and Lesson Plans
Unit Topic % Value Not Met Partially Met Met
% Scaling 0% 75% 100%
Lesson and Unit Structure
[InTASC 8(k)] 25% The lessons within the unit are not logically organized (e.g., sequenced). The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning goal.
All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning goal.
Use of a Variety of Instruction, Activities, Assignments and Resources
[InTASC 8(k)] 25% Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (e.g., work sheets). Some variety in instruction, activities, assignments, or resources, but with limited contribution to learning.
Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning.
Use of Contextual Information and Data
[InTASC 8(k)] 20% Instruction has not been designed with reference to contextual factors and pre-assessment data. Activities and assignments do not appear productive and appropriate for each student. Some instruction has been designed with reference to contextual factors and pre-assessment data. Some activities and assignments appear productive and appropriate for each student. Most instruction has been designed with reference to contextual factors and pre-assessment data. Most activities and assignments appear productive and appropriate for each student.
Adaptations Based on the Individual Needs of Students
[InTASC 8(k)] 20% Teacher does not adapt lessons to meet the individual needs of students or these adaptations are inappropriate. Teacher makes adaptations to lessons that are appropriate to meet the individual needs of some students. Teacher makes adaptations to lessons that are appropriate to meet the individual needs of most students.
Mechanics 10% Frequent errors in spelling, grammar, and punctuation. Occasional errors in spelling, grammar, and punctuation. Nearly error-free. Reflects thorough proofreading for grammar and spelling.
This document was adapted from The Renaissance Partnership for Improving Teacher Quality Project Teacher Work Sample, downloaded 7/20/2011 from http://www.wku.edu/rtwsc/documents/prompt-and-rubric.pdf.
