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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 (D) Developing during your field experiences and At Standard (AS) or Exceeds Standard (ES) 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.

Contextual Factors (LO 1.3) (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).


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

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
329 Teacher Work Sample 11/30/11 approved by TPAAC

instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning 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. 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


Lesson Objectives (LO 1.2) (APS 1 & 4) This section should indicate what the students should be able to accomplish as a result of receiving instruction for the showcase lesson that you are targeting for analysis as well as the other required lesson plan objectives. SC Content Area Academic Standards/Performance Indicators should be listed for each of the required lessons (3-5). If appropriate these lesson objectives should be sequenced or integrated in a meaningful way.

TWS Standard
The teacher sets significant, challenging, varied and appropriate learning objectives.

Provide and justify the learning objectives for the 3-5 lesson plans.

List the learning objectives (not the activities) that will guide the planning, delivery and assessment of your 3-5 lessons. These objectives should define what you expect students to know and be able to do at the end of each lesson. The objectives should be significant (reflect the big ideas or structure of the discipline) challenging, varied and appropriate. You should number or code each learning objective so you can reference it later, but be sure to cite the entire indicator for each. Explain how the objectives are aligned with local, state, or national standards. (identify the source of the standards). Discuss why your learning objectives are appropriate in terms of
329 Teacher Work Sample 11/30/11 approved by TPAAC

development; pre requisite knowledge, skills; and other student needs. **Note: South Carolina Curriculum Standards are written as goals. Indicators are written as objectives.

Suggested Page Length: 1-2 *******************

3. Assessment Plan
TWS Standard

(LO 2.3) (APS 3)

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

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.

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 preassessment 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 postassessments, including criteria you will use to determine if 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.
329 Teacher Work Sample 11/30/11 approved by TPAAC

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


Instructional Design Lesson Plans (LO. 1.1, 1.4, & 2.2) (APS 2, 5 & 6)

TWS Standard
The teacher designs instruction for specific lesson objectives, student characteristics and needs, and learning contexts.

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.

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 identify 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. 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.
329 Teacher Work Sample 11/30/11 approved by TPAAC

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.


5. Analysis of Student LearningShowcase lesson (LO TWS Standard

4.1 & 4.2) (APS 3 & 7)

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

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.

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
329 Teacher Work Sample 11/30/11 approved by TPAAC

possible reasons for why your students learned (or did not learn) in the next section, Reflection, Self-Evaluation, and Professional Development. 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


6. Reflection, Self-Evaluation, & Professional Development (LO 4.2 & 4.3)(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.

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.

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.
329 Teacher Work Sample 11/30/11 approved by TPAAC

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 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.
329 Teacher Work Sample 11/30/11 approved by TPAAC

329 Teacher Work Sample

11/30/11 approved by TPAAC