A Guide for Compiling aTeacher Work Sample

PortfolioPerformance Requirements

Teaching Processes

Standards and Indicators

Scoring Rubrics

College of EducationKean University

AY 2009

Teacher Work SampleNCATE accredited since 1954 adopted by College of Education 12/06

Note: The materials in this document were developed by representatives of the Renaissance Partnership Institutions and are used with their permission. The Renaissance Partnership for Improving Teacher Quality Project http://fp.uni.edu/itg

Teacher Work Sample (TWS) Committee

Dr. J. Amorino Dr. M. KnightProf. M. Bocchino Dr. B. LeeDr. L. Cahir Dr. L. LorentzenProf. A. Caruso Dr. M. MobleyDr. G. DelRisco Dr. F. OsborneProf. R. Evans Dr. J. OussatyDr. J. Hoffman Dr. V. RodriguezDr. L. Schraer-Joiner Dr. D. SchumanDr. D. Joiner

September 2008 Edition

NCATE OFFICE TEACHING PERFORMANCE CENTERKean University Kean University

College of Education College of EducationWillis Hall, Room 104 Willis Hall, Room 110

Union, NJ 07083 Union, NJ 07083

Phone: (908) 737-4266 Phone: (908) 737-4185Fax: (908) 737-4265 Fax: (908) 737-4115

Email: ncate@kean.edu Email: tpc@kean.edu

Dr. Susan Polirstok, DeanDr. Vivian Rodriguez, Associate Dean

College of Education

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Table of Contents

I. The SPECTRUM Model: Kean University’ Conceptual Framework for Teacher Education......................................................................1

II. College of Education Mission Statement.............................................................3

III. College of Education Learning Outcomes/Institutional Standards..................4

IV. Teacher Work Sample Portfolio Preparation A. What is a Teacher Work Sample Portfolio?......................................................7 B. Instructions for Compiling a Teacher Work Sample Portfolio.........................7 C. Description of the Teacher Work Sample Portfolio Process.............................8 D. Candidate Responsibilities for Implementation of the TWS............................9 E. Evaluating the Teacher Work Sample Portfolio..............................................11

V. Teacher work SampleOverview of Teacher Work Sample Portfolio.......................................................14

Teaching Processes Assessed by the Teacher Work Sample.................................16 Contextual Factors.................................................................................................17 Learning Goals.......................................................................................................18 Assessment Plan.....................................................................................................19 Example of Assessment Plan Table.......................................................................20 Design for Instruction............................................................................................21 Instructional Decision-Making..............................................................................22 Analysis of Student Learning.................................................................................23 Reflection and Self-Evaluation..............................................................................25 Processes of Teacher Work Sample Portfolio Assessment Form..........................26 Teacher Work Sample Portfolio Assessment form................................................27

Integration of Teacher Work Sample Processes & COE Learning Goals.............28

Appendix – Rubrics

A. Introduction to Portfolio Rubric...................................................................................14B. Philosophy Statement Rubric.......................................................................................15C. Writing Mechanics and Organization Rubric...............................................................16D. Contextual Factors Rubric...........................................................................................23E. Learning Goals Rubric.................................................................................................25F. Assessment Plan Rubric...............................................................................................28G. Design for Instruction Rubric......................................................................................30H. Instructional Decision-Making Rubric........................................................................32I. Analysis of Student Learning Rubric...........................................................................34J. Reflection and Self-Evaluation Rubric........................................................................37

Resources..........................................................................................................................38

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I. The Spectrum ModelKean University’s Conceptual Framework for Teacher Education

Kean University’s College of Education prepares its graduates to be informed, dynamic professionals in diverse settings. Toward that end, a basic curriculum model called the SPECTRUM has been adopted to provide teacher education students with the knowledge, skills and dispositions (values) to become informed, dynamic professionals.

Webster defines a spectrum as an array of components, separated and arranged in order of some varying characteristics.1 Kean University models its SPECTRUM as a series of circles. The center or locus of the circle is the informed, dynamic professional whose development is created by the intersection of three smaller inner circles representing knowledge, skills, and dispositions (values). Each of the small circles is interconnected, giving and receiving input from the classroom, school, community, state, nation and world. Surrounding the inner core is a larger circle that establishes boundaries of professional studies, field experience, academic specialties and general education. The turning of the circles emphasizes that development of an informed, dynamic professional is interconnected, interdependent and interrelated. The colors of the SPECTRUM blend together as do the content, process and context of the College of Education. Each course and field experience contribute to the sum of an educator who is well grounded in basic skills and in content knowledge, is competent in the practices of instruction as measured by the learning success of students, and is a reflective member of the larger community of learners.

1 WEBSTER’S SEVENTH NEW COLLEGIATE DICTIONARY. SPRINGFIELD, MA: G & C MERRIAM CO., 19721

I. The Spectrum Model (continued)Kean University’s Conceptual Framework for Teacher Education

Knowing subject matter, instructional strategies, learning theory,and the community where you teach;

based on mastery of content, theory and critical thinking.

Facilitating and assessing P-12 student learning,managing the classroom;

based on knowledge, practice and experience.

Making a commitment to the profession, having enthusiasm for teaching;caring, fairness, honesty, responsibility and social justice;

based on beliefs about the world.

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KNOWLEDGE

SKILLS

DISPOSITIONS/VALUES

II. College Of Education Mission Statement

The mission of the College of Education, based on our conceptual framework, is to prepare informed, dynamic professionals for diverse settings who:

1. demonstrate a broad background in humanities, mathematics, and the sciences, have an in-depth understanding of one academic discipline, and apply this knowledge and understanding in their professional settings;

2. think creatively and critically in solving educational problems and make sound decisions based on their knowledge of theory;

3. design and integrate a variety of instructional strategies and technologies matched to appropriate diverse learning styles;

4. accurately assess, analyze, and monitor student learning; make appropriate adjustments to instruction, and have a positive effect on all students;

5. recognize, respect and respond appropriately to individual and cultural differences;

6. establish professional and collaborative relationships among all educational stakeholders;

7. commit to be life-long learners and advocates of quality schooling for all.

Adopted, College of Education, October 4, 2000

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III. College Of Education Learning Outcomes

The College of Education has defined a set of learning outcomes that candidates must meet reflecting the SPECTRUM conceptual framework of Knowledge, Skills and Dispositions (Values). Every individual program within the College also has developed a set of specific learning outcomes reflecting knowledge, skills, and dispositions of particular disciplines. In order to graduate and/or be certified, candidates must show evidence that they have achieved both college and program outcomes. The portfolio is one way in which students demonstrate their achievements. The College of Education learning outcomes that appear below are aligned with the New Jersey Professional Teaching Standards.

Knowledge

(A) 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.

(B) Student Learning

The beginning teacher has knowledge of how students learn and develop and creates opportunities for each student’s academic development.

(C) Diversity of Learners

The beginning teacher understands differences in how students learn and knows how to provide instruction to accommodate such diversity.

(D) Classroom Management

The beginning teacher understands classroom management theories.

(E) Assessment

The beginning teacher knows how to assess, evaluate, analyze, and monitor student learning.

Skills

(A) 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.

(B) Instructional Strategies/Technologies

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The beginning teacher uses a variety of instructional strategies and technologies that encourage each student to develop critical thinking and problem-solving skills.

(C) Learning Environment

The beginning teacher creates a learning environment that encourages active, engaged learning, positive interaction, and self-motivation for all students.

(D) Communication and Technology

The beginning teacher effectively communicates in the classroom by using a variety of communication skills including verbal and nonverbal techniques, technology, and media.

(E) 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.

(F) Student Support

The beginning teacher works with parents/family members, school colleagues, and community members to support student learning and development.

(G) 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.

Dispositions/Values (A) 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 self-confidence and competence.

(B) High Expectations

The beginning teacher believes that all students can learn at high levels and persists in helping all students achieve success.

(C) Community/Culture

The beginning teacher works productively within community and cultural norms.

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(D) 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.

(E) Positive Role Model

The beginning teacher recognizes her/his responsibility to serve as a positive role model.

(F) Life-long Learner

The beginning teacher is a life-long learner who seeks out opportunities for continued growth.

Approved, College of Education, October 2001

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IV. A Guide to Compiling a Teacher Work Sample Portfolio

A. What is a Teacher Work Sample Portfolio?

A Teacher Work Sample Portfolio documents the candidates’ achievements over the course of a teacher preparation program at Kean University at the core of which is the impact the candidate has on P-12 student learning. It includes the Teacher Work Sample (TWS) files that demonstrate evidence of P-12 student learning. The TWS must show satisfactory achievement of the learning outcomes of the College of Education and the candidates’ program of study, as well as evidence of P-12 student learning. The format of the Teacher Work Sample Portfolio may be traditional print and/or electronic multimedia file.

During the Introductory and Preprofessional Field Experiences each candidate will be responsible for completing certain processes of the Teacher Work Sample Portfolio. Interns will complete an entire Teacher Work Sample Portfolio during the Professional Internship.

B. Instructions for Compiling Teacher Work Sample Portfolio

The candidates’ Teacher Work Sample Portfolio must provide evidence of achievement of learning outcomes of both the College of Education (COE) and the candidates’ academic program, as well as his/her impact on P-12 student learning. Individual programs may have additional learning outcome requirements listed in their program guidelines. The candidates’ Teacher Work Sample Portfolio should be developed in consultation with program faculty, supervisor or clinical instructor. The TWS Portfolio is scored using rubrics based on COE and program specific standards.

Every Teacher Work Sample Portfolio is to include the following components:

A statement of ownership. Complete a cover page that includes (a) name, (b) date submitted, (c) grade level taught, (d) subject taught, (e) university, (f) course number and title, (g) names of university supervisor/clinical instructor and cooperating teacher, and (h) name of school district.

A Table of Contents that lists the sections and attachments contained within the Teacher Work Sample Portfolio with page numbers.

A one-page Introduction to the Teacher Work Sample portfolio.

A Philosophy Statement that addresses the candidate’s view of the essence of education based on documentation and experience and supported by research. The focus should be the P-12 student and how the classroom can help develop the P-12 student into an effective citizen based on what has been learned at Kean University. The statement should be built around the SPECTRUM model of the College of Education based on knowledge, skills and dispositions/values. The statement should

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be kept to a readable length of no more that two to three double-spaced pages. The student should be prepared to discuss this statement in detail with an instructor.

Charts, graphs and attachments. Charts, graphs and assessment instruments are required as part of the portfolio/TWS document. Other attachments, such as student work, may be provided. However, be very selective and make sure the attachments provide clear, concise evidence of how performance is related to TWS standards and the students’ learning progress.

Narrative length. A suggested page length for the narrative is given at the end of each component section. There is some flexibility of length across components, but the total length of the written narrative (excluding charts, graphs, attachments and references) should not exceed twenty (20) word-processed pages, double-spaced in 12-point font, with 1-inch margins.

References and Credits (not included in total page length). If another person’s ideas or material are referred to in the narrative, cite them in a separate section at the end of the narrative under References and Credits. Any standard form for references may be used; however, the American Psychological Association (APA) style is a recommended format (explained in the manual entitled “Publication Manual of the American Psychological Association”).

Anonymity. In order to insure the anonymity of students in the class, do not include any student names or identification in any part of the TWS.

All sections of the Teacher Work Sample Portfolio should be placed in a binder and organized by clearly labeled subsections.

Each Teacher Work Sample will be evaluated on its organization and format, use of standard written English, punctuation, capitalization, etc. and syntax or word choice.

C. Description of the Teacher Work Sample Portfolio Process

The AssignmentThe Teacher Work Sample contains seven teaching processes identified by research and best practices as fundamental to improving P-12 student learning. Each Teaching Process includes a Teacher Work Sample Standard, the Task, Requirements, and a Rubric that defines levels of performance on the standard. The Standards and Rubrics will be used to evaluate each Teacher Work Sample. Each teacher preparation program within the College of Education has aligned the rubrics with both the COE Learning Outcomes and their program-specific standards. The Requirements help to document the extent to which each of the standards have been met. The rubrics for each process can be found in Appendix A.

Each intern is required to teach a comprehensive unit. Before teaching the unit, contextual factors will be described and learning goals identified based on New Jersey or district content standards. An assessment plan will be created to measure student performance before (pre-assessment), during (formative assessment) and after (post-

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assessment), and a plan for instruction developed. After teaching the unit, student learning will be analyzed and then instruction will be reflected upon and evaluated as related to student learning.

Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each P-12 student’s strengths, needs, and prior experiences. Through this performance assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following Teacher Work Sample standards:

The candidate uses information about the learning-teaching context and P-12 student individual differences to set learning goals and plan instruction and assessment.

The candidate sets significant, challenging, varied, and appropriate learning goals. The candidate uses multiple assessment modes and approaches aligned with learning

goals to assess P-12 student learning before, during, and after instruction. The candidate designs instruction for specific learning goals, P-12 student

characteristics and needs, and learning contexts. The candidate uses regular and systematic evaluations of P-12 student learning, to

make instructional decisions. The candidate uses assessment data to profile P-12 student learning and communicate

information about student progress and achievement. The candidate reflects on his or her instruction and P-12 student learning in order to

improve teaching practice.

D. Candidate Responsibilities for Implementation of the Teacher Work Sample during the Field Experience Sequence

Level I: Introductory Field Experience Students

Candidates enrolled in Introductory Field Experience courses are responsible for developing a Statement of Philosophy and the Contextual Factors process of the Teacher Work Sample under the direction and guidance of the course instructor. Introductory Field Experiences courses include EC 2900; EMSE 2800, 2801, 2802, 5560; FA 2900; MUS 2900; PED 2800; or SPED 2120)

The Introductory Field course instructor will be responsible for assisting students in developing the Philosophy Statement and Contextual Factors, and reviewing and formally evaluating the Philosophy Statement and Contextual Factors using the rubrics for the Philosophy Statement and Contextual Factors and the Teacher Work Sample Portfolio Assessment form found in Section V.

Transfer students who were given credit for an introductory field course at another college or university must meet with their program coordinator or designated faculty member to discuss the start of their Teacher Work Sample Portfolio.

Post-Baccalaureate students may incur problems with beginning the Teacher Work Sample Portfolio because of courses waived, i.e., introductory field; however they are still responsible for completing a Teacher Work Sample Portfolio. Post-Bac students are

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to be given information about completing the Teacher Work Sample Portfolio at the time of entry into the certification program.

Elementary, Middle & Secondary Education and Early Childhood graduate students who are seeking initial teacher certification are also responsible for completing an Teacher Work Sample Portfolio and will be given information on the Teacher Work Sample Portfolio process through their respective program.

Level II: Preprofessional Field Experience Students

Candidates enrolled in co-requisite courses with the Preprofessional Field Experience are responsible for developing a Mini-Teacher Work Sample that includes the following processes: Learning Goals, Assessment Plan, Design for Instruction, and Instructional Decision-Making. These co-requisite courses are: EC3300, EMSE3123, EMSE3210, EMSE3220, EMSE3230, EMSE3240, EMSE3250, EMSE3403, EMSE3410, FA3900/3901, FA5015/5016, MUS3310/3311, PED3610, 3611, SPED3000, THE3220.

Instructors from these university courses will be responsible for continuing the development of the Mini-Teacher Work Sample Portfolio and will formally evaluate the Mini-Teacher Work Sample Portfolio.

The course instructor will be responsible for assisting students in developing the Mini-Teacher Work Sample Portfolio processes, reviewing each student’s Mini-Teacher Work Sample Portfolio and formally evaluating the Mini-Teacher Work Sample Portfolio using the Teacher Work Sample Portfolio Assessment Rubrics and the Teacher Work Sample Portfolio Assessment form found in Section V.

The university supervisor/clinical instructor will support the preprofessional field experience student in the development of the Mini-Teacher Work Sample Portfolio, offering assistance and ensuring that the Mini-Teacher Work Sample processes are appropriate and reflect the SPECTRUM Model. The university supervisor/clinical instructor will not be responsible for formally evaluating the Mini-TWS portfolio at Level II.

Instructors/supervisors should use the Teacher Work Sample Portfolio Assessment Processes as a guide to summarizing a candidates’ performance in each section. It is not necessary to sum the candidates’ score in each descriptor to achieve a total score in each section.

Level III: Professional Internship

Candidates enrolled in co-requisite course with the Professional Internship are required and responsible for developing a complete Teacher Work Sample Portfolio including the seven processes outlined in Section V. These processes are: Contextual Factors, Learning Goals, Assessment Plan, Design for Instruction, Instructional Decision-Making, Analysis of Student Learning and Reflection and Self-Evaluation. These co-requisite courses are: EC4000; EDUC4000; EMSE 4900; MUS4000, PED4610; SPED4200; EMSE5314 or 5561.

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The capstone course instructor from each course listed above is responsible for the continued development of the Teacher Work Sample Portfolio. The capstone instructor will review each candidates’ Teacher Work Sample Portfolio, providing guidance in the development and reflection of Teacher Work Sample processes and formally evaluating the Teacher Work Sample Portfolio using the appropriate rubrics and the Teacher Work Sample Portfolio Assessment form in the evaluation. The Teacher Work Sample Portfolio evaluation will be included in the grade for the capstone course.

Graduate students in EC 5565 and EMSE 5561 will be responsible for completing the Teacher Work Sample Portfolio.

The university supervisor/clinical instructor also is responsible for reviewing and formally evaluating each candidate’s Teacher Work Sample Portfolio and providing assistance in the development process and the accompanying reflections. The university supervisor/clinical instructor will use the Teacher Work Sample Portfolio Assessment Rubrics and the Teacher Work Sample Portfolio Assessment form in the evaluation with input from the cooperating teacher.

At Level III, the Teacher Work Sample will be evaluated by both the university course instructor AND the university supervisor/clinical instructor.

E. Evaluating the Teacher Work Sample Portfolio

Level I

The instructor of the Introductory Field Experience course is responsible for scoring the Teacher Work Sample Portfolio using the appropriate rubrics for the philosophy statement and the Contextual Factors process and the Teacher Work Sample Portfolio Assessment form.

Students who were given credit for an introductory field course at another college or university must meet with their program coordinator or designated faculty member to discuss the start of their educational Teacher Work Sample Portfolio.

Post-Baccalaureate students may incur problems with beginning the Teacher Work Sample Portfolio because of courses waived, i.e., introductory field; however they are still responsible for completing a Teacher Work Sample Portfolio. Post-Bac students are to be given information about completing the Teacher Work Sample Portfolio at the time of entry into the certification program.

Elementary, Middle & Secondary Education and Early Childhood graduate students who are receiving initial teacher certification are also responsible for completing a Teacher Work Sample Portfolio and will be given information on the process through their respective program advisors.

Instructors/supervisors are to use the Teacher Work Sample Portfolio Assessment Processes form as a guide to summarizing a candidates’ performance in each section. It

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is not necessary to sum the candidates’ score in each descriptor to achieve a total score in each section.

Level II

The course instructor of the following courses: EC3300, EMSE3123, EMSE3210, EMSE3220, EMSE3230, EMSE3240, EMSE3250, EMSE3410, EMSE3403, FA3900/3901, FA5015/5016, MUS3310/3311, PED3610, 3611, SPED3000, THE3220 will be responsible for assisting students in developing the Mini-Teacher Work Sample Portfolio processes, reviewing each student’s Mini-Teacher Work Sample Portfolio and formally evaluating the Mini-Teacher Work Sample Portfolio using the Teacher Work Sample Portfolio Assessment Rubrics and the Teacher Work Sample Portfolio Assessment form.

The university supervisor/clinical instructor will support the preprofessional field experience student in the development of the Mini-Teacher Work Sample Portfolio processes offering assistance and ensuring that the processes and reflections are appropriate and reflect the SPECTRUM Model. The university supervisor/clinical instructor will not be responsible for formally evaluating the Mini-TWS portfolio at Level II.

Instructors/supervisors are to use the Teacher Work Sample Portfolio Assessment Processes form as a guide to summarizing a candidates’ performance in each section. It is not necessary to sum the candidates’ score in each descriptor to achieve a total score in each section.

Level III

The university course instructor of the following capstone courses: EC4000, EDUC 4000, EMSE 4900, MUS4000, PED4610 and SPED4200, is to review each candidate’s Teacher Work Sample Portfolio. He/She also will provide guidance in its continued development and formally evaluate each Teacher Work Sample Portfolio using the Teacher Work Sample Portfolio Assessment Rubrics and the Teacher Work Sample Portfolio Assessment form in the evaluation. The Teacher Work Sample Portfolio evaluation will be included in the grade for the capstone course.

Graduate students in EC5565, EC5566, and EMSE5561 will be responsible for completing the Teacher Work Sample Portfolio.

The university supervisor/clinical instructor is responsible for reviewing and formally evaluating each candidate’s Teacher Work Sample Portfolio and providing assistance in the development of the processes and the accompanying reflections. The university supervisor/clinical instructor will use the Teacher Work Sample Portfolio Assessment Rubrics and the Teacher Work Sample Portfolio Assessment form in the evaluation with input from the cooperating teacher.

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Instructors/supervisors should use the Teacher Work Sample Portfolio Assessment Processes form as a guide to summarizing a candidates’ performance in each section. It is not necessary to sum the candidates’ score in each descriptor to achieve a total score in each section.

The cooperating teacher will use the Teacher Work Sample Portfolio as a catalyst for discussion about best teaching practices. The cooperating teacher will provide input to the university supervisor/clinical instructor regarding the evaluation of the Teacher Work Sample Portfolio.

Each professional intern will have two Teacher Work Sample Portfolio evaluations, one from the university supervisor/clinical instructor and one from the capstone instructor.

Evaluation Form Submission

A copy of the completed Teacher Work Sample Portfolio Assessment form will be submitted to the Teaching Performance Center by the designated instructor of the Level I, II or III course.

For the professional internship, a completed Teacher Work Sample Portfolio Assessment Form will be submitted to the Teaching Performance Center by both the university supervisor/clinical instructor and the Level III course instructor.

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V. Overview of Teacher Work Sample (TWS)

The VisionSuccessful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following TWS standards:

The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.

The teacher sets significant, challenging, varied, and appropriate learning goals. The teacher uses multiple assessment modes and approaches aligned with learning goals

to assess student learning before, during, and after instruction. The teacher designs instruction for specific learning goals, student characteristics and

needs, and learning contexts. The teacher uses regular and systematic evaluations of student learning to make

instructional decisions. The teacher uses assessment data to profile student learning and communicate

information about student progress and achievement. The teacher reflects on his or her instruction and student learning in order to improve

teaching practice.

The AssignmentThe TWS contains seven teaching processes identified by research and best practice as fundamental to improving student learning. Each Teaching Process is followed by a TWS Standard, the Task, Requirements, and a Rubric that defines various levels of performance on the standard. The Standards and Rubrics will be used to evaluate the TWS. The Requirements help document the extent to which each of the standards has been met.

Teaching a comprehensive unit is required. Before teaching the unit, the contextual factors are to be described, learning goals based on state or district content standards, create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment) and after (post-assessment), and plan for instruction. After the unit has been taught, analyze and reflect on student learning. Then evaluate the instruction and teaching as they relate to student learning.

Format Ownership. Complete a cover page that includes (a) name, (b) date submitted, (c) grade level

taught, (d) subject taught, (e) course number and title (f) names of clinical instructor, supervisor, faculty and cooperating teacher, and (g) name of school.

Table of Contents. Provide a Table of Contents that lists the sections and attachments in the TWS document with page numbers.

Charts, graphs and attachments. Charts, graphs and assessment instruments are required as part of the TWS document. Other attachments may be provided such as student work. However, please be very selective and make sure the attachments provide clear, concise evidence of teaching performance as related to TWS standards and students’ learning progress.

Narrative length. A suggested page length for the narrative is given at the end of each component section. There is some flexibility of length across components, but the total length

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of the written narrative (excluding charts, graphs, attachments and references) should not exceed twenty (20) word-processed pages, double-spaced in 12-point font, with 1-inch margins, not including charts, graphs and student work examples.

References and Credits (not included in total page length). If another person’s ideas or material are referred to in the narrative, these should be cited in a separate section at the end of the narrative under References and Credits. Any standard form for references may be used however, the American Psychological Association (APA) style is a recommended format (explained in the manual entitled “Publication Manual of the American Psychological Association”).

Anonymity. In order to insure the anonymity of students in the class, do not include any student names or identification in any part of the TWS.

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Teacher Work Sample

Teaching Processes Assessed by the Teacher Work Sample (TWS)TEACHING PROCESSES, TWS STANDARDS AND INDICATORS

Contextual FactorsThe teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment. Knowledge of community, school, and classroom factors Knowledge of characteristics of students Knowledge of students’ varied approaches to learning Knowledge of students’ skills and prior learning Implications for instructional planning and assessment Learning GoalsThe teacher sets significant, challenging, varied and appropriate learning goals. Significance, Challenge and Variety Clarity Appropriateness for students Alignment with national, state or local standards Assessment PlanThe teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction. Alignment with learning goals and instruction Clarity of criteria for performance Multiple modes and approaches Technical soundness Adaptations based on the individual needs of students Design for InstructionThe teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Alignment with learning goals Accurate representation of content Lesson and unit structure Use of a variety of instruction, activities, assignments and resources Use of contextual information and data to select appropriate and relevant activities, assignments and resources Use of technology Instructional Decision-MakingThe teacher uses ongoing analysis of student learning to make instructional decisions. Sound professional practice Adjustments based on analysis of student learning Congruence between modifications and learning goals Analysis of Student LearningThe teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Clarity and accuracy of presentation Alignment with learning goals Interpretation of data Evidence of impact on student learning Reflection and Self-EvaluationThe teacher reflects on his or her instruction and student learning in order to improve teaching practice. Interpretation of student learning Insights on effective instruction and assessment Alignment among goals, instruction and assessment Implications for future teaching Implications for professional development

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Contextual Factors

To be completed by: Introductory (Level I) and Professional Interns (Level III).

TWS StandardThe teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.

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

RequirementsIn 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.

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 arrangement.

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 student’s skills and prior learning that may influence the development of learning goals, instruction and assessment.NOTE: Include state/standardized test score data.

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.

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

Suggested Page Length: 2-4

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Learning Goals

To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns (Level III).

TWS StandardThe teacher sets significant, challenging, varied and appropriate learning goals.

TaskProvide and justify the learning goals for the unit.

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 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.

Suggested Page Length: 1-2

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Assessment Plan

To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns (Level III).

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

TaskDesign 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.

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 may 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.

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Example of Assessment Plan Table: Kindergarten

Visual Organizer

Learning Goals Assessments Format of Assessment AdaptationsLearning 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 and brief.

Formative Assessment Animal puppets and habitats (e.g., bird and nest) anecdotal records REQ & a picture journals

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

Suggested Page Length: 2 + pre- and post-assessment instruments, scoring rubrics/keys, and assessment plan table

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Design for InstructionUnit Plan and/or Lesson Plans

To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns (Level III).

TWS StandardThe teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

TaskDescribe how the design of the unit instruction relates to unit goals, students’ characteristics and needs, and the specific learning context.

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. A table, graph, or chart may be used. Describe the pattern that was found that will guide the instruction or modification of the learning goals.

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.

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 lesson plan incorporates contextual factors particularly of the

student learners.

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.

Suggested Page Length: 3 + visual organizer

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Instructional Decision-Making

To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns (Level III).

TWS StandardThe teacher uses on-going analysis of student learning to make instructional decisions.

TaskProvide two examples of instructional decision-making based on students’ learning or responses.

To be included: 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 an adjustment of 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: 3-4

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Analysis of Student Learning

To be completed by: Professional Interns (Level III).

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

TaskAnalyze 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.

To be included: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 pre-requisite 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.

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

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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, socio-economic 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 examples

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Reflection and Self-Evaluation

To be completed by: Professional Interns (Level III).

TWS StandardThe teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.

TaskReflect 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.

To be included: 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

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Processes of Teacher Work Sample Portfolio Assessment Form

1 = Unacceptable 2 = Beginning 3 = Developing 4 = Capable 5 = AccomplishedIntroduction to the Portfolio Section Score 1 2 3 4 5The purpose is defined. 1 2 3 4 5The outcomes met by the candidate are described. 1 2 3 4 5There are relevant connections made between the elements of the TWS and the outcomes. 1 2 3 4 5There is a description of the organization of the TWS Portfolio 1 2 3 4 5Philosophy Statement Section Score 1 2 3 4 5There is evidence that the candidate has the student as the focus. 1 2 3 4 5The SPECTRUM Model is used as the framework. 1 2 3 4 5The candidate understands theory and research. 1 2 3 4 5The candidate has gained insight into teaching and learning through field experiences and coursework. 1 2 3 4 5Contextual Factors Section Score 1 2 3 4 5Knowledge of community, school, and classroom factors. 1 2 3 4 5Knowledge of characteristics of student, skills, and prior knowledge. 1 2 3 4 5Knowledge of students’ varied approaches to learning. 1 2 3 4 5Knowledge of students’ skills and prior knowledge. 1 2 3 4 5Implications for instructional planning and assessment. 1 2 3 4 5Learning Goals Section Score 1 2 3 4 5Significance, challenge, variety, and appropriateness for students. 1 2 3 4 5Clarity. 1 2 3 4 5Appropriateness for students 1 2 3 4 5Alignment with national, state, or local standards. 1 2 3 4 5Assessment Plan Section Score 1 2 3 4 5Alignment with learning goals and instruction. 1 2 3 4 5Clarity of criteria for performance. 1 2 3 4 5Technically sound multiple modes and approaches. 1 2 3 4 5Adaptations based on individual needs of students. 1 2 3 4 5Design for Instruction Section Score 1 2 3 4 5Alignment with learning goals. 1 2 3 4 5Lesson and unit structure with accurate representation of content. 1 2 3 4 5Use of a variety of instruction, activities, assignments and resources. 1 2 3 4 5Use of contextual information and data to select appropriate and relevant activities, assignments, resources. 1 2 3 4 5Use of technology. 1 2 3 4 5Instructional Decision-Making Section Score 1 2 3 4 5Sound professional practice. 1 2 3 4 5Adjustments based on analysis of learning. 1 2 3 4 5Congruence between modifications and learning goals. 1 2 3 4 5Analysis of Student Learning Section Score 1 2 3 4 5Clarity and accuracy of presentation. 1 2 3 4 5Alignment with learning goals. 1 2 3 4 5Interpretation of data. 1 2 3 4 5Evidence of impact on student learning 1 2 3 4 5Reflection and Self-Evaluation Section Score 1 2 3 4 5Interpretation of student learning. 1 2 3 4 5Insights on effective instruction and assessment. 1 2 3 4 5Alignment among goals, instruction, and assessment. 1 2 3 4 5Implications for future teaching. 1 2 3 4 5Implications for professional development 1 2 3 4 5Writing Mechanics and Appearance Section Score 1 2 3 4 5Use of standard English is satisfactory (no more than 8 errors). 1 2 3 4 5Syntax and word choice is satisfactory, and the writing is cohesive. 1 2 3 4 5Appearance is adequate with section dividers and a table of contents. 1 2 3 4 5

TEACHER WORK SAMPLE PORTFOLIO ASSESSMENT FORM

Teacher Work SampleIntegration of Teacher Work Sample Processes and COE Learning Goals

TEACHING PROCESSES ASSESSED BY THE KEAN COE TEACHER WORK SAMPLEContextual FactorsThe teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment. Knowledge of community, school, and classroom factors (K-C,D) (S-G) (D-C) Knowledge of characteristics of students (K-B,C) (S-B,E) (D-A) Knowledge of students’ varied approaches to learning (K-A,C) (S-A,B) (D-A) Knowledge of students’ skills and prior learning (K-A,C) (S-A,B) (D-A) Implications for instructional planning and assessment (K-E) (S-A,E) (D-B)Learning GoalsThe teacher sets significant, challenging, varied and appropriate learning goals. Significance, Challenge and Variety (K-A,B,C) (S-A,B,C) (D-A,B) Clarity (S-A,B,C) Appropriateness for students (K-B,C) (S-B,C) (D-A,B) Alignment with national, state or local standards (K-A,B) (S-A)Assessment PlanThe teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction. Alignment with learning goals and instruction (K-A,B,E) (S-A,B,E) Clarity of criteria for performance (K-E) (S-E) Multiple modes and approaches (K-D,E) (S-E) (D-A) Technical soundness (K-E) (S-D,E) Adaptations based on the individual needs of students (K-B,C,E) (S-A,B,C,E) (D-A)Design for InstructionThe teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Alignment with learning goals (K-A,B,E) (S-A,B,E) Accurate representation of content (K-A) (S-A,C,D) (D-C) Lesson and unit structure (K-A,B,C,D,E) (S-A,B,C,D,F) (D-B,C) Use of a variety of instruction, activities, assignments and resources (K-B,C) (S-B,C,G) (D-A,B,C) Use of contextual information and data to select appropriate and relevant activities, assignments and resources (K-

B,C) (S-A,G) (D-B,C) Use of technology (S-B,D)Instructional Decision-MakingThe teacher uses ongoing analysis of student learning to make instructional decisions. Sound professional practice (K-A,B,C,D,E) (S-A,B,C,D,E,G) (D-A,B,C,D) Adjustments based on analysis of student learning (K-B,C,E) (S-E) Congruence between modifications and learning goals (K-A,B,E) (S-A,B,E)Analysis of Student LearningThe teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Clarity and accuracy of presentation (K-E) (S-D,E) Alignment with learning goals (K-A,B,E) (S-A,B,E) Interpretation of data (K-B,C,E) (S-D,E) (D-B,C) Evidence of impact on student learning (K-B,C,E) (S-B,C,E,G) (D-A,B)Reflection and Self-EvaluationThe teacher reflects on his or her instruction and student learning in order to improve teaching practice. Interpretation of student learning (K-B,E) (S-C,E,F,G) (D-A,B,C,F) Insights on effective instruction and assessment (K-B,E) (S-B,E,F) (D-B,F) Alignment among goals, instruction and assessment (K-A,B,E) (S-A,B,E,F) Implications for future teaching (S-F) (D-F) Implications for professional development (S-F) (D-F)● Letters in parentheses refer to COE Learning Outcomes: K = Knowledge, S = Skills, D = Disposition See pages 4, 5 & 6

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APPENDIX ITEMS

RUBRICS

A. Introduction to Portfolio Rubric

B. Philosophy Statement Rubric

C. Writing Mechanics and Organization Rubric

D. Contextual Factors Rubric

E. Learning Goals Rubric

F. Assessment Plan Rubric

G. Design for Instruction Rubric

H. Instructional Decision Making Rubric

I. Analysis of Student Learning Rubric

J. Reflection and Self-Evaluation Rubric

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RESOURCES

Unit Assessment System: Report to the Indiana Professional Standards Board (1999, December). Muncie, IN: Ball State University, Teachers College.

Bernhardt, Victoria (2002). The School Portfolio Toolkit; A Planning, Implementation and Evaluation Guide for Continuous School Improvement. Larchmont, NY: Eye on Education.

Bullock, A. and Hawk, P., (2001). Developing a Teaching Portfolio; A Guide for the Preservice and Practicing Teacher. Englewood Cliffs, NJ: Merrill Prentice Hall.

Campbell, D., Cignetti, P., Melenyzer, B., Nettles, D., & Wyman, R. (1997). How to Develop a Professional Portfolio: A Manual for Teachers. Boston, MA: Allyn and Bacon.

Danielson, C, (1996). Enhancing Professional Practice: Framework for Teaching. Alexander, VA: Association for Supervision and Curriculum Development.

Knight, M. & Gallero, D. (1994). Portfolio Assessment, Applications of Portfolio Analysis. Lanham, MD: University Press of America.

New Jersey Journal of Supervision and Curriculum Development: Standards and Assessment for Student Achievement. (2001). New Brunswick, NJ: Downtown Printing.

Phi Delta Kappa International & Ball State University Teachers College, (2000). Student Teacher’s Portfolio Handbook, Bloomington, IN: Phi Delta Kappa International.

Rakow, S. (1999). Involving Classroom Teachers in the Assessment of Preservice Intern Portfolios. Action in Teacher Education.

Spence, R. and Graham, Shari (2000). The High Performance Toolbox. Evergreen CO: Peak Learning Systems.

Wile, I. (1999). Professional Portfolios: the “Talk” of the Student Teaching Experience. The Teacher Educator 34 (3), 215-23 1.

Wolf, K. (1996). Developing an Effective Teaching Portfolio. Educational Leadership 53(6), 34-37.

Wyatt, R., III & Looper, S. (1999). So You Have to Have a Portfolio: A Teacher’s Guide to Preparation and Presentation. Thousand Oaks, CA: Corwin Press, Sage. 16

TEACHER WORK SAMPLE REFERENCES

http://www.uni.edu/itq/Scored_TWS/index.htm http://education.csufresno.edu/rengroup

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