1. education
2. teaching and classroom resources
3. lesson plans

Teacher Work Sample AJ/09
U AS S c h o o l o f Ed u c a tio n Vis io n
Ou r gr a du a t es will be in for m ed, r eflect ive a nd r espon sive t each er s wit h in diver se
cla ssr oom , sch ool, a n d com m u n it y cont ext s.
S OE S tu d e n t Go a ls a n d P e rfo rm a n c e s
(K ) K n ow l ed ge (S ) S k i l l
(D ) D i sp osi t i on
Go a l 1: Te a c h e rs artic u la te , m a in ta in a n d d e v e lo p a
e d u c a tio n th a t th e y a ls o d e m o n s tra te in p ra c tic e .
p h ilo s o p h y
of
P e rfo rm a n c e s
a . Su ppor t t h eir ph ilosophy of edu cat ion wit h r esea r ch -based t h eor y a n d
eviden ce. (K)
b. Apply ph ilosoph y, beliefs a n d t h eor y t o pr a ct ice. (S)
c. Abide by a ph ilosoph y of edu ca t ion a n d r em a in flexible t o r evisin g it based on
n ew r esea r ch a n d t ea chin g exper ience. (D)
Go a l 2: Te a c h e rs u n de rs ta n d h o w h u m a n d e v e lo p m e n t a ffe c ts l e a rn in g
a n d a p p ly th a t u n d e rs ta n d in g to p ra c tic e .
P e rfo rm a n c e s
a.
Iden t ify wa ys st u dent s‟ developm en t a l levels affect t h eir t h in kin g pr ocesses
a n d lear n in g. (K)
b. Accom m oda t e differ ences in h ow st u den t s lear n ba sed on knowledge of
in dividu a l‟s socia l, em ot ion a l a n d in t ellect u a l m a t u r a t ion. (S)
c.
Appr eciat e u n iqu e t h inkin g pr ocesses of lea r ner s at differ ent st a ges of
developm en t . (D)
Go a l 3: Te a c h e rs d iffe re n tia te in s tru c tio n w ith re s p e c t fo r in d iv id u a l a n d
c u ltu ra l c h a ra c te ris tic s .
P e rfo rm a n c e s
a . Iden t ify st r a t egies for differ en t iat in g inst r uct ion ba sed on st u dent
differ en ces. (K).
b. Design in st r u ct ion t h a t in cor por a t es ch a r a ct er ist ics of t h e loca l com m un it y‟s
cu lt u r e a n d t h a t is a ppr opr ia t e t o st u dent s‟ individu a l a n d special n eeds. (S)
c. Apply loca l a nd Alaska kn owledge t o t h e select ion of in st r u ct ion a l st r a t egies,
m a t er ials a n d r esou r ces (S)
d. Appr eciat e m u lt iple per spect ives a n d va lu e individu a l differ en ces. (D)
Teacher Work Sample AJ/09
Go a l 4: Te a c h e rs p o s se s s c u rre n t a c a d e m ic c o n te n t k n o w le d g e .
P e rfo rm a n c e s
a . Dem on st r a t e knowledge of t h e cont en t a r ea t au gh t , inclu din g st r u ct ur e of t h e
cu r r icu lum , t h e t ools of in qu ir y, cen t r al con cept s a n d con nect ion s t o ot her
a r ea s of knowledge. (K)
b. Con n ect t h e con t ent a r ea t o ot h er cont en t a r eas a n d t o pr a ct ica l sit u a t ion s
en cou n t er ed ou t side t h e school. (S)
c. Com m it t o pr ofession a l discou r se a bout con t en t kn owledge a n d st u dent
lea r n in g of con t en t . (D)
Go a l 5:
Te a c h e rs fa c ilita te s tu d e n t le a rn in g by u sin g a s s e ss m e n t to gu id e
p la n n in g , in s tru c tio n a n d m o d ific a tio n o f te a c h in g p ra c tic e .
P e rfo rm a n c e s
a . Un der st a n d h ow t o plan for inst r uct ion ba sed on st u den t n eeds a n d
cu r r icu lum goals. (K)
b. P la n , t ea ch a nd assess for opt im a l st u den t lea r n in g. (S)
c. Va lu e a ssessm en t a n d in st r u ct ion a s in t egr at ed pr ocesses. (D)
Go a l 6:
Te a c h e rs cre a te a n d m a n a g e a s tim u la tin g ,
in c lu s iv e a n d s a fe le arn in g c o m m u n ity in w h ic h
s tu d e n ts ta k e in te lle c tu a l ris k s a n d w o rk
in d e p e n d e n tly a n d co lla bo ra tiv e ly .
P e rfo rm a n c e s
a . In vest iga t e a nd use a va r iet y of cla ssr oom m a na gem en t t ech n iques t o
est a blish a nd m a in t a in a r esponsive en vir on m en t in wh ich a ll st u dent s a r e
a ble t o lea r n. (K,S)
b. E st a blish a n d m a in t a in a posit ive cla ssr oom clim a t e in wh ich st u dent s
develop self-dir ect ion an d colla bor a t ive skills. (S)
c. Com m it t o ensu r in g st uden t well bein g a n d developm ent of self-r egu la t ion
a n d gr oup in t er a ct ion skills. (D)
Teacher Work Sample AJ/09
Go a l 7:
Te a c h e rs w o rk a s p a rtn e rs w ith p a re n ts , fa m ilie s a n d th e
c o m m u n ity .
P e rfo rm a n c e s
a . Develop a sou nd, br oad-ba sed u n der st a ndin g of st u dent s‟ fa m ilies a n d loca l
com m u nit ies. (K)
b. Com m u n ica t e effect ively wit h par en t s a nd com m u n it y a nd incor por a t e loca l
wa ys of kn owin g in t o decision m akin g a bou t all levels of schoolin g. (S)
c. Recogn ize t h e sch ool a s a n in t egr a l par t of t h e com m u n it y a n d va lu e par en t s
a s pa r t n er s in pr om ot ing st uden t lea r n in g. (D)
Go a l 8:
Te a c h e rs d e ve lo p a n d m a in ta in p ro fe s s ion a l, m o ra l a n d e th ic al
a ttitu d e s , be h a v io rs , re la tio n s h ip s a n d h abits o f m in d .
P e rfo rm a n c e s
a . Keep cu r r en t in kn owledge of cont en t a n d t each in g pr a ct ice. (K)
b. P a r t icipat e in a nd con t r ibu t e t o t h e t ea ch in g pr ofession. (S)
c. Com m u n ica t e effect ively wit h st u dent s, collea gu es, a n d super visor s. (S)
d. Va lu e pr ofession a l et h ics, dem ocr at ic pr in ciples a n d colla bor a t ive lea r nin g
com m u nit ies. (D)
Go a l 9:
Te a c h e rs u se te c h n o lo g y e ffe c tive ly , c re a tiv e ly a n d w is e ly .
P e rfo rm a n c e s
a . Oper a t e com pu t er s a n d ot h er t ech n ologies a n d eva lu a t e t heir pot en t ia ls
and
lim it at ion s (K).
b. In t egr a t e t ech n ology in pla n n in g, in st r u ct ion , an d a ssessm en t t o suppor t
st u dent lea r n in g. (S)
c. Va lu e t ech nology as a t ool for st uden t a n d t ea ch er lifelon g lea r n in g. (D)
Teacher Work Sample AJ/09
Student Guidelines for Construction of the Teacher Work Sample
Successful Interns in the Elementary MAT Juneau/Southeast Program
support student learning by developing a Teacher Work Sample (TWS) that
evidences a range of strategies and builds on each student‟s strengths, needs,
cultures, and prior experiences. Through this performance assessment,
Interns substantiate their ability to facilitate learning by meeting Association
for Childhood Education International (ACEI) standards, UAS School of
Education Goals (SOE Goals) the Alaska Beginning Teacher Standards and
Expectations (AK BTSE), and the Alaska Cultural Standards for Educators
(ACSE).
The TWS contains ten teaching processes identified by research and
best practice as fundamental to improving student learning:
I. Teaching philosophy
II. Contextual Factors
III. Learning Goals
IV. Assessment Plan
V. Design for Instruction
VI. Classroom Management
VII. Family and Community Involvement Plan
VIII. Analysis of Student Learning
IX. Instructional Decision Making
X. Reflection and Self-evaluation
Each teaching process is developed in a section of the TWS. Rubrics based
on SOE Goals, ACEI Standards, AK BTSE and ACSE establish criteria for
evaluation of work on each section. The TWS is developed throughout the
Elementary MAT Juneau/Southeast program coursework and directly relates
to both Internship practice and the Full Time Residency experience.
Teacher Work Sample AJ/09
Format of the TWS
Two “focus students” are chosen. These two students must include a cultural
or linguistic minority student or special education student, and an additional
cultural or linguistic minority student or special education student, or an
extended learning student.
To ensure the anonymity of the students, DO NOT include any student’s
names or other identification in any part of the TWS.
Each section of the TWS is defined in detail in the pages that follow the
TWS outline. Included in these pages are the standards, goals, and
expectations each section exemplifies, the program course that supports
development of the section, a description of the specific task for the section,
page length range, items to include, and an evaluation rubric for the section.
Each section of the TWS is evidenced with photographs, lesson plans,
student work etc. as they are relevant to the expectations for that section.
Each section of the TWS is further supported by appropriate Knowledge
Statements developed for each program course supplemented by personal
reflections.
Some sections require the display of data in charts or graphs.
Assessment tools are included where necessary and/or appropriate.
When referring to another person‟s work, ideas, or materials, cite them on a
Reference Page at the end of the TWS in APA format.
There is flexibility of length across the TWS sections; however the complete
TWS including charts, diagrams, assessment tools, and all evidence is no
longer than 50 pages (be sure to check page requirements for each section)
double-spaced in 12 point Times New Roman font, with 1-inch margins.
Two CD-ROMs are submitted, containing only the TWS, one for each
evaluator.
Teacher Work Sample AJ/09
Organization of Work Sample Product
I. Teaching Philosophy
Standards, goals, and expectations:
SOE Goal 1: Teachers articulate, maintain, and develop a philosophy of education
that they also demonstrate in practice.
AK BTSE 1A: A teacher can describe the teacher‟s philosophy of education and
demonstrate its relationship to the teacher‟s practice.
ACSE Standard A: Culturally-responsive educators incorporate local ways of knowing
and teaching in their work.
ACSE Standard B: Culturally-responsive educators use the local environment and
community resources on a regular basis to link what they are teaching to the
everyday lives of the students.
ASCE Standard C: Culturally-responsive educators participate in community events and
activities in an appropriate and supportive way.
ASCE Standard D: Culturally-responsive educators work closely with parents to achieve
a high level of complementary educational expectations between home and
school.
ASCE Standard E: Culturally-responsive educators recognize the full educational
potential of each student and provide the challenges necessary for them to achieve
that potential.
Coursework supporting development of this section:
ED 691 Elementary Teaching Internship I and II
Task:
Articulate your philosophy of practice. Describe who you are as a teaching professional.
Explain your life experiences, skills, and talents that can be effectively
implemented to enhance student learning in an elementary classroom.
Guiding questions:
Why do you teach the way you do?
What should students expect of you as a teacher?
What is a method of teaching you rely on frequently? Why don‟t you use a
different method?
What do you want students to learn? How do you know your goals for students
are being met?
How can your teaching facilitate student learning?
How do you as a teacher create an engaging or enriching learning environment?
What specific activities or exercises do you use to engage your students? What
do you want your students to learn from these activities?
Teacher Work Sample AJ/09
What might you notice or say about any of the following?
teacher-student relationship?
end-products?
standards of quality?
student transformations?
learning environment?
attitudes, motivations or other emotions?
long-term vs. short-term perspectives?
implicit or explicit values?
2-3 pages
Teacher Work Sample AJ/09
Teaching Philosophy Evaluation Rubric:
1-Developing
Definitions of teaching
and learning
The terms „teaching‟
and „learning‟ are not
discussed and/or
experiences and
reflection are not
provided.
View of the learner
A view of the learner is
not presented or the
importance of learner
characteristics is
misunderstood.
View of the teacher
A view of the teacher
within the classroom is
not presented and/or an
understanding of the
importance of the
teacher‟s characteristics
and their influence or
learning is
misunderstood or
absent.
A discussion of this
relationship is in
congruent with the
writer‟s definition of
teaching and learning
and with their view or
the learner or not
presented. Examples
and reflections are not
provided.
Goals and expectations
of the student-teacher
relationship
Biographical sketch
Life experiences, skills,
and talents that can be
effectively implemented
to enhance student
learning in an
elementary classroom
are in appropriate or not
presented and/or no
examples are given.
Teacher Work Sample AJ/09
2-Proficient
3-Optimal
The terms „teaching‟
and „learning‟ are
defined but not
personalized. Vague
examples and reflections
are given that do not add
to or develop the
statement.
A view of the learner is
vague and/or
understanding of the
importance of learner
characteristics is vague
or inappropriate.
A view of the teacher
within the classroom is
vague and/or an
understanding of the
importance of an
effective teacher‟s
characteristics and their
influence or learning are
vague or inappropriate.
The terms „teaching‟
and „learning‟ are
clearly defined and
personalized with
extensive and
appropriate examples
and reflections on
experiences.
A view of the learner is
clearly articulated. An
understanding of the
importance of learner
characteristics is
evident.
A view of the teacher
within the classroom is
clearly articulated. An
understanding of the
importance of an
effective teacher‟s
characteristics and their
influence or learning are
evident.
A discussion of this
relationship shows some
congruence with the
writer‟s definition of
teaching and learning
and with their view or
the learner. Examples
and reflections on the
nature of the student
teacher relationship as
well as an identification
of critical elements of
the relationship are
vague or inappropriate.
Life experiences, skills,
and talents that can be
effectively implemented
to enhance student
learning in an
elementary classroom
are vague or not well
thought out. Only vague
or superficial examples
are provided.
A discussion of this
relationship is congruent
with the writer‟s
definition of teaching
and learning and with
their view or the learner.
Examples and
reflections are given that
strongly illustrate both
the nature of the student
teacher relationship as
well as an identification
of critical elements of
the relationship.
Life experiences, skills,
and talents that can be
effectively implemented
to enhance student
learning in an
elementary classroom
are clearly articulated.
Concrete examples are
provided.
II. Context
Standards, goals, and expectations:
SOE Goal 2 Teachers understand how human development affects learning and apply
that understanding to practice.
SOE Goal 7: Teachers work as partners with parents, families, and communities.
ACEI Standard 1: Candidates know, understand and use the major concepts, principles,
and theories, and research relate to development of young children and young
adolescents to construct learning opportunities that support individual students‟
development, acquisition of knowledge, and motivation
AK BTSE II: A teacher understands how students learn and develop and applies that
knowledge in the teacher‟s practice.
ACSE Standard B: Culturally-responsive educators use the local environment and
community resources on a regular basis to link what they are teaching to the
everyday lives of the students.
ASCE Standard D: Culturally-responsive educators work closely with parents to achieve
a high level of complementary educational expectations between home and
school.
Coursework supporting development of this section:
ED 626 Classroom Research
Task:
Investigate and present relevant demographic factors and how they affect the teachinglearning process. Include any supports and challenges that affect instruction and student
learning. In a narrative, demonstrate general and specific knowledge and understanding
of student differences and present specific implications for teaching and learning based
on individual differences.
Address geographic location, community and school population, socio-economic profile
and race/ethnicity (Cushner‟s 12 Aspects of Culture). You might also address community
stability, political climate, community support for education, and other environmental
factors. The Alaska Standards for Culturally Responsive Educators are referenced.
Included in this section (2-3 pages):
Demographic information for your school
Demographic information for your class
Demographic information for your two focus students
Assessment data for your class
Assessment data for your two focus students
Charts, graphs, and diagrams as necessary
Teacher Work Sample AJ/09
Context Evaluation Rubric:
1-Developing
2-Proficient
Knowledge of
characteristics of
students
Minimal,
General knowledge
stereotypical, or
presented
irrelevant knowledge
presented
Knowledge of
students’ varied
approaches to
learning
Minimal,
General knowledge
stereotypical, or
presented
irrelevant knowledge
presented
Minimal,
General knowledge
Knowledge of
stereotypical, or
presented
students’ skills
and prior learning irrelevant knowledge
presented
Implications not
provided, or
inappropriate
implications are
made
Evidence/Artifacts Evidence is
incomplete, unclear,
or contains irrelevant
information
Implications for
Instructional
Planning and
Assessment Plan
Teacher Work Sample AJ/09
General implications
made
Evidence is
complete, clear, and
relevant
3-Optimal
General and specific
knowledge and
understanding of
student differences
presented
General and specific
knowledge and
understanding of
student differences
presented
General and specific
knowledge and
understanding of
student differences
presented
Specific implications
based on individual
differences made
Evidence is
complete, clear, and
relevant and
demonstrates depth
and complexity of
understanding
III. Learning Goals
Standards, goals, and expectations:
SOE Goal 2: Teachers understand how human development affects learning and apply
that understanding to practice.
SOE Goal 3: Teachers differentiate instruction with respect for individual and cultural
characteristics.
SOE Goal 7: Teachers work as partners with parents, families, and communities.
SOE Goal 9: Teachers use technology effectively, creatively, and wisely.
ACEI Standard 1: Candidates know, understand and use the major concepts, principles,
and theories, and research relate to development of young children and young
adolescents to construct learning opportunities that support individual students‟
development, acquisition of knowledge, and motivation.
ACEI Standard 2.1: Reading, Writing, and Oral Language—Candidates demonstrate a
high level of competence in use of English language arts and they know,
understand, and use concepts from reading, language and child development, to t
each reading, writing, speaking, viewing, listening, and thinking skills and to help
students successfully apply their developing skills to many different situations,
materials, and ideas.
ACEI Standard 2.2: Science—Candidates know, understand, and use fundamental
concepts of physical, life, and earth/space sciences. Candidates can design and
implement age-appropriate inquiry lessons to teach science, to build student
understanding for personal and social applications, and to convey the nature of
science.
ACEI Standard 2.3: Mathematics—Candidates know, understand, and use the major
concepts and procedures that define number and operations, algebra, geometry,
measurement, and data analysis and probability. In doing so they consistently
engage problem solving, reasoning and proof, communication, connections, and
representation.
ACEI Standard 2.4: Social studies—Candidates know, understand, and use the major
concepts and modes of inquiry from the social studies—the integrated study of
history, geography, the social sciences, and other related areas—to promote
elementary students‟ abilities to make informed decisions as citizens of a
culturally diverse democratic society and interdependent world.
ACEI Standard 2.5: The arts—Candidates know, understand, and use—as appropriate to
their own understanding and skills—the content, functions, and achievements of
the performing arts (dance, music, theater) and the visual arts as primary media
for communication, inquiry, and engagement among elementary students.
ACEI Standard 2.6: Health education—Candidates know, understand, and use the major
concepts in the subject matter of health education to create opportunities for
student development and practice of skills that contribute to good health.
ACEI Standard 2.7: Physical education—Candidates know, understand, and use—as
appropriate to their own understanding and skills—human movement and
physical activity as central elements to foster active, healthy life styles and
enhanced quality of life for elementary students.
Teacher Work Sample AJ/09
ACEI Standard 3.1: Integrating and applying knowledge for instruction—Candidates
plan and implement instruction based on knowledge of students, learning theory,
connections across the curriculum, curricular goals, and community.
ACEI Standard 3.2: Adaptation to diverse students—Candidates understand how
elementary students differ in their development and approaches to learning, and
create instructional opportunities that are adapted to diverse students.
ACEI Standard 4: Assessment for instruction- Candidates know, understand, and use
formal and informal assessment strategies to plan, evaluate, and strengthen
instruction that will promote continuous intellectual, social, emotional, and
physical development of each elementary student.
AK BTSE II: A teacher understands how students learn and develop and applies that
knowledge in the teacher‟s practice
AK BTSE VI: A teacher works with parents, families, and the community.
ASCE Standard E: Culturally-responsive educators recognize the full educational
potential of each student and provide the challenges necessary for them to achieve
that potential.
Coursework supporting development of this section:
ED 620 Curriculum Development
ED 645 Designing Curriculum for Effective Instruction.
Task:
Provide and justify learning goals for the unit. Show how learning goals are aligned with
student expectations and how they are aligned with the Assessment Plan. Be
explicit about how learning is differentiated for your two focus students, learner
diversity in general, and is culturally responsive.
Included in this section (5-6 pages):
Stage 1 of the Understanding by Design Plan
Teacher Work Sample AJ/09
Learning Goals Evaluation Rubric:
NOTE: EACH CONTENT AREA IS EVALUATED SEPERATELY AND AS PART
OF THE INTEGRATED UNIT FOR A TOTAL OF 8 EVALUATIONS
1-Developing
Significance, challenge,
and variety
Goals reflect only one
type or level of learning
Clarity
Goals are not stated
clearly and are activities
rather than learning
outcomes
Goals are not
appropriate for the
development and/or
funds of knowledge of
the students and/or are
not culturally responsive
Goals are not aligned
with grade level
expectations and
standards
Appropriateness for
students
Alignment with grade
level expectations and
standards
Teacher Work Sample AJ/09
2-Proficient
3-Optimal
Goals reflect several
types or levels of
learning but lack
significance or
challenge
Some or the goals are
clearly stated as learning
outcomes
Goals reflect several
types or levels of
learning and are
significant and
challenging
Most of the goals are
clearly stated as learning
outcomes
Some goals are not
appropriate for the
development and/or
funds of knowledge of
the students and/or are
culturally responsive
Some goals are not
aligned with grade level
expectations and
standards
Most goals are
appropriate for the
development and/or
funds of knowledge of
the students and are
culturally responsive
Most goals are aligned
with grade level
expectations and
standards
IV. Assessment Plan
Standards, goals, and expectations:
SOE Goal 4: Teachers possess current academic content knowledge.
SOE Goal 5: Teachers facilitate student learning by using assessment to guide planning,
instruction, and modification of teaching practice.
SOE Goal 7: Teachers work as partners with parents, families, and communities.
SOE Goal 9: Teachers use technology effectively, creatively, and wisely.
ACEI Standard 2.1: Reading, Writing, and Oral Language—Candidates demonstrate a
high level of competence in use of English language arts and they know,
understand, and use concepts from reading, language and child development, to t
each reading, writing, speaking, viewing, listening, and thinking skills and to help
students successfully apply their developing skills to many different situations,
materials, and ideas.
ACEI Standard 2.2: Science—Candidates know, understand, and use fundamental
concepts of physical, life, and earth/space sciences. Candidates can design and
implement age-appropriate inquiry lessons to teach science, to build student
understanding for personal and social applications, and to convey the nature of
science.
ACEI Standard 2.3: Mathematics—Candidates know, understand, and use the major
concepts and procedures that define number and operations, algebra, geometry,
measurement, and data analysis and probability. In doing so they consistently
engage problem solving, reasoning and proof, communication, connections, and
representation.
ACEI Standard 2.4: Social studies—Candidates know, understand, and use the major
concepts and modes of inquiry from the social studies—the integrated study of
history, geography, the social sciences, and other related areas—to promote
elementary students‟ abilities to make informed decisions as citizens of a
culturally diverse democratic society and interdependent world.
ACEI Standard 2.5: The arts—Candidates know, understand, and use—as appropriate to
their own understanding and skills—the content, functions, and achievements of
the performing arts (dance, music, theater) and the visual arts as primary media
for communication, inquiry, and engagement among elementary students.
ACEI Standard 2.6: Health education—Candidates know, understand, and use the major
concepts in the subject matter of health education to create opportunities for
student development and practice of skills that contribute to good health.
ACEI Standard 2.7: Physical education—Candidates know, understand, and use—as
appropriate to their own understanding and skills—human movement and
physical activity as central elements to foster active, healthy life styles and
enhanced quality of life for elementary students.
ACEI Standard 3.1: Integrating and applying knowledge for instruction—Candidates
plan and implement instruction based on knowledge of students, learning theory,
connections across the curriculum, curricular goals, and community.
ACEI Standard 3.2: Adaptation to diverse students—Candidates understand how
elementary students differ in their development and approaches to learning, and
create instructional opportunities that are adapted to diverse students.
Teacher Work Sample AJ/09
ACEI Standard 4: Assessment for instruction—Candidates know, understand, and use
formal and informal assessment strategies to plan, evaluate and strengthen
instruction that will promote continuous intellectual, social, emotional, and
physical development of each elementary student.
AK BTSE III: A teacher teaches with respect for their individual and cultural
characteristics.
AK BTSE IV: A teacher knows the teacher‟s content area and how to teach it.
AK BTSE V: A teacher facilitates, monitors, and assesses student learning.
AK BTSE VI: A teacher works with parents, families and the community.
ASCE Standard E: Culturally-responsive educators recognize the full educational
potential of each student and provide the challenges necessary for them to
achieve that potential.
Coursework supporting development of this section:
ED 626 Classroom research
Task:
Design an assessment plan to monitor student progress toward learning goals. Use
multiple assessment modes and approaches aligned with learning goals to assess
student learning before, during, and after instruction of the unit. Justify how
assessments chosen meet the general and individual needs of the students
including your two focus students. Describe why your assessments are
appropriate for measuring the learning goals and how they are culturally relevant.
Included in this section (5-6 pages):
Stage 2 of Understanding by Design Plan
Pre- and post assessments of Integrated unit learning goals
Formative assessments taken during implementation Integrated Unit
Summative assessments taken during implementation of Integrated Unit
Data for all students collected for formative, summative pre-and post- assessments
Data for your focus students collected for formative, summative pre-and postassessments
Evidence and artifacts of sharing of assessment data
This section will include charts, graphs, and diagrams as necessary.
Teacher Work Sample AJ/09
Assessment Plan Evaluation Rubric:
1-Developing
2-Proficient
Alignment with
Learning Goals and
Instruction
Content and methods of
assessment lack
congruence with
learning goal or lack
cognitive complexity
Some of the learning
goals are assessed
through the assessment
plan, but many are not
congruent with learning
goals
Clarity of criteria and
standards for
performance
The assessments contain
no clear criteria for
measuring student
performance relative to
the learning goals
The assessment plan
includes only one
assessment mode and
/or does not include
both formative and
summative assessments
Assessment criteria are
developed, but they are
not clear or are not
explicitly linked to the
learning goals
The assessment plan
includes multiple modes
but all are not
performance
assessments
(paper/pencil tests)
and/or do not requires
integration of
knowledge, skills, and
reasoning, and/or are
not cognitively rigorous
Assessments have some
validity. Some scoring
procedures are
explained, some item
are clearly written
Assessments are
adapted to meet the
individual needs of
some students and
attempt to be culturally
responsive
Multiple modes and
approaches
Technical soundness
Adaptations based on
individual student needs
(Differentiation)
Opportunities for
students to self-evaluate,
set, monitor, and adjust
learning goals
Evidence/Artifacts
Assessments are not
valid, scoring
procedures are absent or
inaccurate, items are
poorly written
No evidence of
differentiation is
presented and/or
assessments for students
with special needs are
inappropriate and/or not
culturally responsive
No evidence of
opportunities for
students to self-evaluate,
set, monitor, and adjust
learning goals is
presented
Evidence is incomplete,
unclear, or contains
irrelevant information
Teacher Work Sample AJ/09
Few opportunities for
students to selfevaluate, set, monitor,
and adjust learning
goals are presented
Evidence is complete,
clear, and relevant
3-Optimal
Each of the learning
goals is assessed
through the assessment
plan; assessments are
congruent with the
learning goals and are
cognitively complex
Assessment criteria are
clear and are explicitly
linked to the learning
goals
The assessment plan
includes multiple
assessment modes
(including performance
assessments) and
assesses student
performance throughout
the unit at a high level
of cognitive rigor
Assessments appear to
be valid, scoring
procedures are
explained, items are
clearly written
Assessments are
adapted and appropriate
for the individual needs
of most of the students
and are culturally
responsive
The capacity to actively
engage students in their
own learning, selfevaluation, set, monitor,
and adjust learning
goals is presented
Evidence is complete,
clear, and relevant and
demonstrates depth and
complexity of
understanding
V. Design for Instruction
Standards, goals, and expectations:
SOE Goal 1: Teachers articulate, maintain, and develop a philosophy of education that
they also demonstrate in practice.
SOE Goal 2: Teachers understand how human development affects learning and apply
that understanding to practice.
SOE Goal 3: Teachers differentiate instruction with respect for individual and cultural
characteristics.
Goal 6: Teachers create and manage a stimulating, inclusive and safe learning
community in which students take intellectual risks and work independently and
collaboratively.
SOE Goal 9: Teachers use technology effectively, creatively and wisely.
ACEI Standard 1: Candidates know, understand and use the major concepts, principles,
and theories, and research relate to development of young children and young
adolescents to construct learning opportunities that support individual students‟
development, acquisition of knowledge, and motivation.
ACEI Standard 3.1 Integrating and applying knowledge for instruction—Candidates
plan and implement instruction based on knowledge of students, learning theory,
connections across the curriculum, curricular goals, and community.
ACEI Standard 3.2 Adaptation to diverse students. Candidates understand how
elementary students differ in their development and approaches to learning, and
create instructional opportunities that are adapted to diverse students.
AK BTSE I: A teacher can describe the teacher‟s philosophy of education and
demonstrate its relationship to the teacher‟s practice.
AK BTSE II: A teacher understands how students learn and develop and applies that
knowledge in the teacher‟s practice.
AK BTSE III: A teacher teaches with respect for their individual and cultural
characteristics.
AK BTSE IV: A teacher knows the teacher‟s content area and how to teach it.
AK BTSE VI: A teacher works with parents, families and the community.
AK BTSE VIII: A teacher participates in and contributes to the teaching profession.
ACSE Standard A: Culturally-responsive educators incorporate local ways of knowing
and teaching in their work
ACSE Standard B: Culturally-responsive educators use the local environment and
community resources on a regular basis to link what they are teaching to the
everyday lives of the students.
ASCE Standard E: Culturally-responsive educators recognize the full educational
potential of each student and provide the challenges necessary for them to achieve
that potential.
Teacher Work Sample AJ/09
Coursework supporting development of this section:
ED 620 Curriculum Development
ED 645 Designing Curriculum for Effective Instruction
ED 636A, 636B, 636C Educational Technology
Task:
Describe how you will design your unit instruction related to unit learning goals,
students‟ characteristics, and needs, and the specific learning context. Explain
how learning activities are differentiated for your two focus students and for
individual student needs in general. Justify how learning activities chosen meet
the general and individual needs of the students including your two focus
students. Describe why your learning goals are pedagogically appropriate and
culturally relevant.
Included in this section (5-6 pages):
Stage 3 of Understanding by Design Plan
Evidence and artifacts of student engagement (including your two focus students) in the
described learning activities.
Teacher Work Sample AJ/09
Design for Instruction Evaluation rubric:
1-Developing
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 based on
individual learners’
needs.
Use of technology
Few lessons are
explicitly linked to
learning goals. Few
learning activities,
assignments, and
resources are aligned
with learning goals. Few
learning goals are
covered in the design.
Teacher‟s use of content
appears to contain
numerous inaccuracies.
Content is viewed more
as isolated skills and
facts rather than as part
of a larger conceptual
structure.
The lessons within the
unit are not logically
organized.
Little variety across
instruction, activities,
assignments, and
resources. There is
heavy reliance on
textbook or single
resource.
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. Differentiation
of instruction is evident.
Activities are not
culturally responsive
Technology is used
inappropriately or
teacher does not use
technology.
Teacher Work Sample AJ/09
2-Proficient
3-Optimal
Most lessons are
explicitly linked to
learning goals. Most
learning activities,
assignments, and
resources are aligned
with learning goals.
Most learning goals are
covered in the design.
Teacher‟s use of content
appears to be mostly
accurate. Shows some
awareness of the big
ideas or structure of the
discipline.
All lessons are explicitly
linked to learning goals.
All learning activities,
assignments, and
resources are aligned
with learning goals. All
learning goals are
covered in the design.
The lessons within the
unit have some logical
organization and appear
to be somewhat useful
in moving students
toward achieving the
learning goals.
Some variety across
instruction, activities,
assignments, and
resources. This variety
makes a limited
contribution to learning.
All lessons within the
unit are logically
organized and appear to
be useful in moving
students toward
achieving the learning
goals.
Significant variety
across instruction,
activities, assignments,
and resources. This
variety makes a clear
contribution to learning.
Some instruction has
been designed with
reference to contextual
factors and preassessment data. Some
activities and
assignments appear
productive and
appropriate for each
student. Some
differentiation of
instruction is evident.
Some activities are
culturally responsive
Teacher uses technology
but it does not make a
significant contribution
to teaching and learning.
Most instruction has
been designed with
reference to contextual
factors and preassessment data. Most
activities and
assignments appear
productive and
appropriate for each
student. Thoughtful
differentiation of
instruction is evident.
Many activities are
culturally responsive
Teacher integrates
appropriate technology
that makes a significant
contribution to teaching
and learning.
Teacher‟s use of content
appears to be accurate.
Focus of the content is
congruent with the big
ideas or structure of the
discipline.
VI. Classroom Management
Standards, goals, and expectations:
SOE Goal 1: Teachers articulate, maintain, and develop a philosophy of education that
they also demonstrate in practice.
SOE Goal 2: Teachers understand how human development affects learning and apply
that understanding to practice.
SOE Goal 6: Teachers create and manage a stimulating, inclusive and safe learning
community in which students take intellectual risks and work independently and
collaboratively.
ACEI Standard 5: Professional growth, reflection, and evaluation—Candidates are aware
of and reflect on their practice in light of research on teaching, professional ethics,
and resources available for professional learning; they continually evaluate the
effects of their professional decisions and actions on students, families and other
professionals in the learning community and actively seek out opportunities to
grow professionally.
ACEI Standard 1: Development, Learning, and Motivation--Candidates know,
understand, and use the major concepts, principles, theories, and research related
to development of children and young adolescents to construct learning
opportunities that support individual students‟ development, acquisition of
knowledge, and motivation.
ACEI Standard 3:Active engagement in learning—Candidates use their knowledge and
understanding of individual and group motivation and behavior among students at
the K-6 level to foster active engagement in learning, self motivation, and positive
social interaction and to create supportive learning environments.
AK BTSE I: A teacher can describe the teacher‟s philosophy of education and
demonstrate its relationship to the teacher‟s practice.
AK BTSE: II A teacher understands how students learn and develop and applies that
knowledge in the teacher‟s practice.
AK BTSE VI: A teacher creates and maintains a learning environment in which all
students are actively engaged and contributing members.
ACSE Standard A: Culturally-responsive educators incorporate local ways of knowing
and teaching in their work
ASCE Standard D: Culturally-responsive educators work closely with parents to achieve
a high level of complementary educational expectations between home and
school.
Coursework supporting development of this section:
ED 643 Learning Theory, Development, and Guidance
ED 680 Advanced Multicultural Education
ED 691 Elementary Teaching Internship I and II
Teacher Work Sample AJ/09
Task:
Describe your plan for student motivation and classroom management that addresses
strategies to manage the goals of group and individual performance. Justify your
choice of management techniques. Explain how your classroom management
system was developed and maintained. Explain and justify consequences for
unwanted student behavior.
Included in this section (2-3 pages)
Classroom arrangement diagram
Evidence of management of transitions
Evidence of monitoring of student behavior
Evidence of parent involvement with classroom management
Teacher Work Sample AJ/09
Classroom Management Evaluation Rubric:
1-Developing
Importance of content
Management of
transitions
Expectations
Monitoring of student
behavior
Guidance and
discipline strategies
Consequences for
misbehavior
Motivation
The plan lists strategies
but they do not
sufficiently convey the
importance of and an
interest in students‟
learning.
No considerations for
student transitions form
one activity to another
are made. The learning
environment is not
predictable. The
development of student
responsibility is not
considered.
Minimal standards for
classroom conduct by
children and adults are
in place. There is no
plan for communication
with parents.
The plan has little
evidence the teacher will
use culturally
appropriate verbal, nonverbal interventions to
monitor student
behavior, help students
self-monitor or help
students develop selfregulation.
Plan list strategies but is
unrelated to guidance
and discipline. No
consequences for
student behavior are
listed. Seating
arrangement is not
included.
The plan only lists
extrinsic motivation
strategies.
Teacher Work Sample AJ/09
2-Proficient
3-Optimal
The plan lists one
strategy teacher will use
to convey the
importance of and an
interest in students‟
learning.
There is some evidence
the transitions between
activities have been
considered. The plan
encourages limited
development of student
responsibility.
The plan demonstrates
multiple strategies
teacher will use to
convey the importance
of and an interest in
students‟ learning.
The plan lists examples
of transitions that will
be used between unit
activities to create a
secure and predictable
learning environment
and develop student
responsibility.
Standards for classroom
conduct by children
and/or adults are
established but no
communication with
parents about the plan
occurs.
The plan has multiple
culturally appropriate
verbal, non-verbal,
strategies but is teacher
directed and will not
help students selfmonitor or develop selfregulation.
Standards for classroom
conduct by children and
adults are clear with a
plan for communication
with parents are in place
and implemented.
The plan uses limited
strategies to meet
students‟ behavioral
needs. Consequences
have been developed,
but are unrelated to
student actions or focus
on punitive actions.
Plan is general and does
not address individual
student needs. Seating
arrangement will have
little impact on student
learning.
The plan describes a few
motivational strategies
with the primary focus
on intrinsic motivation.
The plan has multiple
culturally appropriate
verbal, non-verbal,
proactive, and
preventative strategies
for monitoring behavior
including student selfmonitoring, and helping
students develop selfregulation.
The plan demonstrates a
variety of guidance
approaches to meet the
group and individual
student‟s behavior
needs, with natural
consequences for
positive and negative
behaviors shared with
all stake holders.
Classroom seating
arrangement contributes
to student learning.
The plan describes
multiple effective
motivational strategies
with the focus on
intrinsic motivation.
VII. Family and Community Involvement Plan
Standards, goals, and expectations:
SOE Goal 3: Teachers differentiate instruction with respect for individual and cultural
characteristics.
SOE Goal 7: Teachers work as partners with parents, families and the community.
ACEI Standard 5: Collaboration with families, colleagues, and community
agencies—Candidates know the importance of establishing and maintaining a
positive collaborative relationship with families, school colleagues, and agencies
in the larger community to promote the intellectual, social, emotional, physical
growth and well-being of children.
ACEI Standard 3: Adaptation to diverse students—Candidates understand how
elementary students differ in their development and approaches to learning,
and create instructional opportunities that are adapted to diverse students.
AK BTSE VII: A teacher works with parents, families and the community.
AK BTSE III: A teacher teaches with respect for their individual and cultural
characteristics.
ACSE Standard B: Culturally-responsive educators use the local environment and
community resources on a regular basis to link what they are teaching to the
everyday lives of the students.
ASCE Standard C: Culturally-responsive educators participate in community events and
activities in an appropriate and supportive way.
ASCE Standard D: Culturally-responsive educators work closely with parents to achieve
a high level of complementary educational expectations between home and
school.
Coursework supporting development of this section:
ED 680 Advanced Multicultural Education
ED 691 Elementary Teaching Internship I and II
Tasks:
Describe how families and the community are involved during instruction of the unit.
Justify how your involvement opportunities for families and the community support
student and community diversity and are culturally responsive.
Included in this section (2-3 pages):
Evidence of opportunities for family and community involvement.
Artifacts of family and/or community involvement
Teacher Work Sample AJ/09
Family and Community Involvement Plan Evaluation Rubric:
1-Developing
Family and community
resources
The plan does not include
family and/or community
resources or resources
included are only school
based.
Family communication
Communication examples
will not meaningfully
inform families about the
unit.
Family involvement: School
based activity
The plan does not include a
school-based activity for
family involvement.
Family involvement: Home
activity
A home activity is not
included in the plan.
Family letter
No credible evidence
provided.
Teacher Work Sample AJ/09
2-Proficient
The plan includes one or
two family and/or
community resources that
will be used to support
student learning during the
unit. Resources included
may be unrelated to unit
topic.
The plan includes one or
two examples of
communication with family
about the unit.
The plan includes one way
families can be involved
during this unit through a
school-based activity
and/or the activity is not
meaningful or culturally
relevant to families and/or
will not support student
learning.
A home activity is
included, but directions are
vague or not included or
the activity requires
unusual or expensive
materials or a large amount
of time to complete or the
home activity is not related
to unit goals and/or is not
culturally relevant
The letter partially
describes the unit activities,
and/or does not provide a
rationale for the unit, letter
lists some unit goals or
goals are in technical terms
that may not be
understandable by families.
A suggestion for a home
activity and/or an invitation
to participate in a schoolbased activity is not
included. The letter is
plain in appearance, and/or
not reader friendly, and/or
has spelling, grammatical
or typing errors.
3-Optimal
The plan includes three
family and community
resources that will be used
to support student learning
during the unit.
The plan includes three
examples of
communication with at
least one being a reciprocal
communication with family
about the unit.
The plan includes at least
one way families can be
involved during this unit
through a school-based
activity. The activity is
meaningful and culturally
relevant to families and
will support student
learning.
The plan includes at least
one way families can be
involved during this unit
through a home-based
activity. The activity is
does not require unusual or
expensive materials to
complete and is easy for
families to understand.
Home activity is related to
the unit goals and is
culturally relevant
The letter describes the unit
activities, provides a strong
rationale for doing the unit,
and informs families about
the unit goals. Letter
includes suggestions for a
home activity related to the
unit and an invitation to
participate in a schoolbased activity. The letter is
attractive, reader friendly
with graphics and easy to
read font. Letter has no
spelling, grammatical or
typing errors.
VIII. Analysis of Student Learning
Standards, goals, and expectations:
SOE Goal 2: Teachers understand how human development affects learning and apply
that understanding to practice.
SOE Goal 5: Teachers facilitate student learning by using assessment to guide planning,
instruction, and modification of teaching practice.
ACEI Standard 1: Development, Learning, and Motivation--Candidates know,
understand, and use the major concepts, principles, theories, and research related
to development of children and young adolescents to construct learning
opportunities that support individual students‟ development, acquisition of
knowledge, and motivation.
ACEI Standard 4: Assessment for instruction—Candidates know, understand, and use
formal and informal assessment strategies to plan, evaluate and strengthen
instruction that will promote continuous intellectual, social, emotional, and
physical development of each elementary student.
AK BTSE: II A teacher understands how students learn and develop and applies that
knowledge in the teacher‟s practice.
AK BTSE V: A teacher facilitates, monitors, and assesses student learning.
Coursework supporting development of this section:
ED 626 Classroom Research
Task:
Analyze your assessment data, including pre/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,
sub-groups, and your two focus students.
Included in this section (5-6 pages):
Assessment data
Student work samples
Evidence of sharing assessment results with peers, colleagues and parents
Teacher Work Sample AJ/09
Analysis of Student Learning Evaluation Rubric:
1-Developing
Clarity and accuracy of
presentation
Alignment with
learning goals
Interpretation of data
Evidence of impact on
student learning
Presentation is not clear
and/or accurate and/or it
does not accurately
reflect the data.
Analysis of student
learning is not aligned
with learning goals.
Interpretation is not
presented, or is
inaccurate or
conclusions are made
without supporting data.
Analysis of student
learning fails to include
evidence of impact on
student learning in terms
of numbers of students
who achieved and/or
made progress toward
each learning goal.
Teacher Work Sample AJ/09
2-Proficient
Presentation is
understandable and
contains few errors.
Analysis of student
learning is partially
aligned with learning
goals and/or fails to
provide a
comprehensive profile
of student learning
relative to the goals for
the whole class, subgroups, and your two
focus students.
Interpretation is
technically accurate, but
conclusions are missing
or not fully supported by
data.
Analysis of student
learning includes
incomplete evidence of
impact on student
learning in terms of
numbers of students
who achieved and/or
made progress toward
each learning goal.
3-Optimal
Presentation is easy to
understand and contains
no errors of
presentation.
Analysis is fully aligned
with learning goals and
provides a
comprehensive profile
of student learning for
the whole class, subgroups, and your two
focus students.
Interpretation is
meaningful and
appropriate with
conclusions drawn from
the data.
Analysis of student
learning includes
evidence of impact on
student learning in terms
of numbers of students
who achieved and/or
made progress toward
each learning goal.
IX. Instructional Decision Making
Standards, goals, and expectations:
SOE Goal 2: Teachers understand how human development affects learning and apply
that understanding to practice.
SOE Goal 3: Teachers differentiate instruction with respect for individual and cultural
characteristics.
SOE Goal 5: Teachers facilitate student learning by using assessment to guide planning,
instruction, and modification of teaching practice.
ACEI Standard 1: Development, Learning, and Motivation--Candidates know,
understand, and use the major concepts, principles, theories, and research related
to development of children and young adolescents to construct learning
opportunities that support individual students‟ development, acquisition of
knowledge, and motivation.
ACEI Standard 3.2 Adaptation to diverse students. Candidates understand how
elementary students differ in their development and approaches to learning, and
create instructional opportunities that are adapted to diverse students.
ACEI Standard 3.5: Communication to foster collaboration—Candidates use their
knowledge and understanding of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the elementary classroom.
ACEI Standard 4: Assessment for instruction—Candidates know, understand, and use
formal and informal assessment strategies to plan, evaluate and strengthen
instruction that will promote continuous intellectual, social, emotional, and
physical development of each elementary student.
AK BTSE: II A teacher understands how students learn and develop and applies that
knowledge in the teacher‟s practice.
AK BTSE III: A teacher teaches with respect for their individual and cultural
characteristics.
AK BTSE V: A teacher facilitates, monitors, and assesses student learning.
Coursework supporting development of this section:
ED 620 Curriculum Development
EDSE 666 The Exceptional Learner
ED 680 Advanced Multicultural Education
Task:
Provide two examples of culturally appropriate instructional decision-making based on
students‟ learning or responses. Describe decisions you made based on data from
the two focus students.
Teacher Work Sample AJ/09
Included in this section (2-3 pages):
Pedagogical decisions taken
Modifications from Learning Plan made in response to formative assessments or student
responses
Re- alignment of content, context and cognition (as appropriate)
A narrative plan for „next steps‟
Teacher Work Sample AJ/09
Instructional Decision Making Evaluation Rubric:
1-Developing
Sound professional
practice
Modifications based on
analysis of student
performance
Congruence between
modifications and
learning goals
2-Proficient
Most instructional
decisions are not
pedagogically sound
and/or not culturally
appropriate.
Little or no
modifications are made.
Instructional decisions
are mostly appropriate,
but some decisions are
not pedagogically sound
or culturally appropriate.
Some modifications of
the instructional plan are
made to address
individual student needs,
but are not based on the
assessment of student
learning, nest practice,
or contextual factors.
Modifications in
instruction show little
congruence with
learning goals or no
evidence of
modification is
presented.
Modifications in
instruction are
somewhat congruent
with learning goals.
Teacher Work Sample AJ/09
3-Optimal
Most instructional
decisions are
pedagogically sound and
culturally appropriate.
Appropriate
modification of the
instructional plan is
made to address
individual student needs.
These modifications are
informed by the
assessment of student
learning/performance,
best practice, or
contextual factors.
Included is an
explanation of why the
modification will
improve student
progress.
Modifications in
instruction are
congruent with learning
goals.
X. Reflection and Self-Evaluation
Standards, goals, and expectations:
SOE Goal 1: Teachers articulate, maintain, and develop a philosophy of education that
they also demonstrate in practice.
SOE Goal 8: Teachers develop and maintain professional, moral, and ethical attitudes,
behaviors, relationships, and habits of mind.
ACEI Standard 5.1: Professional growth, reflection, and evaluation—Candidates are
aware of and reflect on their practice in light of research on teaching, professional
ethics, and resources available for professional learning; they continually evaluate
the effects of their professional decisions and actions on students, families and
other professionals in the learning community and actively seek out opportunities
to grow professionally.
AK BTSE IA: A teacher can describe the teacher‟s philosophy of education and
demonstrate its relationship to the teacher‟s practice.
AK BTSE VIII: A teacher participates in and contributes to the teaching profession.
Task:
Reflect on your performance as a teacher in guiding the instructional processes of this
unit and link your performance to student learning results. Evaluate your
performance relative to the UAS School of Education Goals, the ACEI Standards
and the Alaska Beginning Teacher Standards and Expectations. Identify areas for
future professional growth.
(3-5 pages):
Teacher Work Sample AJ/09
Reflection and Self-Evaluation Evaluation Rubric:
1-Developing
Reflection on instruction
and student learning
Provides no rationale for
why some strategies or
activities were successful.
Barriers to student
learning
No evidence or reasons
provided to support
conclusions in “Analysis of
Student Learning” section.
Alignment among goals,
instruction and
assessment
Discussion shows no
alignment among goals,
instruction, and assessment
results.
Implications for future
teaching
Provides no ideas or
inappropriate ideas for
redesigning instruction.
Reflection on community
Show no evidence or
superficial evidence of
working with the larger
learning community.
Accessing specialized
services
Knowledge of when and
how to access specialized
services is absent.
Ethical practice
No evidence that ethical
standards are considered or
practiced is presented or
they are presented
superficially.
Implications for
professional development
Provides no professional
learning goals or goals are
inappropriate or not related
to experiences.
Teacher Work Sample AJ/09
2-Proficient
Identifies successful
instructional strategies or
activities but only
superficially explores
reasons for success.
Provides evidence, but no
(or only superficial)
reasons to support
conclusions drawn from
“Analysis of Student
Learning” section.
Discussion displays some
sense of aligning goals,
instruction and assessment
but misunderstandings or
conceptual gaps are
evident.
Provides ideas for
redesigning instruction but
offers no explanation of
why these modifications
will improve student
learning.
Describes relationships but
not how to support student
learning.
Knowledge of when and
how to access specialized
services is superficial. No
evidence of accessing
special services is
provided.
Applies professional
ethical standards to
situations encountered
while teaching unit or
demonstrates
understanding and
application of the social,
ethical, legal and human
issues surrounding the use
of technology.
Presents professional
learning goals which are
either vague or not strongly
related to the insights and
experiences described in
this section. The plan for
meeting development goals
is vague.
3-Optimal
Identifies successful
strategies and activities and
provides plausible reasons
for their success.
Uses evidence to support
conclusions drawn in
“Analysis of Student
Learning” section.
Explores multiple barriers
to student success.
Logically connects
learning goals, instruction,
and assessment results in
the discussion of student
learning and effective
instruction.
Provides ideas for
redesigning instruction and
explains why these
modifications will improve
student learning.
Demonstrates ability to
work with school
colleagues, parents, and
educational partners in the
larger community to
support student learning
and well being.
Demonstrates knowledge
of when and how to access
specialized services.
Evidence is provided of
accessing special services.
Applies professional
ethical standards in
practice. Demonstrates
understanding and
application of the social,
ethical, legal and human
issues surrounding the use
of technology.
Presents a number or
professional learning goals
that clearly emerge from
the insights and
experiences described in
this section. Describes a
plan for meeting those
goals.
Teacher Work Sample AJ/09
Reference Section (1-2 pages):
As necessary
APA format
Teacher Work Sample AJ/09