M.A.T. Secondary Education Teacher Work Sample Explanations and Rubrics The GC&SU M.A.T. Teacher Work Sample: Overview, Instructions, Prompts, and Scoring Rubrics What is a teacher work sample (TWS)? It is very important that your Mentor Leaders be able to see that you can meet the GSTEP standards for new teachers. The problem is that it can be hard to tell if you meet all the standards if we only get to see you teach a few times. Another problem is that we usually only get to see one small part of a much larger unit or investigation. Furthermore, we can’t see the planning that went into your unit, what was going on in your mind as you led the class, and so on. So what a TWS does is make all that explicit and visible. It is focused on ONE CLASS for ONE UNIT OR INVESTIGATION. Basically, it looks like this… First you prepare by writing these sections: Section 1: A detailed description of the students in the class you will be teaching and how their interests, needs, etc. influenced your planning and teaching. This is called the “Contextual Information and Learning Environment” section. Section 2: Detailed UNIT PLAN-with daily LESSON PLANS using the UBD Template. Section 3: An Assessment Rationale for why you made the decisions you did as you planned. Next you carry out the unit, and as you do, you complete the following sections: Section 4: Daily Implementation Notes (You also modify the LESSON PLANS and Assessment Plan as necessary as you go along.) Once it is all over, you look back on everything and write the following sections: Section 5: Analysis of Learning Results Section 6: Reflection on Teaching and Learning Section 7: Plan for Professional Development Individuals who have completed these TWS’s in the past have said that this project truly helped them to clarify what they were doing in their classrooms and why. The activities we ask you to do for this TWS may sometimes seem odd, but in truth, high quality, experienced teachers carry out some or all of the parts of a TWS on a regular basis just as a matter of course. And teachers who are attempting to complete National Board Certification (NBPTS) also create documents very similar to these as part of that process. The GC&SU M.A.T. Teacher Work Sample: Overview, Instructions, Prompts, and Scoring Rubrics Some EXTREMELY IMPORTANT Notes: a. The text of this document should be in 12 point “Times New Roman” font, single-spaced, and with normal margins. Skip one space between paragraphs. b. The font for charts can be sized to fit, but do not go smaller than 9 point font. Tables in Livetext can be tricky, so don’t hesitate to ask for help, and definitely don’t put charts off until the last minute. c. Pseudonyms must be used for all students. (Only give them first names). Any student work included in the packet must have the name covered. d. The finished Work Sample should be in Livetext with the title “MAT Teacher Work Sample.” Do not put it in as an attachment, but either type it directly into Livetext or cut and paste sections in. Within the document, create a tab for each section and a subsection within each tab for those sections that have multiple parts. A template has been provided that you can fill in by making a copy and re-naming it. e. As you work on each section, pay careful attention to how it will be assessed. Refer to the standards and the assessment rubric regularly. f. Some sections of the TWS require samples of student work and samples of your handouts, etc. You can provide these to us either in a separate, hardcopy notebook or you can scan them into your computer and include them in the appropriate section as attachments. Usually we ask you not to put things into Livetext as attachments, but this is an exception. The GC&SU M.A.T. Teacher Work Sample: Overview, Instructions, Prompts, and Scoring Rubrics Section 1: Contextual Information and Learning Environment (Due Saturday, February 12, 2011) As you write this section, keep in mind that you are trying to prove to us that you meet the following GSTEP standards: GA-GSTEP.2.D > understand how factors in environments inside and outside of school may influence students’ lives and learning. GA-GSTEP.2.E > are informed about and adapt their work based on students’ stages of development, multiple intelligences, learning styles, and areas of exceptionality. GA-GSTEP.3.E > to develop strategies for organizing and supporting student learning. IN ADDITION TO THE DIGITAL TWS DOCUMENTS, ALSO CREATE A TWS BINDER FOR THE CLASS YOU SELECTED TO DO THE TWS UNIT. CREATE A “STUDENT RECORDS” SECTION AND INCLUDE HARD COPIES OF TWS ASSIGNMENTS IN THIS NOTEBOOK. The question you are focusing upon in this section is, “What are some of the important characteristics of your students and your classroom?” Your description must include (but is not limited to) these factors: a. b. c. d. e. f. g. h. i. j. number of students in the class ethnic/ cultural makeup age/ developmental level gender socio-economic profile students’ interests/ what motivates them* learning styles preferences* “Multiple Intelligences” strengths* students with special needs how this group of students compares to the population of the school as a whole *You may need to assess students through the use of questionnaires, etc. to get this type of information. Write one paragraph for each of the above contextual factors. In this paragraph, you may… • describe the factor either in a general way (“12 girls and 14 boys”), • describe the factor through a discussion of subgroups (There are three Hispanic students in the class. David speaks English rather well, but Nomar and Theresa are struggling.”), • describe the factor through individuals (“Jessica almost always finishes her assignments well before anyone else does”). • or through some combination of these (“The majority of the class is particularly strong in interpersonal intelligence and kinesthetic intelligence. Marcus and LaKesha, however, are not strong in these areas but are very much logicalmathematical oriented.”) The GC&SU M.A.T. Teacher Work Sample: Overview, Instructions, Prompts, and Scoring Rubrics • Label each paragraph with a heading like “gender” (or whatever) Then, in the same paragraph, explain how each of these factors influenced how you designed your UNIT in the first place or influenced how you modified it or influenced how that factor influences how you teach/have taught this particular this particular group of students during the internship. If any given factor did not influence you, a rationale for this must be stated and supported. As you consider the kinds of modifications you make, think about how you set goals, group students, provide extra assistance, assess learning, choose activities or topics, set up the classroom, etc. Suggested total page length: 3 pages The GC&SU M.A.T. Teacher Work Sample: Overview, Instructions, Prompts, and Scoring Rubrics Section 2: Instructional Design and Implementation (Due Saturday, February 26, 2011) As you write this section, keep in mind that you will be assessed according to how well you meet the following standards: GA-GSTEP.1.F > interpret and construct school curriculum that reflects state and national content area standards. GA-GSTEP.4.B > use pre-assessment data to select or design clear, significant, varied and appropriate student learning goals. GA-GSTEP.4.C > choose, develop, and use classroom-based assessment methods appropriate for instructional decisions. GA-GSTEP.4.D > involve learners in self-assessment, helping them become aware of their strengths and needs and encouraging them to set personal goals for learning. GA-GSTEP.5.C > understand and use a variety of instructional strategies appropriately to maintain student engagement and support the learning of all students. GA-GSTEP.5.E > vary their roles in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students. GA-GSTEP.5.F > use appropriate resources, materials, and technology to enhance instruction for diverse learners. FOR THIS SECTION, YOU MUST CREATE A 15-25 QUESTION FORMATIVE ASSESSMENT. A COMBINATION OF HIGHER AND LOWER-ORDER QUESTIONS SHOULD BE REPRESENTED IN THE ASSESSMENT. Part A: Pre-test Analysis In this section you should answer the following questions: • What did you learn about your class in general through the pre-test? • Choose a few interesting individuals or sub-groups. What did you learn about them through the pre-test (be specific)? • How do you plan to modify your UNIT PLAN based on what you learned? Suggested page length: 1-2 pages. Part B: LESSON PLANS using UbD LESSON PLAN TEMPLATE Insert the modified versions of your lesson plans here. They will be the versions you created after the pre-test. You will surely modify as you go along. Write those modifications on the lesson plans. Fill in as much of the UbD lesson plan template as possible. Include up to, but not more than, ten pages of handouts, rubrics, etc. Include these as attachments to this section or in a separate notebook. You may want to include just the first page or two of a handout to give your readers a feel for what it is. If you used a Power Point, WebQuest, etc. you could attach that here. Suggested page length: However long you need to make the plans very detailed The GC&SU M.A.T. Teacher Work Sample: Overview, Instructions, Prompts, and Scoring Rubrics Part C: Table Summarize your UNIT’S ESSENTIAL QUESTIONS in the form of a table. It should look like this: ESSENTIAL Which day(s) will Through which How will you assess QUESTIONS the students work on activities will this EQ? this EQ’s students master this EQ Formats for formative/summative assessments = practice test or quiz (multiple choice/ TF, short answer, matching), essay drafts, “muddiest point,” games, performances/role playing, observation notes, reviews, open-ended questions or problems, drafts of projects or products Part D: Reflection on Instructional Design 1. 2. 3. 4. How does this unit fit into what your students have done so far this semester? Exactly how does this lesson address GPS standards? How do various activities address multiple intelligences and/or various learning styles? About what percentage of the time will be teacher-centered and what percentage will be learner-centered? 5. What opportunities have you provided to ensure that students assume responsibility for their own learning? What opportunities have you given them to make real choices? 6. What opportunities have you provided to ensure that students have a chance to engage in critical thinking and problem solving? 7. To what extent would you say that this UNIT demonstrates that you hold high expectations for all your students? 8. What instructional resources are you using? What makes them especially appropriate for these students? Why did you use them? To what extent are you encouraging students to find their own resources? 9. How is this unit related to the students’ personal interests? 10. What technology related tools are you using? 11. What do you hope students will gain from the student self-assessment? Suggested page length: 3-4 pages. The GC&SU M.A.T. Teacher Work Sample: Overview, Instructions, Prompts, and Scoring Rubrics Section 3: Assessment Rationale (Due Saturday, February 26th) This section focuses on the following GSTEP standard: GA-GSTEP.4.A > understand measurement theory and the characteristics, uses, and issues of different types of assessment. As you look at the assessments you have designed and listed in Section 2C, answer the following questions: 1. How are your assessments particularly appropriate to your objectives? Are you confident that each assessment truly matches the objective it was meant to measure? 2. How will the assessments you have chosen allow you to modify instruction as you go along? What are some unsatisfactory results you can imagine happening, and what would you do about them? 3. What kinds of opportunities have you given students to assess themselves in order to become aware of their strengths or needs or to help them set goals? Suggested length: 1-2 pages The GC&SU M.A.T. Teacher Work Sample: Overview, Instructions, Prompts, and Scoring Rubrics Section 4: Daily Implementation Notes (Due any time before Saturday, March 26th) As you write this section, keep in mind that you are trying to prove to us that you meet a number of GSTEP standards, but especially: GA-GSTEP.5.C > understand and use a variety of instructional strategies appropriately to maintain student engagement and support the learning of all students. GA-GSTEP.5.E > vary their roles in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students. GA-GSTEP.5.F > use appropriate resources, materials, and technology to enhance instruction for diverse learners. Part 1: Every day after teaching class, answer all of the following questions. Occasionally some may not apply. If so, leave them blank. 1. How did you use multiple explanations or representations today so that students had more than one chance to “get it”? 2. How did you link today’s content to students’ prior knowledge? 3. How did the students do today? Who is struggling and with what? How do you know? What are you going to do about it? 4. To what extent did the class function as a true learning community today? If students did not work together well, what are you going to do about it? 5. What roles did you play today? How did you do? What could you have done better? 6. Did anything unexpected occur? How did you handle it? Part 2: PLAN ON ACQUIRING SOME TYPE OF VIDEO RECORDING DEVICE TO DO THE FOLLOWING REQUIRED ACTIVITY (Video equipment is available from one of the Macon Mentor Leaders, the Macon Public Library, or your specific school). Video notes (see Student Teaching Handbook for additional details on videotaping) As you watch the videotape that you shot during the teaching of this unit, answer the following questions: 1. What did you learn from watching yourself on tape that you did not know previously? 2. What do you feel the tape reveals in terms of things you need to work on/improve? 3. What strengths do you see revealed in the tape? The GC&SU M.A.T. Teacher Work Sample: Overview, Instructions, Prompts, and Scoring Rubrics Section 5: Analysis of Learning Results (Due Wednesday, April 13th) GSTEP Standards: GA-GSTEP.4.C > choose, develop, and use classroom-based assessment methods appropriate for instructional decisions. GA-GSTEP.4.D > involve learners in self-assessment, helping them become aware of their strengths and needs and encouraging them to set personal goals for learning. Part A: Tables Calculate each student’s learning gain using the following formula: (% correct on post-test) – (% correct on pre-test) 100 - (% correct on pre-test) So if a student made a 90 on the post-test and a 40 on the pre-test it would look like this: 90-40 100-40 50 = 60 = .83 That is an 83% learning gain. Great! What does this mean? What you are really looking at is comparing what the student actually gained to what he or she potentially could have gained. This student got 40% right on the pre-test because she apparently already knew 40% of the material. That leaves 60% of the material left for her to learn; she has the potential to learn 60% more. Did she actually learn 60% more? No. She gained 50 percentage points out of a possible 60 percentage points. When you compare these two numbers, you find that she learned 83% of what she had the potential to learn. Not bad! Sometimes students might do worse on the post-test and have a negative number. Once you have all the gain scores, you can then average the gain scores of all the students to get a “Group Average Gain.” Calculate the learning gain for every student and the “Group Average Gain” and then put it in chart form like this: Learning Gain Table Student # pre-test 1 40 2 30 3 70 Group Average Gain = post-test gain 90 40 60 .26 .83 .14 -.33 The GC&SU M.A.T. Teacher Work Sample: Overview, Instructions, Prompts, and Scoring Rubrics Next, consider each of your ESSENTIAL QUESTIONS individually: What did you learn from your analysis about the extent to which students did or did not master your EQ’s ? What constitutes mastery? For example, if one of your EQ’s was “how are literary devices used in literature?” then “mastery” might mean that they had to explain correctly in an essay or performance assessment the answer to the EQ. ESSENTIAL QUESTION How were the five literary devices present in the story? What is in iambic pentameter or trochaic tetrameter? % of students who mastered 82% 64% Part B: Analysis of Tables Analyze the scores from your two tables by answering the following questions: 1. Overall, how do you feel about the results of the gain scores? Of the EQ mastery scores? How do you explain them? 2. Choose a few students who had especially high or low gain scores and analyze what happened there. How do you account for their scores? 3. Was the amount of time allotted for this unit sufficient to meet all your EQ’s? Part C: Analysis of CAT and SSA 1. Summarize the results of your Classroom Assessment Technique for us. Analyze these results. What did you learn from it? Did you get the type of feedback you hoped you would get? What will you change in the future based on this information? 2. Summarize the results of the Student Self-Assessment you administered. What did you learn from it? What do you think your students got out of it? How successful were students in setting goals for themselves? Suggested length: 1-2 pages plus copies of the work of the two selected students The GC&SU M.A.T. Teacher Work Sample: Overview, Instructions, Prompts, and Scoring Rubrics Section 6: Reflection on Teaching and Learning (Due Wednesday, April 13th) As you write this section, keep in mind that you are trying to prove to us that you meet a number of GSTEP standards, but especially: GA-GSTEP.6.D practice. > systematically reflect on teaching and learning to improve their own Here is your chance to reflect upon this whole process. Here are some questions to get you started: 1. What did you learn about teaching from doing this TWS? What parts of it would you do again as a practicing teacher? 2. What did you learn about yourself in this process? Did it change you as a teacher? 3. What was hard for you? What was particularly enjoyable? What did you feel well prepared for and not well prepared for? Suggested length: 1-2 pages The GC&SU M.A.T. Teacher Work Sample: Overview, Instructions, Prompts, and Scoring Rubrics Section 7: Plan for Professional Development (Due Wednesday, April 13th) As you write this section, keep in mind that you are trying to prove to us that you meet a number of GSTEP standards, but especially: GA-GSTEP.6.D practice. > systematically reflect on teaching and learning to improve their own Now that you have reflected on the process of writing this Teacher Work Sample and have completed your Student Teaching Internship, what do you plan to do this summer to better prepare you for next year? Here are some questions to get you started: 1. What areas in your content do you feel you especially need to work on? How are you going to work on those? Are you planning to attend any conferences or workshops this summer? What books and other resources are you going to turn to? 2. What areas in your teaching practice do you feel you especially need to work on? How are you going to work on those? Are you planning to attend any conferences or workshops this summer? What books and other resources are you going to turn to? 3. What kind of planning are you going to do in preparation for fall teaching? 4. What are your more future plans for professional development? What do you vow to do over the next year or two? How about five years down the road? OR If you are not planning to continue in teaching, explain what you are thinking of doing instead and how you are going to prepare for that. What helped you make the decision that teaching is not for you right now? MAT CORE COURSE EDFS 6466 CRITERIA SECTION 1: Contextual Information and Learning Environment CULTURALLY RESPONSIVE CLASSROOM GSTEP: 2.2, 2.3, 3.5 LEARNING STYLES, MULTIPLE INTELLIGENCES, EXCEPTIONALITY GSTEP: 2.2, 2.5 ENVIRONMENTAL FACTORS GSTEP: 2.4, 3.5, 3.6 SECTION 2: Instructional Design and Implementation UNIT PRETEST GSTEP: 4.1, 4.3, PRETEST ANALYSIS GSTEP: 4.2, 4.8 STANDARDSBASED INSTRUCTION GSTEP: 1.6 BACKWARDS DESIGN GSTEP: 5.2, 5.3 EXEMPLARY (10) TEACHER WORK SAMPLE SCORING GUIDE MEETS (8) EMERGING (5) NOT EVIDENT (0) Diversity issues are clearly described with appropriate discussion and linkage to theory/education research. Strong explanation of how these factors influenced the planning and teaching of the unit Issues of stages of development, multiple intelligences, learning styles, and exceptionalities are clearly described with extended discussion of how these factors influenced the planning and teaching of the unit Community and school considerations are clearly described with explicit (data provided) discussion of how these factors influenced the planning and teaching of the unit Diversity issues are clearly described with a basic discussion of how these factors influenced planning and teaching of the unit Diversity issues are described but include little or no discussion of how these factors influenced planning and teaching of the unit There is little or no evidence of understanding the importance of diversity issues to create a culturally responsive classroom. Issues of stages of development, multiple intelligences, learning styles, and exceptionalities are described with discussion of how these factors influenced the planning and teaching of the unit Community and school considerations are clearly described with appropriate discussion of how these factors influenced planning and teaching of the unit. Issues of stages of development, multiple intelligences, learning styles, and exceptionalities are described but include little or no discussion of how these factors influenced the planning and teaching of the unit Community and school considerations are described but little or no discussion is included of how that impacts the unit or student learning. No discussion of issues of stages of development, multiple intelligences, learning styles, or exceptionalities was evident in the unit. Your unit pretest represents a strong sample of learning outcomes that measure a balance of lower order to higher order thinking and content skills Explicitly describes how results of pretest will be used to modify instruction Your unit pretest is a sample of learning outcomes and skills; lower order questions and higher order thinking are represented; content skills are included Basic description of how pretest results will be used to modify instruction No pretest or pretest is not aligned with learning outcomes GPS used; identified on unit plan and in stage 1UBD for each daily lesson in unit. Essential questions clearly connected to standards. Unit is exemplary example of UBD format –backwards design GPS used; identified in stage 1 –UBD on each daily lesson plan. Essential questions are present. The unit pretest is a sample of unit learning outcomes but most questions are measuring lower order thinking (recall). No content skill included on pretest Infers that unit will be modified as a result of pretest scores but lacks details on how this will occur in unit GPS used but some standards not relevant to unit content; weak examples of essential questions Unit attempts to be based on UBDbackwards design but lacks cohesion No evidence of planning using the UBD format Unit is a functional, basic example of UBDbackwards design No discussion of school or community considerations was evident in the unit. No modification of the unit based on results of pretest is described No GPS used. MAT CORE COURSE EDFS 6466 TEACHER WORK SAMPLE SCORING GUIDE INSTRUCTIONAL STRATEGIES GSTEP: 5.3 RESOURCES and TECHNOLOGY GSTEP: 5.6 Your unit provides strong evidence of the use of variety of instructional strategies The resources and technology utilized in this unit clearly contributed to student learning. You play a variety of roles creating a strong balance between student-centered and teacher -centered instruction Thorough and well justified responses to question prompts in this section Part D Your unit provides basic evidence of the use of variety of instructional strategies The resources and technology used in the unit enhanced the lesson for most learners Your unit provides weak evidence of the use of variety of instructional strategies The resources and technology used in unit had little impact on student learning No evidence of attempt at using instructional strategies to engage learners No resources or technology used in the unit You play a variety of roles creating a nice balance between student-centered and teacher -centered instruction Adequate responses to question prompts in this section Part D You do vary your roles, but the classroom still remains relatively teacher-centered There is no clear evidence that you vary the role you play in this lesson Minimal responses to the question prompts in section Part D No evidence of reflection You masterfully used a variety of formative and summative, formal and informal assessments that allowed you to measure unit outcomes (UBDstage 1) You powerfully involved learners in self-assessment helping them become aware of their strengths and needs. Adequately used a variety of formative and summative, formal and informal assessments that allowed you to measure unit outcomes (UBDstage 1) You adequately involved learners in self-assessment helping them become aware of their strengths and needs You either didn't use a variety of assessments or the assessments you used weren't a clear match to learning outcomes No assessment plan evident You involve students in a self-assessment, but it is unlikely to provide much useful data on strengths or needs No self assessment evident Thorough and relevant responses to reflective prompts in Part 1 for each day unit is taught Basic responses to reflective prompts in part 1 for each day unit is taught Not much reflection; missing several days of responses No responses to prompts in Part 1 VARYING ROLES GSTEP: 5.5 REFLECTION ON INSTRUCTIONAL DESIGN GSTEP: 5.1, 6.4 SECTION 3 Assessment Rationale ASSESSMENT PLAN GSTEP: 4.1, 4.3, 4.8 STUDENT SELFASSESSMENT GSTEP: 4.4 SECTION 4 Daily Implementation Notes DAILY NOTES GSTEP 6.4 MAT CORE COURSE EDFS 6466 TEACHER WORK SAMPLE SCORING GUIDE VIDEO ANALYSIS Videotapes 2 or more lesson segments and provides deep and meaningful responses to Part 2 questions Videotapes 2 lesson segments and responds to questions in Part 2 Video tapes 1 lesson segment; weak responses to questions in Part 2 No video analysis evident Learning gain and essential questions/skills tables were properly constructed and clearly portrayed data Learning gain and essential questions/skills tables were properly constructed and adequately portrayed data Learning gain and essential questions/skills tables were constructed but are hard to understand and/or missing data no tables provided Powerful analysis of tabular data, in depth discussion of results and what you learned from the results of both tables; thorough responses to prompts in part B and C Adequate analysis of both tables; appropriate responses to the prompts in part B and C Meager evidence of analysis of tabular data; minimal responses to the prompts in part B and C No analysis of table evident There is strong and convincing evidence that you have reflected on your teaching and your students' learning to improve your practice. There is adequate evidence that you have reflected on your teaching and your students' learning to improve your practice. There is evidence that you have reflected on your teaching and your students' learning to improve your practice. No evidence of reflection Future professional goals are clear and relevant; responses to prompts indicate deep thinking Future professional goals are evident; responses to section prompts adequate Future goals are unclear; responses to prompts are minimal No responses to prompts in this section SECTION 5 Analysis of Learning Results Learning Gain Table and Essential Questions/Skills Tables GSTEP: 4.6 ANALYSIS OF TABLES GSTEP: 4.8, 6.4 SECTION 6 Reflection on Teaching and Learning REFLECTION ON THE WHOLE PROCESS GSTEP: 6.4 SECTION 7 Plan for Professional Development PROFESSIONAL GOALS GSTEP: 6.1, 6.2, 6.5, 6.7, 6.8
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