1. education
2. school

Revised January 2008
Candidate Assessment 10
Teacher Work Sample
SECTION 1: RATIONALE – WHAT IS A TEACHER WORK SAMPLE?
A.
Purpose of the Teacher Work Sample: The Teacher Work Sample provides the teacher
education candidates the opportunity to demonstrate their ability to plan, implement, and
evaluate a standards-based unit of instruction for a specific class of students and to facilitate
learning for all students (West, Rudden, n.d.). Candidates should be aware that when they are
teachers, they will be expected to do long-range planning, develop units of instruction,
including detailed lesson plans, and to provide data showing that their students were able to
reach the unit goals. Teaching involves a continuous process of setting goals, preassessing, revising goals based on assessments, planning, teaching, post-assessing, and
reflecting. As you student teach, you will perform each step in the process.
B.
What is a Teacher Work Sample?
The Teacher Work Sample is a culminating experience in the Millikin University School of
Education program that will requires you to synthesize what you have learned in your classes
and internships and to provide evidence of that learning. The knowledge and skills that you
developed prior to student teaching are put into practice as you actually prepare and teach a
developmentally appropriate unit of study for students in your student teaching classroom.
You will then analyze data from your pre- and post-assessments to provide concrete evidence
of student learning. Further, you will collect examples of the work your students did as they
learned the skills and concepts you planned and taught, and you will reflect on their progress
to self-evaluate the planning and teaching of the unit.
C.
Steps to Complete the TWS
The TWS requires successful completion of the following steps:
1. Identify a developmentally appropriate topic for a unit of instruction (1-2 weeks in length with
five to ten lessons), which you will teach in your student teaching classroom.
2. Analyze the context for learning and examine the implications of the context for instruction.
3. Identify 4 to 6 measurable unit learner outcomes, aligning them with standards and explaining
your rationale for selecting each learner outcome.
4. Develop a unit pre-assessment and post-assessment that can be used to measure student progress
toward ALL learner outcomes.
5. Plan a series of five to ten lessons, inclusive of pre- and post-tests, that will facilitate student
learning of the learner outcomes. Collectively the lessons that you teach must relate to the learner
outcomes. Each lesson must contain lesson objectives, materials, instructional procedures,
accommodations for special needs learners, and formative or summative assessments.
Incorporation of authentic assessments is strongly encouraged.
6. Pre-assess unit learner outcomes and modify lesson plans, based on the results of the preassessments.
7. Teach the lessons, keeping a daily log of instructional decision-making that occurred as you
taught the lesson.
8. Post-assess the unit learner outcomes.
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9. Analyze the data from the pre- and post-assessments, examining whole-group data, sub-group
data, and data on selected individual students.
10. Reflect on the TWS experience and consider the evidence that supports the success of your
teaching. Reflect also on how your TWS demonstrates your ability to fulfill MTS and organizing
themes.
D. Phase I and II, Teacher Work Sample (CA10)
Phase I and II, shown below, shows how the workload for the TWS is spread across two semesters.
Phase 1: Designing and Planning the Unit of Instruction [ED406 or ED425]
1. CONTEXT OF LEARNING
Write a description of the community, school district, school,
learning space, and students that comprise the context for
learning and teaching. Examine implications
Select a topic for the unit, identify unit learner goals, align
2. UNIT LEARNER GOALS
them with the Il Learning Standards and write a justification
for each unit learning goals.
Develop a plan for pre- and post-assessing each unit learning
3. ASSESSMENT PLAN
goal, as well as daily lesson objectives; use a variety of
assessments, including authentic assessments.
Create daily lesson plans that address the unit learner goals;
4. DESIGN FOR
prepare a chart or table that represents the unit learner goals,
INSTRUCTION
standards, lesson objectives, lesson activities,
accommodations, and assessments.
Phase 2: Teaching the Unit of Instruction and Reflecting on the Process
(Education 488 and ED476, 477, or 478)
Pre-assess unit learner goals, modify lessons and unit based on
5. INSTRUCTIONAL
pre-assessment; teach the lessons to your students; maintain a
DECISION MAKING
log of instructional decisions including modifications for
individual students or the whole class; post-assess; reteach
when needed.
Select representative samples of student work as related to
6. SELECTION OF STUDENT
analyze, discuss, and use in your presentation.
WORK
Analyze all assessment data (pre-, post-, and formative) and
7. ANALYSIS OF STUDENT
report in y9our paper and peer presentation the extent to which
LEARNING
students reached learner goals and standards. Analyze
individual students and subgroups’ progress. Determine which
unit learner outcomes were met .
Reflect on the effectiveness of planning and teaching in
8. REFLECTION AND SELFrelation to the standards and learner goals. Make suggestions
EVALUATION
for improving your teaching. Plan for continued professional
growth.
Reflect on how the assignment assisted you to demonstrate the
9. REFLECTION ON
organizing themes; reflect, in addition, on relevant standards,
ORGANIZING THEMES AND
providing specific examples of how your unit illustrates the
STANDARDS
standards.
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It is important that the planning of your TWS be completed in consultation with your cooperating
teacher. Your choice of the topic for your unit, as well as the learning activities, must be made with
your cooperating teacher's approval. You will prepare Steps 1 through 5 above as part of ED425
or ED406. Steps 6 through 10, the actual teaching of the unit, analysis of data, and reflection on
your student learning will be completed while you are student teaching. The TWS is the
culminating project of ED488, Education Seminar.
In Appendix A, there is a chart that shows the collaborative process for ED425/406 and for ED488.
Each member of the senior level TWS/Student Teaching Team has a role play in CA10, TWS.
SECTION 2: CONTEXT OF LEARNING
All instructional planning should begin with a solid understanding of the context in which the unit is
being taught. You should write the context before selecting learner outcomes and selecting daily lessons.
It will be helpful, though, to talk with your teacher about the curriculum for your grade level so that you
have some idea of what is being taught during the semester that you will be student teaching.
The Context section is essentially a research paper in which you use available sources to describe
the community, school district, school, classroom, and students in your class. You will then use your
research to consider its implications for you instructional planning,. It is important that you
summarize the research in your own words and that you use in-text citations and include a list of
references of all sources used. Follow the same guidelines you would use for any other research
paper. Your style of writing should be objective, scientific, and business-like. Your context
provides a foundation and a justification for your future planning of your unit.
A. What is included in the context?
“Context” refers to aspects of the setting in which you are teaching that will directly affect your decisionmaking about teaching. The context involves social, economic, intellectual, and physical aspects of the
setting. You will first describe the characteristics of the city or town, the school district, the school, the
students, and the curriculum. Then you will identify specific implications of these contextual
characteristics for your unit and how you will teach it.
1. Describe the characteristics of your community, school district, school, classroom, and students.
As you can see from the chart on the following page, your TWS should provide evidence that
you have a comprehensive understanding of:
a. The city/town/community
b. the school district
c. the school,
d. the classroom, students, and relationships within the classroom
e. the student characteristics and the curriculum
Of particular interest is the data on the school and district’s progress toward meeting the
requirements for No Child Left Behind. Is the school and district making Adequate Yearly
Progress? What is their present status? Are they on the watch list or on academic warning? The
decisions you and your cooperating teacher will make about your TWS will be directly related
to the school and district’s performance on the tests related to NCLB. You should be able to
speak and write about the trends in recent years in relation to students’ performance on
Standardized tests.
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2. Describe at least 3 to 5 IMPLICATIONS of the characteristics that are described above?
After you have written a comprehensive summary of the community, school district, school,
classroom, and students, you will then write a few paragraphs that identify 3 to 5 implications
of the context as they relate to the task of planning, teaching, and assessing a unit of
instruction. The term, “implications,” refers to the conclusions that you can draw about
how/what you might teach to address the students’ needs in the particular context.
For example, the teaching of basic skills of reading and mathematics take on a high level of
importance if the class happens to be a third grade class in a school that has not made AYP. If,
on the other hand, you are student teaching in a school with a history of making AYP, you may
find that an implication is that you will need to provide instruction that goes beyond the basics to
a higher level of student knowledge.
Considering the whole context, you may ask, “What instructional needs will there be for people
in this classroom, school, and community?” The implication section asks you to draw your own
conclusions about what you and your teacher will need to do. For example, if your class did not
make annual yearly progress in math, then you may conclude that there will be a need for extra
work on math, and you may want to consider doing your TWS in mathematics.
In short, when you identify the implications of the context, you are demonstrating your ability to
consider the big picture, as well as the details, and plan instruction that is addresses both
perspectives.
B. What are the Sources of Information for the Context?
Remember that when you are writing a research paper, you will want to use sources that are reliable, and
to consider the nature of the information when you draw implications. For example, if you use a website
from the Chamber of Commerce, the information you get may be opinions, along with factual data.
Please do not use Wikipedia! Also, please be sure to cite the source that you are using for your data, and
DO NOT CITE WORD FOR WORD without using quotations and suitable attributions of the source.
Reserve direct quotations to make significant points. In most cases, it is better to use your own words.
Remember though that even paraphrasing in your own words still requires citations in text and listings
in the references.
1. .On-line data about community
City and/or community data
Census data or cities.com
Chamber of commerce data
Data about the community that may be found on the Interactive School Report Card
Websites for the city
2. School District and School Data online
Interactive School District Report Card www.isbe.net
Interactive School Report Card www.isbe.net
District Improvement Plan and School Improvement Plan
District or School publications such as faculty handbook, parent handbooks
3. Classroom, students and teaching style from personal observation and informal
discussion.
Classroom and student information
Observations that you make while you are observing or assisting in the classroom
Informal discussion with your cooperating teacher and other school staff
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4. Student characteristics and curriculum
Cooperating teacher interview
Student records (with permission)
Observations that you make while you are observing or assisting in the classroom.
Examination of textbooks and existing curriculum materials
By strategically planning your interview with your cooperating teacher, you can gain important
understandings about your teacher’s expectations, approaches to discipline, and the characteristics
of your students. However, it is important not to use your teacher as the only source of data
about the school. As a matter of fact, you should interview your teacher after you have done the
research on the school. Your cooperating teacher will be able to help you clarify your
understanding in some cases, and can supplement your information about the School
Improvement Plan. If there are things you do not understand in the data, be prepared with
specific questions.
C. Format of Context
Your context should be written in a narrative format. Lists and selected charts may help to present
information about the students’ performance on standardized tests, etc., but they must be introduced and
carefully labeled, explained, and presented with an in-text citation.
After you have written the description of the context and discussed the implications, be sure to include a
bibliography of your sources of information. Use APA format and include your bibliography or
references at the end of your report. Also, cite the sources in the text of the material.
Be sure to use the rubric that is provided to self-evaluate the context section of your TWS. Your
paper will be evaluated against the standards that the rubric establishes.
D. Chart on Content of Context On the following page is a list of suggested content for the
context session, listed by category. Select enough details to give a clear picture of your
geographic location, school, school district, classroom, and students.
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Relevant Community
Characteristics
• Population
• Physical Description
• Socioeconomic status
• Ethnic makeup
• Primary industry or
source of income
• Non-public schools in the
community
• Attributes and challenges in
the community that affects
student learning or school
district decision-making
(bond referenda, financial
concerns)
Table 1: SUGGESTED CONTENT FOR CONTEXT
School District
(See www.isbe.net)
• Population of students
• Ratio of teachers to students
• Socioeconomic class
• Cultural diversity among
teachers and student
populations
• Special Needs population
• Number of schools in the
district
• Status in relation to Annual
Yearly Progress/No Child
Left Behind
• District AYP information for
Math and Reading
• Reform Models in Place
District-Wide
• Trend Data (are scores in
reading and math going up
or down?)
• Mentoring Plan for Teachers
• Community Support for
Schools
The School
(See www.isbe.net)
• Population of students
• Socioeconomic class/Free
and reduced lunches
• Special Needs population
• Status in relation to Annual
Yearly Progress and No
Child Left behind
• Reform Models in Place
(describe; research online)
• Special Recognition/awards
• Trend Data for the school
• -strategies in place to
improve AYP
• -retention rate (how many
students drop out?
• -attributes of the school
effecting student learning
• Teacher Background
(education level, average
years of experience)
• Sub-groups---demographics
• Building—age, physical
characteristics
• ISAT Scores
• Plan of action
• Parent and Family
Involvement in classrooms
Classroom & Students
(your own observations)
• Student behavior in and out
of the classroom (halls,
gym, lunchroom, before and
after school, etc.)
• Individual students whose
behavior problems or
learning problems are
readily observable
• Description of the physical
environment, seating
arrangements, enrichment
materials
• Reform Models and/or
special programs being used
in the classroom
• Morning meetings or
assemblies
• School-Wide Discipline
Plans/in-class discipline
plans in place
• Style of discipline responses
observed in adults in the
classroom
• Styles of interactions
between teacher and
students
• Observed morale level of
teachers, staff, students
(based on your
observations)
Student Needs &
Characteristics (interview)
• Student enrollment makeup
(number of boys/girls;
ethnicity; socioeconomic
status; ability level)
• Students for whom obvious
accommodations will need
to be made (IEP’s, ADD
children, bilingual students,
behavior problems)
• Grade Level AYP
Information, reading/math
performance
• Students/teachers from
different cultural
backgrounds
• Percentage of students
receiving free and/or
reduced lunches
• Other professionals and
volunteers in the classroom
• Collaborative relationships
with other teachers/staff
• Cooperating teacher’s
descriptions of his/her
approach to discipline
• Cooperating teacher’s
perceptions of specific
needs of this particular class
• Relevant textbooks &
Curriculum
THE FINAL SECTION OF CONTEXT IS IMPLICATIONS. WRITE 3 TO 5 IMPLICATIONS OF THE DATA FOR DESIGNING AND
TEACHING THE UNIT. HOW DOES THE SETTING IN WHICH YOU WILL TEACH YOUR UNIT AFFECT YOUR
INSTRUCTIONAL DECISION-MAKING?
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SECTION 3: SELECTING A TOPIC, WRITING UNIT
LEARNING GOALS AND ALIGNING THEM WITH THE
ILLINOIS LEARNING STANDARDS
In this section you will choose a topic for your unit, select four to six Unit Learning Goals related to the
topic, align the unit learning goals with the Illinois Learning Standards, and write a justification for each
goal. Collectively, the unit learning goals should address the major knowledge, skills and/or attitudes
that are needed for students at the age level that you are teaching to develop an understanding of the topic
that you have chosen.
A. Choosing a topic for your unit
Once you have a good understanding of the context, you must collaborate with your cooperating
teacher to select a topic for your unit. It is important that the two of you are comfortable with the
topic that you choose. There are several factors that you and your cooperating teacher must
consider.
1. Your topic must be appropriate for the grade level and the abilities of the students in your
class. Your topic should fit within the established curriculum for your class.
2. Your topic should be able to be taught with four to six unit learning goals.
3. Your TWS should not be planned to cover more than two weeks and/or five to ten lessons,
inclusive of the pre- and post- test. To be clear, you should plan for at least 5 lessons, but
not more than 10 lessons. However, if you have just five lessons, it should be 5 lessons plus
your pre- and post-testing sessions.
4. Your topic must be one that can logically be taught during the fourth, fifth, or sixth week of
student teaching. It should NOT be one that must be taught during the first three weeks of
student teaching.
5. Your topic and content area should allow some room for you to actually plan and design
instructional activities. Avoid content areas in which the texts that are used are heavily
scripted and leave no room for you to design creative learning activities.
6. Your topic should be motivational and interesting for your students, your cooperating teacher,
and you.
7. You should have examined the instructional resources, including the textbooks, and be
confident that the materials are available for you to develop effective lessons.
8. Your topic does not have to be multidisciplinary, but it should provide opportunities to
advance literacy and/or mathematics as part of the unit.
9. You should be able to give a strong rationale for including this topic at the level that you plan
to teach it within the context that you have described.
B. Writing the rationale for the unit
Having selected the topic, you will write a one- or two-paragraph rationale for your unit that
answers the following questions:
Why is this topic important to teach these students in this context? How is it developmentally
appropriate?
How is it related to the scope and sequence of the year-long curriculum for the content areas that
are represented?
How does the unit reflect the Illinois Learning Standards for that grade level?
What content areas are involved?
In what way does the unit provide opportunities to advance literacy and/or mathematics?]
How is this topic motivationally appealing?
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C. Selecting Unit Learning Goals
The selection of your Unit Learner Goals is very important! These Unit Learner Goals provide the focus
for your entire unit. Each unit learner goal will be pre-assessed and post-assessed, and your analysis of
data will examine the extent to which your students met each unit learner outcome. These unit learner
goals also provide the link to the state goals, standards, and benchmarks or performance descriptors. You
are strongly encouraged to select the outcomes with your cooperating teacher'
s input. Also, you may find
your teacher'
s manuals and your textbook helpful in selecting the outcomes for your unit.
The CA10 rubric includes the following characteristics of commendable unit learning goals. The
goals should be:
1. Stated clearly in terms of measurable learner behaviors
a. Names the behavior or action that the learner will be able to do.
b. Identifies the product that relates to the action
2. Significant, challenging, and varied enough to appeal to different students;
3. Developmentally and contextually appropriate for your students;
4. Representing several kinds of unit learner goals (cognitive, affective, or psychomotor)
5. Representing different levels of unit learner goals (See class handout; Bloom’s
taxonomy is one way of identifying levels of goals: Knowledge, Comprehension,
Application, Analysis, Evaluation, Synthesis (these characterize higher level
reasoning); or look at Gardner’s different types of intelligence)
6. Aligned with one or more Illinois Learning Standards.
7. Selected with an awareness of related prior learning experiences
8. Justifiable; you must be able to write a justification that addresses the
a. kind and level of the goal,
b. its relationship to state, national or local standards, and
c. how it fits the scope and sequence of the curriculum and
d. how the context of the school and community relates to the goal.
D. Aligning Unit Learning Goals with Illinois Learning Standards and writing a justification
It is important and necessary to show that each unit learning goal aligns with the Illinois Learning
Standards. Effective teachers must show that the goals they seek to teach will advance students’ ability to
meet the Illinois Learning Standards.
After each unit learner goal, you should list one or more Illinois Learning Standards. Your unit
learner goals are likely to be from a variety of content areas (mathematics, science, language arts,
etc. You will need to familiarize yourself with the different content areas and their respective
goals. You should begin with the most relevant IL Learning Goals, then go to the IL State
Standards, and then to the IL State Benchmark and/or the IL State Performance Descriptor.
As you know from having completed CA7, you can find the state learning goals by going to
http://www.isbe.net/ils/Default.htm. When you teach, each subject that you teach should be addressing
the Illinois Learning Standards at the grade level as identified by the state. For each of your learner goals,
you will include all of the levels listed above.
A template for Unit Learner Goals is included below, as well as an example of an aligned unit learner
goal.
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Template for Unit Learner Goals, Standards Alignment, and Justification
A
Rationale for Choice of Topic (Refer to Section B above; write a one- to two-paragraph
rationale that addresses the questions provided.)
B.
Learning Goals
1. Unit Learning Goal #1
1. IL Learning Goal
1. IL Learning Standard
1. IL Performance Descriptor or IL Benchmark
1. Justification for ULG #1
3. Unit Learning Goal #2
1. IL Learning Goal
1. IL Learning Standard
1. IL Performance Descriptor or IL Benchmark
1. Justification for ULG #2
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3. Unit Learning Goal #3
2. IL Learning Goal
1. IL Learning Standard
1. IL Performance Descriptor or IL Benchmark
1. Justification for ULG #3
4. Unit Learning goal #4
3. IL Learning Goal
1. IL Learning Standard
1. IL Performance Descriptor or IL Benchmark
1. Justification for ULG #4
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Example for Unit Learner Goals, Standards Alignment, and Justification
(Hypothetical Unit)
Unit Topic: Life on Old MacDonald’s Farm
Grade Level: Grade 1
A.
Rationale: The unit, “Life on Old MacDonald’s Farm,” will incorporate content from
science and social science, while enabling students to develop literacy skills through
reading and/or listening to several different stories about farm life. Art and music will be
used to increase student interest as well. Since 85% of the students at Oak Valley
Elementary School are residents of the inner city, many students know little about farm
animals or farm machinery, even though much of the industry within Soybean City is
agriculturally related. A culminating experience will be a field trip to a working farm. In
their music class, a favorite song has been “Old MacDonald Had a Farm,” students have
some knowledge of animals that live on a farm, but their teacher indicates that so far this
year, there has been no direct instruction about farm life that would provide factual data.
The unit will provide ample opportunity for hands-on learning about animals and farm
products, as well as the way farm families work together on chores. The unit learner
goals are aligned with the Illinois Learning Standards in science, math, and social
science.
B.
Learning Goals
1. Unit Learning Goal #1. The first-grade learner will name at least six different
animals that live on farms, tell what each animal eats, and what their
habitat on the farm is like.
Illinois Learning Goal 12: Understand the fundamental concepts, principles and
interconnection of the life, physical and earth/space sciences.
Learning Standard 12B. - Students who meet the standard know and
apply concepts that describe how living things interact with each other and
with their environment.
Performance Descriptor 12.B.1. Apply scientific inquiries or
technological designs to explore the relationships of living things
to their environment, identifying the common characteristics of
habitats, matching the needs of organisms in local and global
habitats.
Justification for Unit Learner Goal 1: Unit learner goal 1 involves assisting children to
name animals that live on a farm and provide information about their habitat and their
diet. This introductory goal addresses basic farm knowledge that may be familiar to inner
city children, but adds some specific knowledge. A knowledge-level cognitive goal, the
goal will provide a foundation for exploring other aspects of life on farm. The students
will be learning to associate animals with their farm habitat, and they will also be
introduced to the fact that animals require being fed and cared for. The goal is aligned
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with IL Learning Standard 12.B.. First graders are expected to relate living things to their
habitat and explain the needs of different animals.
2. Unit Learning Goal #2. The first grade learner will describe different grains
grown on the farm and explain why they are important for human beings
and animals.
Illinois Learning Goal 12: Understand the fundamental concepts, principles and
interconnection of the life, physical and earth/space sciences.
Learning Standard 12B. - Students who meet the standard know and
apply concepts that describe how living things interact with each other and
with their environment.
IL Performance Standard 12B.11a. Students will apply the process of
scientific inquiry to explore how living things are dependent on one
another for survival accordingly:
Justification for Unit Learner Goal 2: These urban children may associate farm
animals with life on the farm, but they may not have an understanding of farms as
places that produce food for humans and animals. Assisting students to
understand how living things become sources of food as sources of food for one
another involves cognitive skills at the comprehension and application level. This
goal broadens children’s understanding of farms and helps provide a more
complete awareness of the work that farmers do.
3. Unit Learning Goal #3. Through an in-class activity in which different groups of children
make food from grains grown on farms, student will be able to explain how grain
becomes edible food for people.
IL Learning Goal
Il Learning Standards
IL Performance Descriptor or Early Learning Benchmark
Justification:
4.
Unit Learning Goal #4. Having read a collection of stories about farm animals, the first
grade learner will write their own “stories” about a farm animal of their choice.
IL Learning Goal
Il Learning Standards
IL Performance Descriptor or Early Learning Benchmark
Justification:
5. Unit Learning goal #5. After the field trip to the farm, the first grade learners will
collaborate to create a mural on newsprint that represents life on the farm as they
experienced it.
(To test your understanding, try to align goals #3, 4, and 5 with the learning standards and write the
appropriate justifications.)
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SECTION 4: ASSESSMENT PLAN
Your assessment plan will address how you plan to assess each of your learner goals. Your daily lesson
plans will also include assessments, and they will be included ultimately in your plan. Since the TWS
will involve analyzing pre- and post- data, you will want to be certain that your plan for pre- and postassessment yields measurable outcomes for each individual student. For example, a "KWL" chart might
be used on occasion to pre-assess whole class knowledge of a topic, but for purposes of your TWS, it
would not yield individual student data and should not be used. Instead, your assessments must be of
individuals and must yield data that can be used comparatively from pre- to post- assessment.
Your rubric indicates that your assessment plan should:
•
•
•
•
•
•
include assessments for each unit learner goal that are congruent with the learning goals in
content and in cognitive complexity;
clearly written at a level appropriate for students and are explicitly linked to the learning goals;
include multiple assessment modes and assess student performance throughout the instructional
sequence, and include adaptations for special needs students;
are valid for assessing the learning goals, are clearly written, and provide clear directions for the
students;
use authentic assessments when possible; use rubrics to provide pre- and post- comparisons when
needed, and includes keys for scoring;
include clearly spelled out criteria for how the students'grades will be determined for the unit;
consider how much different aspects of the unit will count toward the final unit grade. For
example, what are the proportionate values of homework, daily quizzes, projects, class
participation, and the post-test. Student's scores on the pre-assessment measure should never
count in students' grades!
A. Three Sections of Your Assessment Plan
Your assessment plan MUST have at least three sections:
1. Your Plan for Assessment You need to describe the way you will assess each learner
outcome. Describe the planning that went in to developing whatever assessments that you
plan to use. Describe the decision-making that led to your choice of these major assessments.
Describe the nature of some of the formative assessments that you will use in daily lessons.
Tell how they relate to the learner outcomes. Describe how you will accommodate students
with special needs. Also, if you have a culminating project or product that students may do
in cooperative groups, or even an individual project that cannot be initially pre-assessed,
include a description of the project and a rubric for evaluation and discuss the learner
outcomes that the project will illustrate. These projects are often authentic assessments, but
for the TWS, they cannot completely replace the more summative assessment.
2.
Your actual pre-test and post-test (The two instruments can/should be very similar to one
another or they can be the same test). The pre- and post- test must be adapted to the
developmental level of your students.
The pre- and post- assessment should address EACH of your unit learning goals.
Include scoring keys or rubrics for each assessment. If you ask open-ended
questions, you need to know what criteria you will use to score them.
include a second copy of the pre- and post- assessment that shows which unit
learning goal is being addressed by each question or assessment method.
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Not every goal will be addressed by a test question; sometimes it may be
identifying a specific portion of a picture, identifying portions of an object,
drawing a picture that includes specific information, etc. Just be sure that the
assessments that you use can clearly show pre- and post- performance that can be
measured, whether by a pre-established rubric or a simple right/wrong answer.
Sometimes your text may have a form of assessment that clearly addresses your
learning goals. It may be used verbatim, but you must do two things: First, you
must cite the source of the assessment, and second, you must show in some way
how the assessment addresses the specific unit learner goals that you are
teaching.
3.
A chart that illustrates your overall plan for assessment A chart of your assessment
plan will be helpful in examining the extent to which you are using formative and
summative assessments to assess your students’ learning of each learner outcome. Your
chart can list each of your learner goals and indicate the nature of the pre- and postassessment. It can also identify authentic assessments. Ultimately, you will have an
assessment for each of your daily lesson objectives, and those may be included in your
chart when they relate specifically to one of your unit learner outcomes.
Table 2: An Example of a Chart /Map of An Assessment Plan
The table below shows how the summative and formative assessments might be distributed for
each standard in a hypothetical unit. If you use a chart of this type, you would want to write out
the learner outcomes in column #1 so that you could more fully communicate how the various
outcomes are assessed. The purpose of a chart is to give you a visual representation of how you
accomplished your task. It will need to represent your particular unit and goals.
Learner
Outcome
Pre-Test
Post-Test
Learner
outcome
#1
Learner
outcome
#2
Learner
Outcome
#3
Questions 1, 5, 7, 8
Summative
Questions 1, 5, 7,
8
Summative
Questions 2, 3
Summative
Questions 2, 3
Summative
Questions 4, 6, 9
Summative
Questions 4, 6, 9
Summative
Authentic
Assessment
Project
Portfolio of
Daily Writing
Cooperative
Group Response
to Case Study
(Formative;
Authentic)
Daily Lesson
Plan
Assessment
Lesson Plan 1, 2,
3
Lesson plans #1,
2, 3, 4, 5)
Lesson Plan 4
14
B. Different Kinds of Assessments
Formative assessments – formative assessments occur throughout the unit; they often check the
progress along the way; they are designed to be “developmental,” more than they are designed to
be final or summative of total progress in the unit. They are more qualitative and less concerned
with quantitative results. Examples of formative assessments include:
a brief quiz at the end of a daily lesson to check progress toward the lesson objectives;
a quick observation of each student’s paper to identify where additional help is needed;
a KWL chart may be formative, but CANNOT be used as a pre- and post- assessment because
KWL’s test whole-class, rather than individual progress
a brief writing assignment that can reveal individual student understanding of a particular
lesson objective
a product of a small group activity—a skit, an art project, a problem solution that
demonstrates progress toward goal
Summative assessments—assessments that are designed to be measurable, quantitative, and
indicative of individual progress toward unit learning outcomes; they provide cumulative results
that can provide numerical evidence of individual, as well as whole group progress toward unit
learning goals.
A multiple/choice or true-false quiz
A quiz that asks for short answers, definitions, content-specific essay questions, or student
analysis or synthesis writing; these kinds of questions can be made quantifiable by the use of
rubrics
An individual performance task that is evaluated by a rubric for each student.
Performance of a task—a presentation, a demonstration, a drawing, performing a
mathematical task such as dissecting an angle – you can make such things measurable by
establishing a range of criteria that represents a level of performance.
Authentic assessments –this term is used to represent having a student actually perform a task
rather than doing a paper/pencil response to questions. Authentic assessments may be used as
formative or summative assessments either one. Authentic assessments would include such
things as:
having students play a soccer game rather than defining a soccer term or explaining scoring,
having a student teacher teach a lesson, rather than telling what makes a good lesson.
Table 3: Another Example of a Map of Assessments
Unit Learner Goals
Authentic Assessment
Formative Assessment
#1Describe the habitat of
different animals
Preparation of “Habitat in
Shoebox” for one zoo
animal. (Lessons 2 and 3)
Paragraph in which student
reflects on the experience of
designing the Habitat in a
Shoebox and discusses
his/her understanding of
habitat (Lesson 2
Summative
Assessment
Pre-/ PostAssessment,
Questions 1, 2,
and 3.
15
#2Relate the characteristics
of animals to the kind of
habitat that they require.
#3 Describe the kinds of
care that are necessary for
specific animals in a zoo to
be safe and secure.
Zoo Field Trip – Students
examine food supply and
assist in preparation of
food portions for animals;
students assist in cleaning
living space;
Homework)
Coop. Learning activity in
which each group designs a
habitat for a fictitious
animal with hypothetical
characteristics
Matching worksheet before
field trip. Matching food
and caretaking tasks with
appropriate animals
Pre-/Post
Assessment,
Questions 4 and
5
Pre-/PostAssessment
Essay Questions
1–
C. Assessments or Evaluation or Grading? What is the difference?
It is important to understand the difference between assessment and evaluation and assigning grades. It is
equally important that you discuss your assessment plan and your plan for assigning student grades with
your cooperating teacher before you teach the unit, but also as the unit progresses. Your C.T. has a
clearer grasp of school policies, parental expectations, student attitudes, and other factors. Assigning
grades often raises unexpected and sensitive issues.
Assessment is a process that teachers use to understand their students'level of performance on
learner outcomes BEFORE and AFTER instruction. Assessment is used by teachers to gather
information that will help them plan lessons at an appropriate level and adapt their teaching to the
needs of the whole class, subgroups within the class, and individual students. Different kinds of
assessments serve different purposes, but in general, teachers must know where their students are
beginning and what their students need to know in order to reach the unit learning goals.
•
Evaluation of students'performance is a process that uses SOME of the assessment data, but may
also use other data to determine how well the student has performed in a given set of lessons or in
a unit. For example, students may be evaluated on class participation, attendance, daily
homework preparation, daily quizzes, and authentic assessments such as cooperative group
projects, research projects, or major tests.
In order to determine a grade, a teacher must consider the relative importance of each of the possible
measures of performance, establish criteria for the performance, and determine the level of the students'
work against a predetermined standard. Some teachers still grade "on the curve," which compares
students'performance against that of other members of the class.
With the distinction between assessment, evaluation, and grading in mind, we want to remind you of the
following:
A pre-test should never be counted in a student'
s grade! The pre-test is designed to find what
students know before the unit lessons begin. It needs to be presented as "I want to find out how
much you know about Topic X." You should encourage your students to do their best, but you
should NOT try to help them by giving hints, "spoon feeding" them the answers, or in any way
enhancing their scores. Assure the students that there will be some questions that they don'
t know
and that the pre-test will not hurt their grades. It just helps them know what they need to learn in
the unit.
16
•
Your post-assessment MUST NOT be the sole determiner of a student's grade! The
student should have multiple opportunities to demonstrate progress toward the unit learner
goals. Daily work, major projects, class participation, authentic assessments, daily quizzes--all of
these can provide input into students'final grades. However, it is important that you determine in
advance the relative weights of each demonstration of learning and determine how the different
measures combine to represent a total grade. Again, seek input from your cooperating teacher.
Millikin faculty are available to help as well, but your CT can provide context-specific insights.
Some additional guidelines for your assessment plan are attached. Also attached is an example of a chart
that you might use to represent your overall assessment plan.
SECTION 5: DESIGN FOR INSTRUCTION
By writing the context, identifying learning goals, and planning your assessments, you are now ready to
design the actual instruction. The design of instruction includes 1) developing a broad sense of the
sequence of lessons and the scope of the material that is encompassed by the learning goals and 2)
developing each daily lesson plan, including the key components of instructional design and taking into
consideration the context of the classroom and the school and the particular students whom you will be
teaching.
Your rubric provides criteria for the design for instruction, indicating that:
•
•
•
•
•
all lessons must be explicitly linked to learner goals, and all goals must be covered in at least one
lesson
lessons must show thorough and accurate understanding of content and the content in each lesson
needs to be coherently linked to other lessons
lessons need to be clearly structured according to the ED488 templates that are provided lessons
should have a variety of different learning activities and should address different learning
modalities
some lessons should use technology to facilitate learning
contextual factors should be considered in designing instruction.
A. Content for each lesson plan
The criteria in the CA10 rubric in LiveText lists the following content for your lesson plans:
At the top of each lesson plan, you should list the unit learner goal/s that is related to the lesson. Each
unit learner goal will already have been aligned with Illinois Learning Standards.
•
•
•
•
•
•
•
•
•
•
Unit Learner Goal
Millikin Teaching Standards for Candidate
Illinois Learning Goals for K-12 learners
IL Learning Standards and Performance Descriptors
Objective/s for Lesson
Stages
Assessment of Lesson Objectives
Lesson Planning –list activities a step at a time(Timeline and procedures for teaching)
Modifications/Accommodations for students with special needs
Reflection
17
B. The Process of Lesson Planning
Your planning up until now has probably resulted in your having a good idea of what you would like to
include in your daily lessons. Your assessment plan will provide a good sense of what has to be taught in
order to prepare students to reach the goals and perform on the post-assessment as you expect them to do.
For ED406/425, you will be designing instruction without having pre-assessed your students. Be
realistic, though! When you actually do the pre-assessment, you may very possibly need to go back
and re-design your instruction based on the students' performance on the pre-test. That is
precisely the nature of pre-assessment. It is to assist you in planning your instruction and
modifying it to meet your students' needs.
For the Design section of your TWS, though, you will design it as though the students show on the pretest that they have not yet reached the learner goals that you selected. One way to show the scope and
sequence of your plan for instruction is to complete a chart that maps the lessons in order and shows how
they relate to the learner goals, what the daily lesson objectives are and how they will be assessed. A
chart such as one on page 8 is suggested to show the scope and sequence of your unit.
You will see from the chart that you may have a lesson that relates to more than one unit learning
goal, and you are likely to have lessons that have more than one lesson objective. You should plan
some form of assessment for each day's lesson. Formative assessments are quite common in the
daily lessons, but you also can include authentic assessments that may be part of your "big"
projects or culminating assessments as well. Bear in mind that each lesson in some way prepares
the students for some part of the post-assessment. Although the example above has blank spaces,
your chart will have spaces for each unit learner goal and each lesson and each assessment.
Your next step, which may be being done concurrently with the chart, is to develop individual
lesson plans for each day, using the template for ED488 lesson plans. Be sure to use the ABCD
format for daily lesson objectives. Also remember that a well-written lesson plan should be
thorough enough that another teacher should be able to teach the lesson from the plan.
Every plan should include modifications/accommodations for specific students in your class.
These may be special needs or gifted students whose behavior requires some form of adaptation.
You should include in each day'
s plan some method of adapting your teaching to more fully
address the needs of individual students. It is not a good idea to say "For students with reading
problems, I'
ll provide a different level of book." Focus on the students in your class now and be
prepared to describe a student briefly and suggest modifications for the lesson.
18
Table 2: Sample Chart for Instructional Design
Unit Learning Goals
ULG 1Students will
describe correct
habitats for different
animals
ULG2 Students will
construct a habitat
that includes climate,
vegetation, and
shelter.
Il Lng
Standards
Il 12.B.1
IL 12.B.1b
Lesson
#
1
2
Lesson Objectives
Brief Description of Day’s Activities
1. Students will define and give
examples of the word habitat.
Discussion of the meaning of the word
habitat;
2. Students will describe
habitats for 3 different
commonly known animals
Show the film "The World of Animals"
1. Using a shoebox,,
construction paper, markers, and
other available art materials,
students will create a habitat for
a designated animal, creating a
visual representation of
vegetation, climate, and shelter.
Group work in which students complete
a description of one common animal'
s
habitat, and present their description to
the class.
Explanation of information sources;
Using a worksheet, students will gather
data from information sources to
determine the habitat to be represented.
Formative
Assessment
Evaluation of the
group presentation.
Homework
assignment in which
students are asked to
define "habitat" and
give examples of
three different animal
habitats.
Shoebox habitat will
be an authentic
assessment that will
be worked on
throughout the unit; it
is a culminating
project.
Summative
Assessment
Pre-Post Test,
Questions 1- 4
Pre-/postassessment, Essay
Question #2 and
Questions 6 - 10.
Students will begin work on their
shoebox habitat.
ULG3
ULG3
ULG4
IL 12.C.2b
IL12C.2b
IL13. D.2b
3
4
1.
1.
2.
Lesson plan formats may vary from subject to subject and grade level to grade level, but you should select a lesson plan from the selection of plans
on Live Text. You should follow the lesson plan stages very carefully. A thoroughly planned lesson plan is easier to modify based on preassessment data than one that has been prepared with little thought.
19
SECTION 6: INSTRUCTIONAL DECISION MAKING
A. Pre-Assessing, Teaching the Lessons, and Post-Assessing the Unit
During the Instructional Decision Making step, you will be actively engaged in pre-assessing for unit
learning goals, teaching the lessons, and assessing the unit. You will find as you deliver the instruction
that you are making many decisions based on the responses of the students to your instruction. In the
instructional decision making section of your TWS, you will be providing a log of each day'
s lessons in
which you describe the instructional decisions that you made as you delivered the instruction.
It would be very unusual for a teacher to teach exactly according to his/her initial plans. When you
conduct your pre-assessment, you may find evidence that your students may already know the material
that you had planned to teach, or that the group as a whole needs some preliminary instruction before they
can address the unit learner goals that you have identified. You can learn much about teaching from
examining the decisions that you make as you teach your unit. You will be examining the performance of
the class as a whole on their pre-assessment and on daily assessments, as you move toward the final postassessment. You will be keeping a thorough record of all of the students'performance on each
assessment.
B. Observing three focus students and three different sets of subgroups
In addition, you will select and observe three students specifically as you teach and reflect on their needs
and their progress and noting the modifications of strategies that you make as you teach each of the three
students. We suggest that you select three different students to illustrate evidence of student learning with
diverse students. They an be students with various academic achievement levels, students with IEPs or
other special needs, or you can utilize other criteria to show diversity within the classroom.
Further, you will also be describing the responses of three different subgroups within your class and the
efforts that you made to adapt your instruction to meet the needs of the subgroups. Teachers are
responsible for monitoring the progress of all students in their classes, but also for making
accommodations for students whose responses suggest a need for additional assistance. The selection of
subgroups will be largely dependent upon the context that you described earlier. You will need to select
subgroups that are relevant to your school district. The School Report Card typically lists numerous
subgroups that may be of interest.
For example, a number of school report cards may indicate that the school population as a whole met
AYP, but a subgroup within the population did not meet AYP. In that case, you would certainly want to
compare that subgroup with the remaining population. Examples of subgroups that are often studied
include: boys/girls; ethnic groups within the class; different socioeconomic levels, students who
performed high on the pre-assessment as compared with those who were middle or low on the pre-test.
Again, seek suggestions from your cooperating teacher in determining which subgroups would help
you understand the needs of your class. The number of subgroups is three. That means three sets
of subgroups. You would not count boys as one subgroup and girls as the other. You would
consider one subgroup comparison to be contrasting boys with girls.
20
Your rubric indicates that commendable performance in instructional decision making will show that you
include:
•
•
•
•
C.
a comprehensive identification and description of three subgroups and a rationale for selecting
the subgroups;
a good descriptions of three students who represent different levels of performance/needs that
might require some adaptations of your instruction
evidence that you examined your pre-test data and made modifications of your lesson plans, as
needed; pre-test data should have driven your instruction;
evidence of your collaboration with your cooperating teacher and/or university supervisor as you
taught your TWS unit.
Keeping a reflective log of instructional experiences and decision-making
As you organize this section, it is likely that you will write about the following topics:
1.
2.
3.
4.
5.
Introducing your three "focus" students. Why did you select each student? What particular
instructional needs does the student have? What initial concerns prompted your interest in the
student? Include instructional issues as well as disciplinary issues.
Describing the subgroups whose performance you will be observing. The question that you
are addressing here is whether your instruction was effective for ALL groups of students, or
whether you reached some students differently than others. Describe the subgroups that you will
be observing. Typically, student teachers have elected to examine subgroups such as
males/females; students with/without free-reduced lunch; high, medium, low performance on preassessment; groups based on ethnic or language differences.
Describing pre-assessment performance. You will examine the pre-assessment performance of
all students, of each sub-group, and of each of your focus students. You will also want to decide
if/how your plans for each unit learner goal needs to be changed, judging from students'
performance on the test. For example, did you have a number of students who had already met
certain learner outcomes, and if so, do you need to add some enrichment activities for those
students? Or did a significant number of students demonstrate a lack of readiness for the lessons
that you were planning to teach, and is some preliminary instruction needed? In short, you need
to describe both how the students performed and how you changed your instructional plans based
on how the students performed on the test.
A daily log of each lesson in the TWS. In your log, you will describe how students responded,
changes that you made as you taught or in your plans for the following day. Each day you will
describe concerns or issues related to your subgroups or your focus students, but also to the group
as a whole.
A description of feedback or suggestions from your cooperating teacher and your university
supervisor. Your cooperating teacher and university should have been involved as you
planned your TWS unit, and you will want to talk about your lessons in the TWS with your
cooperating teacher, and your log should show how you included CT and US suggestions in
your plan. For example, you might say "At first I was disappointed at the performance of my
students on the pre-assessment. Many of them knew less than I thought they would, especially
about Learner Goal 2. When I talked with my CT, she helped me understand that two of my
lessons addressed Goal 2 very strongly and that since Goal 2 was advanced, I could expect
students to demonstrate more learning on the post-assessment and in the culminating authentic
assessment."
21
NOTE#1: The log that you keep is very important. As you examine your original plans and how you
actually taught the lessons in your TWS, your log will provide a way for you to reflect daily upon the
correspondence (or lack thereof) between what you wrote originally and how these ideas were altered in
the delivery of instruction. Be particularly mindful of modification of instructional techniques with both
groups and specific students. These field-notes will serve as the centerpiece for both your student
teaching reflection and your reflection on the Teacher Work Sample. You may either type them
directly into this space or cut and paste them.
NOTE#2: In addition to keeping your log, while you are in the process of delivering instruction, it is
important that you gather examples of students' work that can be used to illustrate your students'
progress toward meeting the learner goals that you identified for this unit. Collecting work and
maintaining anecdotal records of your students' work is particularly important for your three focus
students. (See "Selection and Characteristics of Student Work" for suggestions.)
Note #3: In addition to having examples of the work of your three chosen students, you will also be
wise to keep examples of formative assessments that illustrate differing qualities of student work
related to your learner goals. For example, if you have a culminating project, such as a persuasive
essay that relates to three different learner goals, you will find it helpful to collect samples of three
different levels of work: Find an example that illustrate exemplary performance, one that meets the three
goals at a moderately successful level, and one that represents significant shortcomings. These may be
very helpful when you are doing your analysis of data.
SECTION 7: ANALYSIS OF STUDENT LEARNING
Your Analysis of Student Learning will present data and examples of student work that will provide
evidence that your students learned because of your instructional choices. If you have gathered data
systematically as you taught and if you selected examples of student work, both formative and summative
assessments, your task in preparing this section will be to organize the data and analyze it in ways that
enable you to compare pre- and post-assessment data for the whole group, for your focus students, and for
your subgroups.
Your rubric for CA10 identifies the following qualities that are necessary for a commendable rating. It
says that you need to:
•
•
•
•
•
•
Analyze pre/post assessment losses/gains and summative and authentic assessments for the whole
class
Analyze pre/post assessment losses/gains and summative and authentic assessments by
disaggregated subgroups/identified students;
Effectively utilize graphs and charts to present the data;
In response to each graph and data presentation, write a an objective summary of the conclusions
that can be drawn about whole class, subgroups, and chosen students learning
Include an analysis of each daily journal entry that comments on class/subgroup/students learning
Reflect on the conclusions that you can draw based on the data.
To fulfill the qualities listed in the rubric, you will find that the data that you gathered and the log that you
kept in the Instructional Decision Making section will be most helpful. In this section, you will be
presenting the data in a number of charts or spread sheets.
22
A. The key questions that to ask and answer with your data
1. Describe the students' performance on the pre-assessment measures. How did I revise my
lesson plans after I examined my pre-test results? If your pre-assessment data showed areas of
strength and/or areas of weakness, then your plans must be changed to accommodate those
differences. If you found a wide range of students'performance, with some making almost
perfect scores on their pre-assessment, then you know that you need to go back to the '
stage" part
of your Illinois Learning Goals and select topics for those students that are at a higher stage.
Similarly, if you have several students whose scores on the pre-assessment were significantly
behind the other students and fell short of some of the goals, then you need to show in your plan
how you might give additional assistance early.
2. Examining the pre- and post- assessment data, to what extent did the class as a whole
demonstrate gains in their learning? You will most likely compare the mean score for the pretest with the mean score for the post-test. You will also benefit from examining the range of
students' scores-(lowest score to highest score on pre- test and then on post-test.) Looking at the
scores as a whole, and at the means, you can determine how the students' cumulative
performance on the pre- and post- test changed. You will also find it helpful to examine mean
gains/losses for the class.
3. Examining the pre- and post-assessment data for subgroups, to what extent did the subgroups demonstrate gains in their learning? Again, you can present the data in relation to preand post- test scores and analyze gains and losses for each group. For example, you might list the
pre- and post-test scores by item for each sub-group, and calculate mean scores for gains and
losses. You can look for the degree of gain for each group.
4. What does the data indicate about the extent to which whole groups, individuals, and
subgroups met each individual learner goal? If you aligned your pre- and post-assessments
with the learner goals, then you should be able to analyze student gains/losses on each of your
unit learner goals. This is significant since you will be then illustrating the students'progress
toward state goals, standards, and performance indicators, as well as toward your unit learner
goals. Also, your analysis of individual scores by unit learner goals may provide insight into the
success/failure of the instructional accommodations that you made for each of your three focus
students.
B. Guidelines for analysis of data
1. It is not sufficient to insert a chart with a title into your analysis of data. Each chart needs to
be presented with explanations and conclusions about what the chart shows. Comments in this
section of your TWS need to be data-supported and objectively presented. Avoid claiming that
the students made progress toward Unit Learner Goal 1 unless there are sufficient gains to
support your claim.
2. It is very important that your data is complete for all of your students. If you do not have preand post- data for an individual student, then you need to eliminate the data for that student from
consideration, and you need to report that the student was eliminated because of a missing posttest. Or, you may need to try to do a make-up post test if the student missed the post-test due to
absences. However, you would still need to describe how you handled this irregularity. (i.e.,
one student missed the test due to absence, but took it as soon as he returned to school, which
was on the day of the first actual lesson)
23
3. A file of sample TWS'
s will be available to you. Before you write your data analysis section,
it is a good idea to read several different examples so that you can get an idea of how data can be
graphically presented and summarized.
4. Remember that it is not a bad thing if you have to report that not all students fulfilled all of
your unit learner goals. In fact, if there was one learner goal that very few students achieved,
you have an important piece of knowledge, and your TWS should show that you reflected on that
data and that you are able to explain some possible reasons for their failure to understand it.
Such data should be referred to in your Reflection section, and you should be able to offer
suggestions as to how you might modify or enhance your instruction in the future.
C. Selection and Characteristics of Students’ Work Sample
The primary purpose of selecting students'work is for you to have work that can support the conclusions
that you draw from your analysis of data. You may use the student work that you select to show in your
instructional design section the student work that prompted you to modify your instruction to
accommodate the student. A collection of student work may also be used in your analysis of data section
to illustrate how student understanding changed from the beginning of semester to the end of the
semester.
Your CA10 rubric indicates that your selection of student work should provide evidence of:
•
•
•
•
•
the range of abilities
evidence of diverse modes within the classroom;
a complete range of knowledge and student growth
the use of authentic assessments
work that presents challenges to students
It is important that you gather examples of students'work that can be used to illustrate your
students'progress toward meeting the learner goals that you identified for this unit. Collecting
work and maintaining anecdotal records of your students'work is particularly important for your
three focus students.
o
o
o
You should be sure to make copies of the work of each of your three focus students.
Keep their pre- and post- tests and all other assessment materials. Keep examples of their
daily work, especially any project or effort that illustrates their special needs. As you
write your journals, make specific notations on the copied work that shows, perhaps on
post-it notes what issues the work illustrated. Also keep examples of their authentic
assessments, which may indicate more learning for the student with diverse needs than
summative assessments.
Keep records specifically on your three focus students'attendance, sickness, or other
concerns that might affect the progress of each of your three students.
Make intelligent predictions in your journal as to how the learning of the taught material
is being received by the chosen students. Do the students have your respect? Are they
willing to work for you because you are genuinely showing a caring attitude to each
student? Are you utilizing various teaching strategies to encourage the success of each
student?
24
In addition to having examples of the work of your three chosen students, you will also be wise to
keep examples of formative assessments that illustrate differing qualities of student work related
to your learner goals. For example, if you have a culminating project, such as a persuasive essay
that relates to three different learner goals, you will find it helpful to collect samples of three
different levels of work: Find an example that illustrate exemplary performance, one that meets
the three goals at a moderately successful level, and one that represents significant shortcomings.
These may be very helpful when you are doing your analysis of data because they will provide
evidence of qualitative change as well as quantitative changes in learning.
As you collect examples of work to include in your TWS, it'
s a good idea to use "sticky notes" to
include anecdotal explanations of what you intend to illustrate with the particular piece of student
work. Date it, and mark the unit learning goal, or the particular assessment that it represents. All
of the advance planning will make preparing the analysis of data easier.
SECTION 8: REFLECTION AND SELF-EVALUATION
The Reflection and Self-Evaluation Section provides an opportunity for you to reflect on the data that you
just presented in the Data Analysis section. What you are writing about in this narrative section is how
you personally can explain the relationship between your instructional decision making and student
learning. After examining the data and reflecting on your experiences, we suggest that you include:
1.
2.
3.
4.
Identification of your strengths and weakness as a teacher (support with evidence)
Anecdotal evidence from your teacher, university supervisor relating to your teaching
POSSIBLY, anecdotal evidence from your students (kids do say the most amazing things)
A professional development plan that focuses upon enhancing your perceived strengths and areas
in need of improvement; identify some goals that you have for your teaching after you considered
your successes and concerns with this unit. Reflect on how you might address at least one of the
areas of weakness
Note that the rubric for CA10 lists the following qualities for the Self Evaluation section:
Comprehensive discussion of reasons for success and lack of success,
How teacher performance impacted student learning,
Appropriateness of Learning Goals,
•
•
•
Pacing for challenging and reinforcing student learning,
How the TWS has impacted your professional behavior and enhanced your development
Professional plan for improvement
Be sure to use specific examples from your instructional decision making suggestion and your data
collection.
25
SECTION 9: REFLECTION ON CONCEPTUAL FRAMEWORK,
ORGANIZING THEMES AND MILLIKIN TEACHING
STANDARDS
Since this is a culminating project, your reflection on how you have fulfilled each of the four organizing
themes and Millikin Teaching Standards and indicators as you completed your TWS. Be sure that you
select specific aspects of your TWS and relate it to the themes and standards. Provide examples from
your experience in writing the TWS and delivering the instructional unit that assisted you to feel
confident that you have made progress toward developing the progress that will help you become a
professional educator. Help your readers understand more about your journey toward excellence in
teaching and learning.
Think about the following four organizing themes that are the cornerstone of the Millikin University
Teacher Education Program.
1. The professional educator engages in active learning.
2. The professional educator creates communities of learning.
3. The professional educator facilitates learning for others.
4. The professional educator collaborates with others.
Your reflection should answer these questions:
A. How has completing the TWS assisted me to 1) become more actively engaged in
learning? 2) to effectively create communities of learners? 3)to facilitate student
learning? and 4) to collaborate with others to promote student development and
learning? Use examples from your TWS to illustrate this growth. You should
address all four themes.
B. How has doing the TWS assisted me to reach Millikin Teaching Standards? The
relevant standards are attached in the last part of this document. You should select
some standards and indicators and discuss parts of the TWS that have illustrated
the standards and indicators. Appendix B lists the related standards.
C. What relationships do you see between the organizing themes and the
Millikin Teaching Standards? Describe the nature of the interaction between
the two.
D. Considering these themes and the standards selected, how has this
assessment impacted your growth and development as a teacher?
SECTION 10: FORMAT AND CONVENTIONS OF WRITTEN
COMMUNICATION, AND SELF-EVALUATION
Your TWS should be presented in good form, with a minimum of errors in punctuation, syntax, spelling,
and diction. In addition, it should be free from lapses into informal English and slang. It is important for
you to realize that you are writing in a paper that is more scientific and less emotion-driven than reflective
journals and papers that you have written for earlier coursework. Attached to this document is a
collection of "frequently made errors." If you know that you frequently have problems with grammar,
please use this attachment and seek assistance from an editor in the writing center to be certain that you
are presenting your paper in a professional manner.
26
Bear in mind that this project is one that you will quite possibly want to use in your search for a teaching
position. With that in mind, you should feel doubly motivated to proofread with care and with assistance
from another writer.
Professionalism is communicated by error-free writing. If we receive a TWS that has many errors and is
not presented in a professional manner, we will require that it be rewritten and resubmitted before your
CA10 can be evaluated.
Appendix D gives a list of guidelines for written communication. These errors have been frequently
made by earlier writers of TWS.
Appendix E includes a checklist for self-evaluation. We encourage you to review your TWS to see if you
have included each of the items on the checklist. Next, we encourage you to evaluate each section of
your paper against Appendix F and G, which are Rubric for Phase I and the cumulative rubric for the
entire project that is used on Live Text.
27
APPENDICES
Appendix A: Roles of Members of the TWS and Student Teaching Team
Appendix B: Related Millikin Teaching Standards and Indicators
Appendix C: Frequently Asked Questions about TWS
Appendix D: Guidelines for Written Communication
Appendix E: Checklist for Self-Evaluation
Appendix F: Rubric for Phase I of the TWS (more specific)
Appendix G: Cumulative Rubric for TWS for Live Text
28
Appendix A: ROLES OF MEMBERS OF THE TWS AND STUDENT TEACHING TEAM
When?
Prestudent
teaching
Semester
Millikin Faculty
o
Student Teacher (S.T.)
o
Cooperating Teacher (C.T.)
o '
o
o
#
!
o
(
$&
*
)
( (
o
!
' +,
o
o
o
o
-
o
o
$
o
o
o
o
o
o
o
%&
-
.
/
0
o
When?
Student
Teaching
Semester
1
2
!
"
o
ED488 Faculty (488 F)
o +
!
3
o
Student Teacher (S.T.)
(
3
,
o
o
4
o
Cooperating Teacher (C.T.)
o
!
o
o
(
(
o
o
o
University Supervisor
o '
o
(
o
o
o
-
o
-
)
*
o
5
o
+
(
o
/
(
o
.
/
(
o
o
(
o
o
o
5
1
(
(
(
o
o
o
6
(
o
29
Appendix B: Related Millikin Teaching Standards
Standards
MTS.10A
K: Understands that reflection is an integral part of professional growth and improvement of
instruction.
MTS.10B
K: Understands methods of inquiry that provide for a variety of self-assessment and problemsolving strategies for reflecting on practice.
MTS.10E
P: Uses classroom observation, information about students, pedagogical knowledge, and
research as sources for active reflection, evaluation, and revision of practice.
MTS.1B
K: Understands the processes of inquiry central to the discipline.
MTS.1H
P: Engages students in generating and testing knowledge according to the process of inquiry
and standards of evidence of the discipline.
MTS.1K
P: Uses a variety of explanations and multiple representations of concepts that capture key
ideas to help students develop conceptual understanding.
MTS.1L
P: Facilitates learning experiences that make connections to other content areas and to life
and career experiences.
MTS.2B
K: Understands that students'physical, social, emotional, ethical, and cognitive development
influences learning.
MTS.2C
K: Understands human development, learning theory, neural science, and the ranges of
individual variation within each domain.
MTS.2D
K: Understands that differences in approaches to learning and performance interact with
development.
MTS.2E
K: Understands how to include student development factors when making instructional
decisions.
MTS.2F
K: Knows the impact of cognitive, emotional, physical, and sensory disabilities on learning
and communication processes.
MTS.2G
P: Analyzes individual and group performance in order to design instruction that meets
learners'current needs in the cognitive, social, emotional, ethical, and physical domains at the
appropriate level of development.
MTS.2H
P: Stimulates student reflection on prior knowledge and links new ideas to already familiar
ideas and experiences.
MTS.2I
P: Introduces concepts and principles at different levels of complexity so that they are
meaningful to students at varying levels of development and to students with diverse learning
needs.
MTS.3C
K: Understands how students'learning is influenced by individual experiences, talents, and
prior learning, as well as language, culture, family, and community values.
MTS.3D
K: Understands and identifies differences in approaches to learning and performance,
including different learning styles, multiple intelligences, and performance modes.
30
MTS.3E
K: Understands cultural and community diversity through a well-grounded framework and
understands how to learn about and incorporate students'experiences, cultures, and
community resources into instruction.
MTS.3G
P: Facilitates a learning community in which individual differences are respected.
MTS.3K
P: Uses a wide range of instructional strategies and technologies to meet and enhance diverse
student needs.
MTS.3L
P: Identifies and designs instruction appropriate to students'stages of development, learning
styles, strengths and needs.
MTS.3M
P: Identifies when and how to develop and implement strategies and interventions within the
classroom and how to access appropriate services or resources to assist students with
exceptional learning needs.
MTS.4
STANDARD 4 - PLANNING FOR INSTRUCTION > The teacher-learner understands
instructional planning and designs instruction, based on research, that integrates content,
pedagogy, and the needs of students. The competent teacher:
MTS.4A
K: Understands the Illinois Academic Standards, curriculum development, content, learning
theory, and student development and knows how to incorporate this knowledge in planning
instruction.
MTS.4B
K: Understands how to develop short- and long-range plans consistent with curriculum goals,
learner diversity, and learning theory.
MTS.4C
K: Understands how to take the contextual considerations of instructional materials,
individual student interests, and career needs into account in planning instruction that creates
an effective bridge between student experiences and career and educational goals.
MTS.4D
K: Understands when and how to adjust plans based on student responses and other
contingencies.
MTS.4E
K: Understands how to integrate technology into classroom instruction.
MTS.4F
K: Understands how to review and evaluate educational technologies to determine
instructional value.
MTS.4G
K: Understands how to use various technological tools to access and manage information.
MTS.4H
K: Understands the uses of technology to address student needs.
MTS.4I
P: Establishes expectations for student learning.
MTS.4J
P: Applies principles of scope and sequence when planning curriculum and instruction.
MTS.4K
P: Creates short-range & long-term plans to achieve the expectations for student learning.
MTS.4L
P: Creates & selects learning materials & learning experiences appropriate for the discipline
and curriculum goals, relevant to the students, and based on students'prior knowledge &
principles of effective instruction.
MTS.4M
P: Creates multiple learning activities that allow for variation in student learning styles and
performance modes.
MTS.4N
P: Incorporates experiences into instructional practices that relate to the students'current life
experiences & to future career & work experiences.
31
MTS.4O
P: Creates approaches to learning that are interdisciplinary and that integrate multiple content
areas.
MTS.4P
P: Develops plans based on student responses and provides for different pathways based on
student needs.
MTS.4Q
P: Uses teaching resources and materials which have been evaluated for accuracy and
usefulness.
MTS.4R
P: Accesses and uses a wide range of information and instructional technologies to enhance
student learning.
MTS.4S
P: Uses IEP goals and objectives to plan instruction for students with disabilities.
MTS.5B
K: Understands how individuals influence groups and how groups function in society.
MTS.5D
K: Understands factors that influence motivation and engagement and how to help students
become self-motivated.
MTS.5K
P: Uses strategies to create a smoothly functioning learning community in which students
assume responsibility for themselves and one another, participate in decision making, work
collaboratively and independently, use appropriate technology, and engage in purposeful
learning activities.
TS.5L
P: Analyzes the classroom environment and makes decisions to enhance social relationships,
student motivation and engagement in productive work through mutual respect, cooperation,
and support for one another.
MTS.5R
P: Uses effective methods for teaching social skill development in all students.
MTS.6A
K: Understands the cognitive processes associated with various kinds of learning and how
these processes can be stimulated.
MTS.6D
K: Understands the disciplinary and interdisciplinary approaches to learning and how they
relate to life and career experiences.
MTS.6E
K: Knows techniques for modifying instructional methods, materials, and the environment to
facilitate learning for students with disabilities and/or diverse learning characteristics.
MTS.6F
P: Evaluates how to achieve learning goals, choosing alternative teaching strategies and
materials to achieve different instructional purposes and to meet student needs.
MTS.6H
P: Monitors and adjusts strategies in response to learner feedback.
MTS.6L
P: Develops curriculum that demonstrates an interconnection between subject areas that will
reflect life and career experiences.
MTS.6M
P: Uses strategies and techniques for facilitating meaningful inclusion of individuals with
disabilities.
MTS.6O
P: Adapts the general curriculum and uses instructional strategies and materials according to
characteristics of the learner.
MTS.6P
P: Implements and evaluates individual learning objectives.
MTS.7E
P: Models accurate, effective communication when conveying ideas and information and
when asking questions and responding to students.
32
MTS.7I
P: Uses a variety of communication modes to effectively communicate with a diverse student
population.
MTS.8B
K: Understands the purposes, characteristics and limitations of different kinds of assessments.
MTS.8C
K: Understands measurement theory and assessment-related issues, such as validity,
reliability, bias, and scoring.
MTS.8E
K: Understands how to select, construct, and use assessment strategies and instruments for
diagnosis & evaluation of learning & instruction.
MTS.8I
P: Uses assessment results to diagnose student learning needs, align and modify instruction,
and design teaching strategies.
MTS.8J
P: Appropriately uses a variety of formal and informal assessments to evaluate the
understanding, progress, and performance of the individual student and the class as a whole.
MTS.8L
P: Maintains useful and accurate records of student work and performance and communicates
student progress knowledgeably and responsibly to students, parents and colleagues.
MTS.8M
P: Uses appropriate technologies to monitor and assess student progress.
MTS.8N
P: Collaborates with families and other professionals involved in the assessment of
individuals with disabilities.
MTS.8O
P: Uses various types of assessment procedures appropriately, including the adaptation of
procedures for individual students in specific contexts.
MTS.8P
P: Uses technology appropriately in conducting assessments and interpreting results.
MTS.8Q
P: Uses assessment strategies and devices which are nondiscriminatory and take into
consideration the impact of disabilities, methods of communication, cultural background, and
primary language on measuring knowledge and performance of students.
MTS.9B
K: Understands the benefits, barriers and techniques involved in parent/family relationships.
MTS.9H
P: Initiates collaboration with others and creates situations where collaboration with others
will enhance student learning.
MTS.9I
P: Works with colleagues to develop an effective learning climate within the school.
MTS.9J
P: Participates in collaborative decision making and problem solving with other professionals
to achieve student success.
1/2008
33
Appendix C: FREQUENTLY ASKED QUESTIONS ABOUT THE TWS
1. What is the TWS, and what is its purpose?
The Teacher Work Sample (TWS) is the culminating project that all graduates of Millikin
University’s School of Education (SOE) complete during their student teaching semester. The TWS
requires that student teachers collaborate with Millikin faculty, university supervisors, and their
cooperating teachers to plan, teach, and assess a unit of instruction that is grade-level appropriate,
aligned with Illinois Learning Standards (ILS), and pre- and post-assessed so that student teachers can
determine the extent to which their students have met the learning goals. The TWS is planned during
the semester immediately preceding student teaching as part of ED406/425 and taught during the
student teaching semester. A reflective paper and presentation of the TWS is completed during
ED488, Education Senior Seminar.
Millikin University’s SOE is committed to preparing teachers who systematically assess student
learning and reflect on how they can improve their teaching based on students’ assessment data. One
of the purposes of the TWS is to assist students to understand data-driven instructional decisionmaking.
2. What are ED406/425 and ED488, and how do they impact the student teaching experience?
ED406 is Multidisciplinary Instructional Design and Assessment for early childhood education
and elementary education majors; ED425 is Multidisciplinary Instructional Design and Assessment
for secondary education majors. These classes assist candidates in teacher education to plan and
prepare to teach the TWS unit in cooperation with their cooperating teachers and Millikin faculty
(Phase I, TWS). The courses also require a 20-hour internship with their cooperating teacher in which
students plan and teach lessons and receive feedback. Finally, candidates examine student teaching
scenarios that explore professional attitudes, skills, and behaviors that are required and expected of
student teachers.
ED488, Education Senior Seminar is a course that meets one night each week during the student
teaching semester to complete Phase II of the TWS. Its purpose is to support student teachers as they
teach their TWS unit and analyze the data and reflect on the implications of their findings.
Additionally, the course assists student teachers with the transition from student teaching to teaching,
providing information on the job search process, preparation of credentials, legal and ethical issues,
and teaching certificates. Time is provided for students to discuss concerns about student teaching.
Again, there is strong emphasis on professionalism and dispositional aspects of teaching.
3. Who does what? What is the role of the ED406/425 faculty, the cooperating teacher, the
university supervisor, and the student teacher?
(See Appendix A: It shows the tasks that each individual completes during the two semester
process.)
34
4. When should the student teacher start formulating specific plans for the TWS?
The student teacher will have completed the context, learner outcomes, assessment, and
instructional design by the end of the pre-student teaching semester. In addition, student teachers will
have tentatively identified the week(s), during student teaching, in which the unit will be taught. Of
course, as the time for teaching the TWS draws closer, student teachers will review the plans with
their cooperating teachers, finalize their pre-assessment procedures, and adapt the lesson plans to the
needs of the students in their classes.
5. What is my (the supervisor’s) (the cooperating teacher’s) role in supporting the student
teacher as he/she develops and teaches the TWS?
Both the cooperating teacher and the university supervisor will serve as resources to the student
teachers as they develop and teach their TWS. Ultimately, student teachers will make the final
decisions, but they are expected to discuss and seek help from their C.T. and their U. S. (See chart of
roles).
6. Do cooperating teachers stay in the room when the TWS is being taught? Do university
supervisors observe student teachers teaching TWS lessons?
Cooperating teachers should plan to observe their student teachers and provide feedback on the
lesson and suggestions for the lessons that remain. University supervisors should plan to schedule at
least one of their observations during the time that the TWS is being taught.
7. How long is the TWS? What is the recommended length of a unit plan?
The unit plan is expected to include one to two weeks of lessons, as well as possible times at the
beginning and the end of the unit for a pre- and post- assessment. The length of the TWS in its final
written form, which includes more than the daily lesson plans, will vary with the age of the students,
the complexity of the lessons, and one’s individual style. Instead of considering the length of the
paper, it is suggested that students use the rubrics for each section to self-assess whether the
criteria described in the unit are being met. A typical Phase I TWS is likely to be from 12 to 18
pages long, including a one-to-two page lesson plan for each lesson. A typical TWS, Phase I and II
together, is often from 20 to 30 pages long. See attached chart.
8. Can the TWS be built around the existing curriculum for the grade being taught, or can
it/should it be an additional unit that is planned and taught?
The TWS should be built around the existing curriculum for the grade being taught.
Occasionally, student teachers have an area of interest or expertise that the cooperating teacher and
the student teacher feel would be especially appropriate, even though it is not necessarily part of the
prescribed curriculum. The C.T. can provide insight into whether the topic is developmentally
appropriate and time constraints will allow the unit to be taught.
9. Is there a curricular area that is more conducive to planning a TWS?
Students have successfully completed units in most content areas; however, we strongly
encourage students to select subjects or content areas that are not from textbooks that require
“scripted lessons.” By “scripted lessons,” we mean lessons in which there is very little room for
teacher’s input into the objectives, assessments, or learner activities.
35
In early childhood and elementary education levels, topics from social sciences or sciences often
provide opportunities to incorporate language arts and mathematics into the lessons. At the secondary
level, it is important to remember to incorporate literacy and/or mathematics skills into lessons from
other content areas.
10. How many Unit Learner Goals - ILS/goals/standards/performance descriptors should be
addressed in the TWS?
We suggest that student teachers select a unit for which 5 to 7 unit learner goals are appropriate.
Each unit learner goal will then be aligned to the ILS (Goals/Standards/Performance Descriptors).
The number of IL Learning Standards is determined primarily by the complexity of each Unit Learner
Goal.
11. Why is a justification for each unit learner goal necessary?
In keeping with the Renaissance approach to TWS, student teachers are asked to provide a
rationale for teaching the entire unit. Then, as they select their learner goals, they are asked to explain
(justify) how each unit learner goal forms a piece of the whole. E.g., how does this goal advance
understanding of the topic? Does it require a higher or lower level of reasoning? Is it a cognitive,
affective, or psychomotor goal? How does it relate to the state and local learning standards? To what
extent does it address the contextual issues that have been identified? Writing the justification
should facilitate the reflective thinking that is a necessary part of effective teaching.
12. What is the difference between a Unit Learning Goal and the Illinois Learning Standard
Goal?
Once a topic has been identified for the unit, student teachers will identify five to seven broad
unit learner goals that collectively represent the important knowledge, skills, and attitudes that
students should demonstrate at the end of the unit. The unit learner goals should represent different
kinds and levels of understanding appropriate to the students in the class. Millikin is following the
TWS process identified by the Renaissance Learning Group. We believe that it is important that
student teachers have a sufficient understanding of the topic being taught to identify appropriate unit
learner goals, with the help of textbook manuals and other resources/
Each Unit Learner Goal must then be aligned with state standards (IL Learning Standards). The
state learning standards are broken into standards, goals, benchmarks, and performance indicators.
There are different stages of goals based on the age/ability level of the students. The IL Learning
Standard Goals are a sub-category of the IL Learning Standards, but are NOT the same as the
broader, student-designed learning goals.
13. How important is the use of technology in the TWS?
Since the TWS is a culminating assessment for our student teachers, we strongly encourage that
they demonstrate their skills to use technology as one way of facilitating their student learning.
Technology does NOT have to be a major part of the unit, but should be present in some way in some
of the lessons in the unit. The use of technology will assist S.T.’s in fulfilling the ILS.
36
14. Why are pretests administered to the students prior to teaching the TWS? Aren’t you
scaring the students with the fact that they are not knowledgeable about the upcoming unit
of study?
Pre-assessment of prior learning is an integral part of teaching. The TWS is designed to assist
student teachers to gather data that assists them to understand the extent to which the unit of
instruction actually resulted in measurable student learning. Without a valid pre-assessment, the postassessment will not provide meaningful data.
Part of the student teachers’ responsibility is to introduce and explain the pre-assessment as an
effort to find out what the students know so that they (the student teachers) can help them learn what
they don’t know. Students should be assured that they will be helped to learn what they don’t know.
Cooperating teachers and university supervisors should also help student teachers understand that
they must administer the pre-assessment and the post-assessment in an objective manner, attempting
to measure what the students know on both assessments. Student teachers intuitively want to help
their students do their best and often are tempted to provide hints or additional support.
15. How can the Cooperating Teacher assist students in the planning for Lesson Plan
Accommodations?
There is often a steep learning curve for student teachers who are learning to accommodate
students with special needs. They will need the assistance of the C.T. Cooperating teachers can best
help student teachers by pointing out students who can benefit from specific kinds of
accommodations and then demonstrating for the student teachers how the accommodations can be
used. Our students have typically been asked to include accommodations in their lesson plans, but
until they see the actual use of accommodations, it is hard to plan.
16. How much of the history of the special needs students, gifted students, and students with
behavioral issues should I share with the student teacher?
An important part of student teaching is the continuing development of professional responsibility.
The sharing of information about students’ background should be limited to information that is
needed to develop appropriate instruction. It is imperative that student teachers should be taught about
the importance of confidentiality. During student teaching, student teachers should become
acquainted with IEPs and how to use them. However, accommodations should not be limited to
special education students; they also should be considered for any student who appears to need
additional assistance in order to learn.
17. How can the Cooperating Teacher assist with student teacher reflection to better facilitate
lesson revisions, during the TWS?
An ongoing habit of open communication between the C.T. and the S. T. about daily planning is
the key to facilitating reflection during the TWS. When the S.T. teaches lessons in the pre-student
teaching internship, the C.T. should find time to discuss the lesson and to encourage the S.T. to selfevaluate, and to provide constructive feedback. When doing the TWS, using the assessments in the
daily lessons, as well as the pre-assessment data may encourage the S.T. to reflect more deeply on
student learning. Often, S.T.’s tend to assess the lesson based on whether the students seemed to be
having fun. Encouraging S.T.’s to examine student work and to examine the data and their
implications will assist them to become more reflective.
37
18. What types of assessments should be used for gathering data?
We encourage our S.T.’s to use a variety of ways to assess student learning. When your S.T.
bring their TWS plans to you, they should have a chart that shows both daily lesson assessments and
long range assessments. We encourage them to use a pre- and post- test that measures each learner
goal. We also encourage them to include some forms of authentic assessments as well. If they use
authentic assessments, they need to provide rubrics or at least listings of criteria so that they have
considered in advance how they will measure their students’ performance.
19. What is the best time to teach the TWS---near the front of the student teaching experience
or after the students have gotten to know the student teacher?
We encourage S.T.’s to select a unit topic that will be appropriate to teach toward the middle of
their student teaching. They should teach their TWS after they have taught other lessons and have
begun to feel comfortable with the students and the daily routines. One reason for waiting until the
middle of the semester to teach the TWS is that they will be enrolled in ED488 Education Senior
Seminar, which will teach them specifically about the final sections of the TWS. They need to learn
about the last parts of the TWS BEFORE they pre-assess, teach the unit, and post-assess. If the TWS
is taught near the end of student teaching, the S.T. might have difficulty preparing the final paper and
the presentation to his/her peers in the time that is left.
You are correct that the student teacher should write the material for the TWS and other lessons.
If your student teacher lacks confidence, don’t hesitate to provide an example or two, or point him/her
toward some possible selection of materials. But ultimately, the student teacher needs to write his/her
own unit learning outcomes and seek his/her own materials.
20. Sometimes my student teacher seems to want me to write the objectives or secure the lesson
materials. I want to help, but I assume that this is important for the student teacher to
learn to do. How should I handle this?
You are correct that the student teacher should write the material for the TWS and other lessons.
If your student teacher lacks confidence, don’t hesitate to provide an example or two, or point him/her
toward some possible selection of materials. But ultimately, the student teacher needs to write his/her
own unit learning outcomes and seek his/her own materials.
21. If I have a concern or question about the TWS, whom should I contact?
During the pre-student teaching semester, the person to contact is the ED406/ED425 faculty.
During the student teaching semester, the university supervisor may be most readily available, but the
ED488 Education Senior Seminar faculty member will be happy to provide assistance. A simple
phone call to the SOE Office (424-6244) will reach our SOE secretary, who can help direct the call to
the appropriate faculty member.
38
Appendix D: COMMONLY OCCURRING ERRORS IN WRITTEN
COMMUNICATION
As professionals, teachers are expected to write using standard English. Before handing in papers, please examine
them for the errors. Following are some examples of commonly made errors. When you have finished writing your
paper, you should review your paper in search of these errors..
1.
Fragments, comma splices, and run-on sentences are serious errors. Each sentence that you write must
contain a complete thought.
Common errors:
a.
Fragments (phrases that do not contain a complete thought):
Incorrect: As a teacher, knowing that it is important to provide a safe environment. (Fragment)
Correct: As a teacher, I must take steps to provide a safe environment for my students. (Sentence)
b.
Comma splices (running two ideas together as one sentence)
Incorrect: One of my non-negotiable is providing a caring environment, the second one is that I
have positive expectations for all students. (comma splice)
A comma is not “strong” enough to separate two complete thoughts. Use a semi-colon
(…environment; the second…) or a comma and a conjunction (…environment, and the second….)
instead of a comma.
Correct: One of my non-negotiables is providing a caring environment. The second one
is that I have positive expectations for all students.
c.
Run-on sentence (running two thoughts together with no punctuation)
Incorrect: I have not made changes in my philosophy as a result of writing this paper I still
believe about the same things as I always have I now have a better idea of the different theories.
(three sentences run together as one)
(paper. I….have. I now have…)
Correct: I have not made changes in my philosophy as a result of writing this paper. I still
believe about the same things that I always have. I now have a better idea of the different theories.
39
2.
This is one of the most frequently made errors – (Errors in subject-pronoun agreement)
Incorrect: If a teacher works one-on-one with an individual student, they will reap many
rewards. (error in noun/pronoun agreement)
Singular nouns must have singular pronouns (a student he/she; him/her) (If a teacher works oneon-one with a student, he/she will reap rewards.)
Plural nouns must have plural pronouns (students
(All students should be in their seats!)
they/their/them
Everyone (singular) his/her; he/she;
Everyone should be in his/her seats when the bell rings.
Correct: If a teacher works one-on-one with an individual student, he/she will reap many rewards.
Correct: If teachers work one-on-one with their students, they will reap many rewards.
PLEASE AVOID MIXING SINGULAR AND PLURAL; BE SURE TO CORRECT FOR SUBJECT/VERB
AGREEMENT AS WELL.
3.
Plurals and Possessives
a.
Plurals do NOT require an apostrophe.
Incorrect: (Many students’ were on the bus when the accident happened.) Incorrect! More than one
student is “students,” not “not student’s.”
Correct: Many students were on the bus when the accident happened.
b.
Apostrophes should be used to show possession.
Singular possession: Each student’s book is on the cabinet by the wall.
Plural possession: All students’ short stories were displayed on the bulletin board.
Possessive Pronouns do NOT require apostrophes. (Its, theirs, their, his, her, hers.) The most
frequent possessive error is to putting an apostrophe in the possessive pronoun “its.” “It’s” is a
contraction for “It is.” “Its” indicates possession: The spider was weaving its web.
4.
Two new colloquial expressions are frequently being used:
“First off,” --is colloquial. It is best not to use “first off” when you mean “First.” For example, “First
off, I want students to know that I am excited about this year.” Instead, say, “First, I want students to
know…..”
“Huge” - This word means very big! It should be used to refer to size. Yet, many students use it when
they mean “Significant,” “Important,” or “Major.” For example, it is colloquial to say “I think one thing
that is huge is the need for students to respect the teacher and one another.” In formal writing, there are
words that carry more meaning and that are more appropriate than the word “huge.” I think that it is very
important for students to respect one another.”
40
5.
Spelling
Please do not rely on spell check to catch errors such as the spelling of “to, too, and two” and “there and their”
and “its or it’s.” You must be aware that spelling errors are not always picked up by the computer.
Please check carefully the spelling of the following words: “principal (your future boss),” “discipline,”
“psychology,” “separate,” “a lot” and “definite.” These words are often misspelled. “My principal is definitely
strict in his expectations for discipline. He has a lot of ideas that he says he learned in psychology and he does
not separate his psychological principles from what he calls “common sense.”
6.
Standard English for writing formal papers should be written in either the 1st person or the 3rd
person. Avoid writing in the 2nd person.
Preferred
1st Person – When I am a teacher, I want to communicate frequently with students’
parents. I plan to send home a short note to parents each week.
3rd Person – Many teachers find it helpful to communicate frequently with parents.
They try to send home a short note to parents each week.
Too informal
2nd Person – When you are a teacher, you will want to communicate frequently with
parents. You should send a note home each week.
(Acceptable, if one is giving instructions to someone; not acceptable, if one is
writing a TWS or other reflective paper)
7.
Especially when writing the Context of your TWS, remember that it is not appropriate to start a sentence
with an Arabic numeral. Instead, write out any number that occurs as the first word in a sentence.
Incorrect: 9 out of 13 students in the class scored above the state average for math.
Correct: Nine out of thirteen students in the class scored above the state average for math.
Correct: The chart shows that 9 out of 13 students in the class scored above the state average for math.
41
Appendix E: CHECKLIST FOR YOUR TWS INITIAL REVIEW
A. Context--be sure to write it objectively and scientifically
_____ a. Use in-text citations following APA style.
______b. Include a reference list at the end of this section of the sources that
you
cited
______c. Include a demographic description of the city,
______d. Include a thorough description of the school district, including AYP
status
______e. Include a description of the school, especially describing its AYP
status
_____ f. . Describe the classroom and arrangement of furniture, etc.
______g. Describe the students in your class, paying special attention to
numbers, special needs students, diversity, and climate within your
classroom; describe what you know about how the teacher perceives
the class of students and their needs;
______h. Include a few paragraphs about 3 to 5 implications that you can draw,
based on the characteristics of the school, district, classroom, city.
______.i. Uses in-text citations, following APA format.
______ j. Include a list of references on the last page of the context.
B.
C.
Unit learner goals should include:
______ a. a rationale for including the topic in the curriculum for this class
____ __b. Unit Learner Goals (4 to 6 that you will expect your students
to know
______ c. aligned them with standards down to benchmarks or performance descriptors
______ d. Include a justification for each learning goal. The justification must include
the (1) level and kind of goal, (2) how the goal relates to the larger topic,
how the goal is appropriate, given the context, and (3) how it relates to the
standards. Use Bloom'
s taxonomy and/or Gardner'
s intelligences.
Assessment must include:
______a. A description of your decision making process and how you decided to assess
your learning goals. Include in this a description of any culminating project or
authentic assessment as well as a description of your pretest and posttest procedures.
______b. The actual pre- and post- assessment that you will use, along with an
answer key and/or rubrics that illustrate how you'
ll score the pre and
post–assessment
______c. A chart that includes the unit learner goals, the standards, the lesson
objective, the assessments of your learner goals, the assessments for
daily lessons.
42
D. Instructional Design Section should include:
______a. Follow a lesson plan template such as the Live Text ED205, 321, or
488
______b. Daily goals and related standards
______c. Materials needed
__ ___ d. Learning activities
______e. Assessments—either formative or summative
______f. Accommodations for special needs students in your classes.
______g. A chart that shows relationships between unit learning goals, daily lesson
objectives, assessments, and students.
E.
Reflection should include:
_____ a. Reflect on how doing the CA10 helped you meet the MTS standards
______b. Reflect on how you developed in the organizing themes
______c. Reflect on any changes in the way you perceive teaching that may have
occurred while you were doing this project
43
Appendix F:
RUBRIC FOR PHASE I OF THE TWS
Teaching Process: Contextual Factors
The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.
Knowledge of
Community,
District, and
School Factors
Knowledge of
Classroom
Factors
Knowledge of
Characteristics of
Students
Knowledge of
Students’ Prior
Learning
Implications for
Instructional
Planning and
Assessment
Comments:
1
2
3-4
5
Not Proficient
Marginal
Proficient
Commendable
Candidate displays no or
irrelevant knowledge of the
characteristics of the
community, district, and
school.
Candidate displays minimal
knowledge of the
characteristics of the
community, district, and school
that are relevant to the learning
goals.
Candidate displays a solid
understanding of the
characteristics of the
community, district, and school
that are relevant to the learning
goals.
Candidate displays a comprehensive
understanding of the characteristics
of the community, district, and
school that are relevant to the
learning goals.
Candidate displays no or
irrelevant knowledge of the
characteristics of the
classroom.
Candidate displays minimal
knowledge of the
characteristics of the classroom
that are relevant to the learning
goals.
Candidate displays a solid
understanding of the
characteristics of the classroom
that are relevant to the learning
goals.
Candidate displays a comprehensive
understanding of the characteristics
of the classroom that are relevant to
the learning goals.
Candidate displays no,
stereotypical, or irrelevant
knowledge of student
differences (e.g. development,
interests, culture, abilities &
disabilities)
Candidate displays minimal
knowledge of student
differences (e.g. development,
interests, culture, abilities &
disabilities) that are relevant to
the learning goals.
Candidate displays a solid
knowledge of student
differences (e.g. development,
interest, culture, abilities &
disabilities) that are relevant to
the learning goals.
Candidate displays a comprehensive
knowledge of student differences
(e.g. development, interest, culture,
abilities & disabilities) that are
relevant to the learning goals.
Candidate displays no or
irrelevant knowledge about the
students’ prior skills and prior
learning.
Candidate displays minimal
knowledge of students’ skills
and prior learning that are
relevant to the learning goals.
Candidate displays solid
knowledge of students’ skills
and prior learning relevant to
the learning goals.
Candidate displays comprehensive
knowledge of students’ skills and
prior learning relevant to unit goals.
Candidate does not provide
implications for instruction and
assessment based on student
individual differences and
community, school, and
classroom characteristics OR
provides inappropriate
implications.
Candidate provides minimal
implications for instruction and
assessment based on student
individual differences and
community, school, and
classroom characteristics.
Candidate provides appropriate
implications for instruction and
assessment based on student
individual differences and
community, school, and
classroom characteristics.
Candidate provides appropriate,
detailed implications for instruction
and assessment based on student
individual differences and
community, school, and classroom
characteristics.
Score
Score_______________________
44
Teaching Process: Learning Goals
The teacher sets significant, challenging, varied, appropriate learning goals.
1
2
3-4
5
Not Proficient
Marginal
Proficient
Commendable
Goals do not reflect any type or
level of learning.
Goals reflect only one type or
level of learning.
Goals reflect several types or
levels of learning.
Goals reflect several types or levels
or learning and reflect high
expectations for student
understanding and application of
knowledge.
Clarity
Goals are not stated clearly and
are activities rather than
learning outcomes
Few of the goals are clearly
stated as learning outcomes.
Most of the goals are clearly
stated as learning outcomes.
All of the goals are clearly stated as
learning outcomes.
Appropriateness
for Students and
Justification of
Goals
Goals are not developmentally
appropriate, and justification
does not reflect the needs of
students and/or the learning
continuum. Type and level of
goals are not addressed.
Few goals are developmentally
appropriate; justification makes
some connection the needs of
students and/or the learning
continuum. Type and level of
goals are not adequately
addressed.
Most goals are
developmentally appropriate;
justification makes some
connection the needs of
students and/or the learning
continuum. Some goals are
explicitly described in relation
to type and level.
Goals are developmentally
appropriate, and justification clearly
connects them to the needs of
students and/or the learning
continuum. Goals are explicitly
described in relation to type and
level. (cognitive goals should
indicate level and/or kind of
intelligence)
Goals are not aligned with
national, state, or local
standards.
Few goals are aligned with
national, state, or local
standards.
Most goals are aligned with
national, state, or local
standards.
All of the goals are explicitly
aligned with national, state, or local
goals.
The goals are stated with no
mention of the curriculum in
the justification.
The goals do not appear to be
directly related to the
curriculum. Curriculum is
alluded to, but only in a general
way.
Some goals are justified in
relation to the scope and
sequence of the curriculum.
Goals are appropriate to the scope
and sequence of the school’s
curriculum. Justifications mention
the curriculum and tells how the
goals relate to the curriculum..
Significance,
Challenge, and
Variety
Alignment with
National, State or
Local Standards
Appropriate to
Curriculum
Comments:
Score
Score:
_____
45
Teaching Process: Assessment Plan, including Pre-test
Alignment with
Learning Goals
and Instruction
Clarity of
Criteria and
Standards for
Performance
Multiple Modes
and Approaches,
with adaptations,
when needed
Charted
Assessment Plan
Technical
Soundness
Pre-/Post-test
Pre- and Post-test
Comments:
1 Not Proficient
2 Marginal
3-4 Proficient
5 Commendable
Content and methods of
assessment lack congruence
with learning goals or lack
cognitive complexity.
Some of the learning goals are
assessed through the
assessment plan, but many are
not congruent with learning
goals in content and cognitive
complexity.
Most of the learning goals are
assessed through the
assessment plan and are
congruent with learning goals
in content and cognitive
complexity.
All of the learning goals are
assessed through the assessment
plan; assessments are congruent
with the learning goals in content
and cognitive complexity.
Assessments contain no clear
criteria or standards for
measuring student performance
relative to the learning goals.
Assessment criteria and
standards have been developed,
but they are not clear or are not
explicitly linked to the learning
goals.
Assessment criteria and
standards have been developed,
but they are not explicitly
linked to the learning goals.
Assessment criteria and standards
are clear and are explicitly linked to
the learning goals;
Assessment plan includes only
one assessment mode and does
not assess students both during
and after instruction. No
adaptations mentioned.
Assessment plan includes
multiple modes but all are
either pencil/paper based and/or
do not require the integration of
knowledge, skills and
reasoning ability. Adaptations
mentioned.
Assessment plan includes
multiple modes: some are
performance assessments;
assessments require the
integration of knowledge, skills
and reasoning ability.
Adaptations discussed that
meet most criteria.
Assessment plan includes multiple
assessment modes (including
performance assessments, lab
reports, research projects, etc.) and
assesses student performance
throughout instructional sequence.
Adaptations are appropriate and
discussed.
Plan and chart are omitted or
not represented in a complete
manner.
Either the description of the
plan or the chart is omitted.
Plan and chart are complete,
but may be lacking in
specificity and clarity.
Plan for assessment is both
described and represented in a chart
that shows formative, summative,
and authentic assessments for the
complete unit.
OR Both the plan and the chart
are included, but are not wellprepared.
Assessments are not valid;
scoring procedures are absent
or inaccurate; items or prompts
are poorly written; no
directions or procedures are
provided to students.
Assessments appear to have
minimal potential for
measuring the learning goals;
scoring procedures are
outlined; few items or prompts
are clearly written; directions
and procedures are not clear to
students.
Assessments appear to have a
high potential for measuring
the learning goals; scoring
procedures are explained; most
items or prompts are clearly
written; directions and
procedures are clear to
students.
Information regarding the validity of
the assessments for measuring the
learning goals is provided; scoring
procedures are clearly explained and
reliable; items and prompts are
clearly written; directions and
procedures are clear to students.
Pre-/Post-test non-existent or
poorly done..
Pre-/Post-test included. Addresses
some of learning goals.
Pre-/Post-test is thorough and
appears to address most of the
unit’s learning goals..
Pre-/Post-test complete and addresses all
of the unit’s learning goals from a variety
of different types
Score
Score_____________
46
Teaching Process: Design for Instruction
1Not Proficient
2Marginal
3-4Proficient
5Commendable
Alignment with
Learning Goals
No lessons are explicitly linked
to learning goals. No learning
activities, assignments and
resources are aligned with
learning goals. No learning
goals covered in design.
Few lessons are explicitly
linked to learning goals. Few
learning activities, assignments
and resources are aligned with
learning goals. Few learning
goals covered in the design.
Most lessons are explicitly linked to
learning goals. Most learning
activities, assignments and resources
are aligned with learning goals.
Most learning goals covered in the
design.
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.
Accurate
Representation of
Content
Content appears to contain
numerous inaccuracies.
Content seems to be viewed
more as isolated skills/facts
rather than as part of a larger
conceptual structure.
Content appears to be
somewhat accurate. Shows
some awareness of the big
ideas or structure of the
discipline.
Content appears to be mainly
accurate. Shows clear awareness of
the big ideas or structure of the
discipline.
Content appears to be accurate.
Focus is congruent with big ideas or
structure of the discipline. Where
appropriate, connection is made to
other parts of content or other
content areas.
The unit and lessons have no
recognizable structure.
The unit and lessons have little
structure. Few lessons,
activities, and assignments are
coherent parts of this structure
and appear to be useful in
moving students toward
achieving the learning goals.
The unit and lessons have structure.
Most lessons, activities, and
assignments are coherent parts of
this structure and appear to be useful
in moving students toward achieving
the learning goals.
The unit and lessons have a clearly
defined structure. All lessons,
activities, and assignments are
coherent parts of this structure and
appear to be useful in moving
students toward achieving the
learning goals.
Use of a Variety
of Instruction,
Activities,
Assignments and
Resources
No focus on variety of
instruction, activities,
assignments & resources.
Heavy reliance on textbook or
single resource.
Little variety in instruction,
activities, assignments and/or
resources.
Some variety in instruction,
activities, assignments and/or
resources.
Design includes variety across
instruction, activities, assignments
and resources used.
Use of
Instruction has not been
designed with reference to
contextual factors. Activities
and assignments do not appear
productive and appropriate for
students.
Little instruction has been
designed with reference to
contextual factors. Few
activities and assignments
appear productive and
appropriate for students.
Instructional plans and assessment
are appropriate to context, but there
is minimal mention of contextual
factors.
Describes consideration of
contextual factors in planning
instruction and assessment. Context
clearly is considered important in
planning and assessment.
Candidate does not use
technology in instructional
delivery and does not provide
opportunities for students to
use technology OR technology
is inappropriately used.
Candidate uses little
technology in instructional
delivery and/or does not
integrate technology into
student learning activities.
Candidate uses technology
appropriately in instructional
delivery but does not integrate
technology into student learning
activities.
Candidate integrates appropriate
technology for both teaching and
learning.
Lesson and Unit
Structure
Contextual
Factors to Select
Activities,
Assignments and
Resources
Use of
Technology
Score
47
Written Communication and Responsible Documentation of Sources
Grammar,
Spelling,
Organization, and
Correction of
Typing Errors
Documentation of
Materials and
Sources
1
2
3-4
5
Not Proficient
Marginal
Proficient
Commendable
Generally error free; good
organization; occasional
typographical errors.
Presented in near-perfect form; few
grammar, spelling, or typographical
In-text citations of external
resources, but they fail to
follow APA format. References
are listed, but do not follow the
APA format.
In-text citations of external
resources follow APA format;
references are listed in APA format
at the end of the document.
Multiple errors in grammar,
spelling, and punctuation;
poorly organized.
Score
Errors;
REWRITE REQUIRED!
.Failure to cite external
resources I text or at the end of
the paper.
Effort is made to cite
references, but there is either a
failure to cite in text or failure
to list references;
Little evidence that APA
format was used.
TOTAL SCORE FOR PHASE I
________________ OUT OF 120 POINTS
Is a rewrite required? _____yes _____no
Sections for which rewrite is recommended _____________________________
Date____________________
48
Appendix G: Cumulative Rubric for CA10: TWS for Live Text
Global Rating
COMMENDABLE
10 points
10 – 13 points
14 points
14 – 16 points
17 points
17 – 19 points
20 points
20 points
Adequate information regarding:
o
Community
o
School District
o
School
o
Classroom
o
Implications
Good information regarding:
o
Community
o
School District
o
School
o
Classroom
o
Implications
Comprehensive information regarding:
o
Community
o
School District
o
School
o
Classroom
o
Implications
Incomplete or missing evidence that goals reflect:
o
Significance, challenge, and variety
o
Clarity
o
Developmentally and contextually appropriate
for students
o
Justification that includes level and kind of
objectives, rationale for including chosen goals
and scope and sequence of curriculum.
o
Alignment with state standards
Minimal evidence that goals reflect:
o
Significance, challenge, and variety
o
Clarity
o
Developmentally and contextually appropriate for
students
o
Justification that includes level and kind of
objectives, rationale for including chosen goals and
scope and sequence of curriculum.
o
Alignment with state standards
Good evidence that goals reflect:
o
Significance, challenge, and variety
o
Clarity
o
Developmentally and contextually appropriate
for students
o
Justification that includes level and kind of
objectives, rationale for including chosen goals
and scope and sequence of curriculum.
o
Alignment with, state standards
Strong evidence that goals reflect:
o
Significance, challenge, and variety
o
Clarity
o
Developmentally and contextually appropriate
for students
o
Justification that includes level and kind of
objectives, rationale for including chosen goals
and scope and sequence of curriculum.
o
Alignment with state standards
Minimal – Incomplete – No information regarding:
o
Valid and reliable tests
o
Pre and Post Tests
o
Formative
o
Summative
o
Authentic
o
Aligned with Goals/Standards/Performance
Descriptors
Adequate information regarding:
o
Valid and reliable tests
o
Pre and Post Tests
o
Formative
o
Summative
o
Authentic
o
Aligned with Goals/Standards/Performance
Descriptors
Good information regarding:
o
Valid and reliable tests
o
Pre and Post Tests
o
Formative
o
Summative
o
Authentic
o
Aligned with Goals/Standards/Performance
Descriptors
Comprehensive information regarding:
o
Valid and reliable tests
o
Pre and Post Tests
o
Formative
o
Summative
o
Authentic
o
Aligned with Goals/Standards/Performance
Descriptors
Utilizing information in the Context of Learning and Pre-test
there is minimal – incomplete no use of ILS:
o
Goals
o
Standards
o
Performance Descriptors
o
Objectives
o
Stages
o
Assessment
o
Modifications/Accommodations
o
Reflection
o
Lesson Planning
Utilizing information in the Context of Learning and Pre-test there
is an adequate use of ILS:
o
Goals
o
Standards
o
Performance Descriptors
o
Objectives
o
Stages
o
Assessment
o
Modifications/Accommodations
o
Reflection
o
Lesson Planning
Utilizing information in the Context of Learning and Pre-test
there is good use of ILS:
o
Goals
o
Standards
o
Performance Descriptors
o
Objectives
o
Stages
o
Assessment
o
Modifications/Accommodations
o
Reflection
o
Lesson Planning
Utilizing information in the Context of Learning and Pre-test
there is a comprehensive use of ILS:
o
Goals
o
Standards
o
Performance Descriptors
o
Objectives
o
Stages
o
Assessment
o
Modifications/Accommodations
o
Reflection
o
Lesson planning
Minimal – Incomplete – No:
o
Identification and description of 3 subgroups
and rationale for selection
o
Identification and description of 3 students and
rationale for selection
o
Pre-test drives revisions of curriculum
o
Reference collaboration with cooperating
teacher and university supervisor
Adequate:
o
Good:
Comprehensive:
o
Identification and description of 3 subgroups
and rationale for selection
o
Identification and description of 3 students and
rationale for selection
o
Pre-test drives revisions of curriculum
o
Reference collaboration with cooperating
teacher and university supervisor
INSTRUCTIONAL
DECISION MAKING –
Use of Pre-Assessment
Data and the Unit
Implementation
10%MTS-3C; 1K; 4D; 6A;
6D; 6E; 6F; 6L; 6M; 6O;
6P; 9H
CONTEXT OF
LEARNING
10%
MTS- 2B; 2C; 2D;
2E; 2F; 2G; 2H; 2I;
3G; 3K; 3L; 3M; 3N;
4A; 5B; 9B; 11P
Minimal – Incomplete – No information regarding:
o
Community
o
School District
o
School
o
Classroom
o
Implications
LEARNING
GOALS
10%
MTS:- 4A; 4B; 4C;
4I; 4J
PROFICIENT
ASSESSMENT
PLAN
10%
MTS- 4A; 4I;
4K; 8B; 8C; 8E
MARGINAL
DESIGN FOR
INSTRUCTION
10%
MTS- 4A; 4B; 4C; 4D;
4E; 4F; 4G; 4H; 4I; 4J;
4K; 4L; 4M; 4N; 4O; 4P;
4Q; 4R; 4S; 8I; 8J; 8O
Attributes / Points
NOT PROFICIENT
o
o
o
Identification and description of 3 subgroups and
rationale for selection
Identification and description of 3 students and
rationale for selection
Pre-test drives revisions of curriculum
Reference collaboration with cooperating teacher
and university supervisor
o
o
o
o
Identification and description of 3 subgroups
and rationale for selection
Identification and description of 3 students and
rationale for selection
Pre-test drives revisions of curriculum
Reference collaboration with cooperating
teacher and university supervisor
49
ANALYSIS OF
STUDENT
LEARNING
10%
MTS-2G; 2I; 3C;
3D; 4R; 6F; 6H;
8L; 8M; 8O; 8P;
8Q
RELECTION
SELF-EVALUATION
10%
MTS- 3C; 3D; 3E; 4C;
4D; 4H; 4I; 4L; 5D; 5K;
5L; 6E; 10E
Adequate:
o
Minimal – Incomplete – No discussion of :
o
Reasons for success
o
Reasons for lack of success
o
How teacher performance impacted student
learning
o
Appropriateness of Learning Goals
o
Pacing for challenging and reinforcing student
learning
o
How the TWS has impacted your professional
behavior and enhanced your development
o
Professional plan for improvement
Adequate discussion of :
o
Reasons for success
o
Reasons for lack of success
o
How teacher performance impacted student
learning
o
Appropriateness of Learning Goals
o
Pacing for challenging and reinforcing student
learning
o
How the TWS has impacted your professional
behavior and enhanced your development
o
Professional plan for improvement
Good discussion of :
o
Reasons for success
o
Reasons for lack of success
o
How teacher performance impacted student
learning
o
Appropriateness of Learning Goals
o
Pacing for challenging and reinforcing student
learning
o
How the TWS has impacted your professional
behavior and enhanced your development
o
Professional plan for improvement
Minimal – incomplete – no:
o
Reflection in terms of the four organizing
themes, MTS/Indicators, and give examples
that are aligned with selected themes and
standards.
Adequate:
o
Good:
Displays minimal to no:
o
Range of student ability
o
Modes within the classroom
o
Range of knowledge
o
Student growth
o
Student challenge
o
Assessment
Displays little:
o
Range of student ability
o
Modes within the classroom
o
Range of knowledge
o
Student growth
o
Student challenge
o
Assessment
o
o
o
Analysis of Pre/Post, Formative, Summative,
Authentic assessments w/ rubric disaggregated by
class/subgroups/identified students
Data shows evidence of learning using prose
Utilization of graphs and charts
Daily Journal analysis on each lesson facilitation
for class/subgroups/students.
Reflection in terms of the four organizing themes,
MTS/Indicators, and give examples that are aligned
with selected themes and standards.
Good:
o
o
o
o
o
Analysis of Pre/Post, Formative, Summative,
Authentic assessments w/ rubric disaggregated
by class/subgroups/identified students
Data shows evidence of learning using prose
Utilization of graphs and charts
Daily Journal analysis on each lesson
facilitation for class/subgroups/students.
Reflection in terms of the four organizing
themes, MTS/Indicators, and give examples
that are aligned with selected themes and
standards.
Displays some:
o
Range of student ability
o
Modes within the classroom
o
Range of knowledge
o
Student growth
o
Student challenge
o
Assessment
Comprehensive:
o
Analysis of Pre/Post, Formative, Summative,
Authentic assessments w/ rubric disaggregated
by class/subgroups/identified students
o
Data shows evidence of learning using prose
o
Utilization of graphs and charts
o
Daily Journal analysis on each lesson
facilitation for class/subgroups/students.
o
Comprehensive discussion of::
o
Reasons for success
o
Reasons for lack of success
o
How teacher performance impacted student
learning
o
Appropriateness of Learning Goals
o
Pacing for challenging and reinforcing student
learning
o
How the TWS has impacted your professional
behavior and enhanced your development
o
Professional plan for improvement
Comprehensive:
o
Reflection in terms of the four organizing
themes, MTS/Indicators, and give examples
that are aligned with selected themes and
standards.
Displays a comprehensive:
o
Full range of student abilities
o
Diverse modes within the classroom
o
Complete range of knowledge
o
Student growth
o
Student challenge
o
Authentic Assessment
1
MTS- 8E;
REFLECTION OF THE
FOUR THEMES –
Standards & Examples
10%
MTS – 1B; 1H; 1L; 5L;
5P; 5R; 9H; 9J; 9I;
10A; 10B;
SELECTION AND
CHARACTERISTICS OF
STUDENTS WORK
SAMPLES
10%
8L; Minimal – Incomplete – No:
o
Analysis of Pre/Post, Formative, Summative,
Authentic assessments w/ rubric disaggregated
by class/subgroups/identified students
o
Data shows evidence of learning using prose
o
Utilization of graphs and charts
o
Daily Journal analysis on each lesson
facilitation for class/subgroups/students.
Pervasive syntax, grammar, and spelling errors.
o
Multiple syntax, grammar, and spelling errors.
o
Minimal syntax, grammar, and spelling errors.
o
No syntax, grammar, and spelling errors.
CONVENTIONS
GRAMMAR
SPELLING
10%
MTS- 7E; 7I
o
50