MARSHALL UNIVERSITY
COLLEGE OF EDUCATION
TEACHER EDUCATION PROGRAM
Revised: August, 2011
All teacher candidates will create a Teacher Candidate Work Sample (TCWS) analyzing a sample of their work and the
degree to which their students have learned. They will also make an oral presentation to demonstrate communication
skills as they explain the contents of the TCWS.
The purpose of the TCWS is to facilitate critical and reflective thinking about the teaching and the degree to which
students have learned. The TCWS will also be a part of the assessment of knowledge and performance in relation to the
West Virginia Professional Teaching Standards (WVPTS). The oral presentation is an assessment of the presentation
skills and the ability to articulate thoughts about the semester.
West Virginia Professional Teaching Standards:
Standard 1 – Curriculum and Planning
Function 1A – Core Content
Function 1B – Pedagogy
Function 1C – Setting Goals and Objectives for Learning
Function 1D – Designing Instruction
Function 1E – Student Assessments
Standard 2 – The Learner and the Learning Environment
Function 2A – Understanding Intellectual/Cognitive, Social, and Emotional Development
Function 2B – Creating an Environment of Respect and Rapport
Function 2C – Establishing a Culture for Learning
Function 2D – Implementing Classroom Procedures
Function 2E – Managing Student Behaviors
Function 2F – Organizing the Learning Environment
Standard 3 – Teaching
Function 3A – Importance of Content
Function 3B – Communicating with Students
Function 3C – Questioning and Discussion Techniques
Function 3D – Student Engagement
Function 3E – Use of Assessments in Instruction
Function 3F – Flexibility and Responsiveness
Standard 4 – Professional Responsibilities for Self-Renewal
Function 4A – Professional Learning
Function 4B – Professional Collaborative Practice
Function 4C – Reflection on Practice
Function 4D – Professional Contribution
Standard 5 – Professional Responsibilities for School and Community
Function 5A – School Mission
Function 5B – School-wide Activities
Function 5C – Learner-Centered Culture
Function 5D – Student Support Systems
Function 5E – Student Management Systems
Function 5F – School, Family and Community Connections
Function 5G – Strategic Planning/Continuous Improvement
Function 5H – Teacher Leadership
Function 5I – Ethical Standards
GOALS
TCWS Standard: The teacher candidate sets realistic goals that he/she would like to accomplish during the student teaching placement.
WV Professional Teaching Standards: 1, 4
Task:
List 3-5 goals that will enhance your professional growth and teaching performance.
Some examples of goals might be:

To create a positive learning environment

To find ways to integrate technology into my unit and lessons

To improve communication skills

To address educational needs of diverse learners
At least one goal should be directed toward your specific content area.
Suggested page length: ½ of a page
DISTINGUISHED
PROFICIENT
BASIC
UNSATISFACTORY
(4 points)
(3 points)
(2 points)
(1 point)
GOALS OF TEACHING
GOALS
Candidate goals are
insightful, reasonable and
attainable.
Candidate goals are
reasonable and
attainable.
Candidate goals are
reasonable but not
attainable.
Candidate goals are
neither reasonable nor
attainable.
SCORE
CONTEXTUAL FACTORS
TCWS Standard: The teacher candidate uses information about the learning-teaching context and student individual differences to set the learning
goal and objectives and plan instruction and assessment.
WV Professional Teaching Standards: 2, 5
Task:
Identify relevant factors and how they may affect the learning-teaching process. Include any supports and challenges that affect instruction and
student learning. (Caution: Comments on the community or students that are negative, prejudicial, or stereotypical are not helpful in completing
this assignment. Use good judgment in selecting and describing your contextual factors as this document may be reviewed in the licensure
process.)
Prompt:
Read the scoring rubric in advance and organize your Contextual Factors using the following subheadings:
A.
B.
C.
D.
E.
Community, District, and School Factors
Address topics that could affect teaching and learning, such as geographic location, community and school population, socio-economic
profile, race/ethnicity, political climate, community support for education.
Classroom Factors
Address classroom factors that affect teaching and learning such as physical features, availability of technology equipment, the extent of
parental involvement, classroom rules and routines, grouping patterns, scheduling, classroom arrangement.
Student Characteristics
Identify student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender,
race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, students’ skill levels.
Instructional Implications
Using the contextual factors you have recorded in A, B, and C above, identify and prioritize at least 4 implications for your teaching and
assessment. In your written description, you may want to number the most important contextual factors and their matching implications to
ensure community, district, school, classroom, and student characteristics have been carefully considered in identifying implications.
Content Specific Factors
Identify content specific factors that must be considered as you plan your unit, such as content series, lab instruction, writing across the
curriculum.
***For each factor you describe, you must analyze how that factor impacts teaching and learning.
Suggested Page Length: 3-4 pages
DISTINGUISHED
PROFICIENT
BASIC
UNSATISFACTORY
(4 points)
(3 points)
(2 points)
(1 point)
Candidate displays complex
knowledge of the characteristics
of the community and school
that may affect learning.
Candidate displays complex
knowledge of the characteristics
of the classroom that may affect
learning.
Candidate displays complex
knowledge of the characteristics
of the students that may affect
learning.
Candidate displays specific
knowledge of the characteristics
of the community and school
that may affect learning.
Candidate displays specific
knowledge of the characteristics
of the classroom that may affect
learning.
Candidate displays specific
knowledge of the characteristics
of the students that may affect
learning.
Candidate provides complex
implications for instruction and
assessment based on student
individual differences and
community, school, and
classroom characteristics.
Candidate displays complex
knowledge of the subject matter
and how it will affect student
learning.
Candidate provides specific
implications for instruction and
assessment based on student
individual differences and
community, school, and
classroom characteristics.
Candidate displays specific
knowledge of the subject matter
and how it will affect student
learning.
CONTEXTUAL FACTORS
COMMUNITY,
DISTRICT & SCHOOL
FACTORS
CLASSROOM FACTORS
STUDENT
CHARACTERISTICS
INSTRUCTIONAL
IMPLICATIONS
CONTENT SPECIFIC
FACTORS
Candidate displays some
knowledge or biased knowledge
of the characteristics of the
community and school.
Candidate displays some
knowledge or biased knowledge
of the characteristics of the
classroom.
Candidate displays general or
minimal understanding of
student differences (e.g., culture,
development, interests, abilities)
that may affect learning.
Candidate provides general
implications for instruction and
assessment based on student
individual differences and
community, school, and
classroom characteristics.
Candidate displays minimal or
general knowledge of the subject
matter and how it will affect
student learning.
Candidate displays minimal,
irrelevant or no knowledge of
the community and school.
Candidate displays minimal,
irrelevant or no knowledge of
the classroom.
Candidate displays stereotypical,
irrelevant or no knowledge of
student differences.
Candidate provides
inappropriate or no implications
based on contextual factors.
Candidate displays inappropriate
or no knowledge of the subject
matter and how it will affect
student learning.
SCORE
LEARNING GOALS AND OBJECTIVES
TCWS Standard: The teacher candidate sets significant, challenging, varied and appropriate the learning goal and objectives based on state/district
content standards.
WV Professional Teaching Standards: 1, 2, 3
Task:
You will create a framework for your unit to provide and justify objectives that are logically organized and move students toward achieving the
learning goal.
Prompt:
Read the scoring rubric in advance and use the chart below to provide the following information:
A.
BIG IDEA
Identify a clear unit outcome or learning goal based on the State Core Curriculum (not the activities) that will guide the planning, delivery and
assessment of your unit. This goal should define what you expect students to know and be able to do at the end of the unit.
STANDARDS
Cite the state or district standard(s)/objective(s) used as a basis for the unit outcome with all reference numbers.
STUDENT OBJECTIVES (Measurable skills from the unit KUDs that move the student toward achieving the big idea.)
Identify at least three objectives that move students toward achieving the big idea. The objectives should be varied and challenging and
reflect levels of Depth of Knowledge. Number each objective so you can reference them later in your Assessment Plan and unit Outline.
TYPE/LEVEL OF OBJECTIVES
Using a relevant critical thinking hierarchy, such as:
Depth of Knowledge (recall, skills/concepts, strategic thinking, extended thinking)
Bloom’s Taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation)
Label and describe the levels of learning represented in each objective.
APPROPRIATENESS FOR STUDENTS’ DEVELOPMENT
Explain why each objective is appropriate for students’ development, pre-requisite knowledge, etc.
B.
C.
D.
E.
BIG IDEA:
STANDARDS
STUDENT OBJECTIVES
TYPE/LEVELS OF OBJECTIVES
APPROPRIATENESS FOR
STUDENTS’ DEVELOPMENT
1.
Expand table as needed.
Suggested page Length: 1-2 page
DISTINGUISHED
PROFICIENT
BASIC
UNSATISFACTORY
(4 points)
(3 points)
(2 points)
(1 point)
LEARNING GOALS AND OBJECTIVES OF UNIT
BIG IDEA
STANDARDS
STUDENT
OBJECTIVES
TYPE/LEVEL OF
OBJECTIVES
APPROPRIATENESS
FOR STUDENTS
The big idea is insightful and sets
high expectations for what
students will know at the end of
the unit; aligns with local, state,
or national standards.
State and national standards are
clearly stated with reference
numbers.
The big idea is clearly stated that
defines what you expect
students to know at the end of
the unit; aligns with local, state,
or national standards.
Some state and national
standards are clearly stated with
some reference numbers.
The big idea is stated, but
alignment to local, state, or
national standards is not clear.
Big idea is not stated clearly
and/or is not stated; there is no
alignment with local, state, or
national standards.
State and national standards are
stated but not with reference
numbers.
Objectives reinforce learning
outcomes (what the students
will be able to know, understand,
and do) and align with national,
state, or local standards.
Objectives support the learning
outcomes (what the students will
be able to know, understand,
and do) and align with national,
state or local standards.
Objectives reflect multiple levels
of learning and are
significant/challenging.
Objectives are consistently
appropriate for the
development, pre-requisite
knowledge, skills, experiences,
and other student needs.
Objectives reflect several levels
of learning and are
significant/challenging.
Objectives are adequately
appropriate for the
development, pre-requisite
knowledge, skills, experiences,
and other student needs.
Some objectives support the
learning outcomes (what the
students will be able to know,
understand, and do) and align
with national, state or local
standards.
Objectives reflect few levels of
learning and lack
significance/challenge.
Some objectives are appropriate
for the development, prerequisite knowledge, skills,
experiences, and other student
needs.
State and national standards are
not clearly stated or not stated
at all; reference numbers are not
used.
Objectives do not support the
learning outcomes and do not
align with national, state or local
standards.
Objectives reflect only one level
of learning.
Objectives are not appropriate
for the development, prerequisite knowledge, skills,
experiences, or other student
needs.
SCORE
ASSESSMENT PLAN
TCWS Standard: The teacher candidate uses multiple assessment methods aligned with the learning goal and objectives to assess student learning
before, during and after instruction.
WV Professional Teaching Standards: 1, 2, 3
Task:
Using the Assessment Plan Chart (below), you must design an assessment plan used to monitor student progress toward the learning objectives.
Plan appropriate assessment measures for assessing student learning before instruction (pre-assessments), during instruction (interim or
formative assessment), and after instruction (post or summative assessments).
Assessment methods may include constructed response, selected response (i.e., multiple-choice tests, true or false), essay (essay examinations,
take-home essays, etc.), performance assessment (i.e., reading aloud, performance event, performance task, communicating conversationally in a
second language, carrying out a specific motor activity in physical education, delivering a speech, etc.), and personal communications (i.e.,
questions posed and answered during instruction, interviews, conferences, etc.). Your instructional sequence should include a variety of
assessment methods and strategies suited for the developmental level of the students and your learning objectives. You must also state and
defend the criteria you will use for determining the accomplishment of each learning objective.
The key to writing this section of your Teacher Candidate Work Sample is the alignment between your learning objectives and assessment methods
and strategies. You must construct a table that lists 3-5 learning objective (see Learning Goals and Objectives section), the assessments used to
assess student performance relative to each learning objective, and a rationale for each assessment that explains why you chose or developed the
assessment.
Prompt:
Read the scoring rubric in advance and use the chart below to provide the following information:
STUDENT OBJECTIVE (DO)
1.
CONTENT SPECIFIC
ASSESSMENTS
(Methods matched to outcome types and content area)
RATIONALE OF ASSESSMENTS
PreAssessment
Formative
PostAssessment
Expand table as needed.
Include copies of assessments, the student directions for the assessments, and criteria for scoring student performance (e.g., scoring rubrics,
observation checklists, rating scales, answer keys) in Appendix A: Assessments.
Suggested Page Length: 2-3 pages (Assessment Plan) + assessment instruments
__________________________________________________________________________________________
DISTINGUISHED
PROFICIENT
BASIC
UNSATISFACTORY
(4 points)
(3 points)
(2 points)
(1 point)
LEARNING GOALS AND OBJECTIVES OF UNIT
CONTENT SPECIFIC
ASSESSMENTS
RATIONALE OF
ASSESSMENTS
The plan is designed with
multiple assessments carefully
chosen to fit the content and the
student skill level in their
complexity (e.g., Bloom).
Rationale for assessments is
clearly thought out to reflect
mastery of the content students
will learn.
The plan includes multiple
assessments with a variety of
modes that fit the content and
the student skill level in their
complexity (e.g., Bloom).
Rationale for assessments is
somewhat thought out to reflect
the content students will learn.
The plan includes some
assessments with a variety of
modes that fit the content and
the student skill level in their
complexity (e.g., Bloom).
Rationale for assessments
doesn’t align with the content
that students will learn.
Few to no assessments represent
a variety of modes that fit the
content and the student skill
level in their complexity (e.g.,
Bloom).
Rationale for assessments
chosen is not included.
SCORE
DESIGN FOR INSTRUCTION/TEACHING UNIT INSTRUCTIONAL PLANS
TCWS Standard: The teacher candidate designs instruction for the specific learning goal and objectives that address characteristics and needs of
students, and the learning context.
WV Professional Teaching Standards: 1, 2, 3
Task:
Design the lessons for your unit based on the learning goal and objectives, students’ characteristics and learning context. Pre-assessment data
must be used to guide development or modification of your unit. Include all lessons in unit plan. After administering the pre-assessment, analyze
student performance relative to the objectives. Provide a narrative description of the results and how the results shaped your instruction.
Include unit plan with daily lesson plans – make sure to include all examples of resources used in this unit.
Prompt:
Read the scoring rubric in advance.
Suggested Page Length: 2 pages (Pre-Assessment graph with narrative) + unit
DISTINGUISHED
PROFICIENT
BASIC
UNSATISFACTORY
(4 points)
(3 points)
(2 points)
(1 point)
DESIGN FOR INSTRUCTION/TEACHING UNIT INSTRUCTIONAL PLANS
PRE-ASSESSMENT
AND CONTEXTUAL
INFORMATION
INSTRUCTIONAL
STRATEGIES
OVERALL UNIT PLAN
Pre-assessment data are
charted, analyzed, and
consistently used to design and
delivery instruction.
Pre-assessment data are charted,
analyzed, and used to fine tune
instructional design and delivery.
Pre-assessment data are charted,
analyzed and some evidence is
provided that the data
influenced instructional design.
Learning activities are chosen to
consistently reflect best
practices in the teaching major
and are suited to the
instructional setting.
Lessons are specific and
relevant; student
interest/engagement is above
expectations. Unit/lesson plans
and all other resources are
included.
Learning activities reflect best
practices in the teaching major
and are suited to the
instructional setting.
Some learning activities reflect
best practices in the teaching
major.
Lessons are logically sequenced;
student interest/engagement is
high. Unit/lesson plans and all
other resources are included.
Lessons are somewhat logically
sequenced; student
interest/engagement would be
good. Unit/lesson plans are
included, but other resources are
not included.
Pre-assessment data have not
been charted and analyzed or
there is no evidence that the
information has been used in
instructional design.
Few learning activities reflect
best practices in the teaching
major.
Lessons are disorganized.
Student interest/engagement
would be low. Lessons plans and
other resources are not included.
SCORE
INSTRUCTIONAL DECISION-MAKING
TCWS Standard: The teacher candidate uses on-going analysis of student learning to make instructional decisions.
WV Professional Teaching Standards: 1, 2, 3, 4
Task:
Based upon the experiences you gained from teaching your unit, describe a daily instructional strategy/activity and its assessment. Explain how the
assessment caused you to modify the next day’s plan. Include an example for each day of the unit.
Prompt:
Read the scoring rubric in advance and use the chart below to organize your Instructional Decision-Making using the following information:
A.
B.
C.
INSTRUCTIONAL STRATEGY/ACTIVITY
Identify one instructional strategy/activity for each day of the unit that was used (select a variety of instructional strategies/activities).
ASSESSMENT
Identify the assessment (i.e., written test, observation checklist, interview, lab exercise) that was used to evaluate the students’
understanding.
REFLECTIVE ACTION PLAN
Based on the analysis of the assessment and content standards, where will you go from this point? What will you do in the next lesson?
DAYS
TEACHING
UNIT
Day 1
REFLECTIVE
ACTION PLAN
(Where do I go from here?)
ASSESSMENT
INSTRUCTIONAL STRATEGY/ACTIVITY
Expand table as needed.
Suggested Page Length: 3-5 pages
DISTINGUISHED
PROFICIENT
BASIC
UNSATISFACTORY
(4 points)
(3 points)
(2 points)
(1 point)
INSTRUCTIONAL DECISION-MAKING
INSTRUCTIONAL
STRATEGY/
ACTIVITY
ASSESSMENT
REFLECTIVE ACTION
PLAN
Instructional strategies/activities
were chosen for every day of the
unit.
Instructional strategies/activities
were chosen for most days of the
unit.
Instructional strategies/activities
were chosen for about half of
the days of the unit.
Instructional strategies/activities
were chosen for less than half of
the days of the unit.
Assessments were included for
all instructional
strategies/activities listed.
Candidate provides thoughtful
insights for the next action based
on the assessment data.
Assessments were included for
most of the instructional
strategies/activities listed.
Candidate provides a complete
plan for the next action based on
the assessment plan.
Assessments were included for
about half of the instructional
strategies/activities listed.
Candidate some insights for the
next action based on the
assessment data.
Assessments were included for
less than half of the instructional
strategies/activities listed.
Candidate does not provide a
plan based on the assessment
data.
IMPACT ON STUDENT LEARNING
TCWS Standard: The teacher candidate uses assessment data to profile student learning and communicate information about student progress and
achievement.
WV Professional Teaching Standards: 1, 2, 3
Task
Report the results of your assessments, including pre/post assessments and formative assessments to determine students’ progress related to the
learning goal and objectives. Use charts, graphs and narrative to identify the performance of the whole class and two individual students.
Prompt:
Read the scoring rubric in advance and organize your Analysis of Student Learning using the following subheadings:
A.
B.
WHOLE CLASS – Create a graph or table that shows every student and his/her performance on pre- and post-assessments on the learning goal
and each objective. Summarize what the data show about student learning in the whole class. How many students met the objectives? How
many did not?
TWO INDIVIDUALS – Select two students who exhibit divergent performance levels on one learning objective in the unit. Provide a rationale
for your selection of these two students. Create a graph or table that shows the performance of the two individuals on pre- and postassessments on one objective. Summarize what these data show about student learning for these individuals.
NOTE: You will provide possible reasons for why your students learned (or did not learn) in the next section, “Reflection and Self-Evaluation.”
Suggested Page Length: 2 pages (1 per chart with summary)
DISTINGUISHED
PROFICIENT
BASIC
UNSATISFACTORY
(4 points)
(3 points)
(2 points)
(1 point)
IMPACT ON STUDENT LEARNING
Provides an in-depth profile of
student learning supported by
data.
Summary is meaningful and
high-level conclusions are drawn
from the data.
Provides a clear profile of
student learning supported by
data.
Summary is meaningful and
appropriate conclusions are
drawn from the data.
Data
Summary
Extensive evidence is provided
on learner achievement and
progress toward the learning
goal and/or each objective.
Provides an in-depth profile of
student learning supported by
data.
Summary is meaningful and
high-level conclusions are drawn
from the data.
Adequate evidence is provided
on learner achievement and
progress toward the learning
goal and/or each objective.
Provides a clear profile of
student learning supported by
data.
Summary is meaningful and
appropriate conclusions are
drawn from the data.
Impact On
Student
Learning
Extensive evidence is provided
on who achieved and made
progress toward the learning
goal and/or each objective.
Adequate evidence is provided
on who achieved and made
progress toward the learning
goal and/or each objective.
WHOLE
CLASS
Profile
Clarity
Data
Summary
Impact On
Student
Learning
INDIVIDUAL
STUDENTS
Profile
Clarity
Some parts of the profiles are
unclear.
Profile is unclear.
Summary includes some
meaningful and appropriate
conclusions drawn from the
data.
Little evidence is provided on
learner achievement and
progress toward the learning
goal/objectives.
Some parts of the profiles are
unclear.
Summary is inaccurate or
conclusions are missing or not
supported by data.
Summary includes some
meaningful and appropriate
conclusions drawn from the
data.
Little evidence is provided on
who achieved and made
progress toward the learning
goal/objectives.
Summary is inaccurate or
conclusions are missing or not
supported by data.
No evidence is provided on
learner achievement.
Profile is unclear.
No evidence is provided on who
achieved and made progress
toward the objective.
REFLECTION AND SELF-EVALUATION
TCWS Standard: The teacher candidate analyzes the relationship between his or her instruction and student learning in order to improve teaching
practice.
WV Professional Teaching Standards: 1, 2, 3, 4, 5
Task:
Evaluate your performance as a teacher and link your performance to student learning results. Reflect on your performance and identify future
action that could improve your teaching and professional growth. Identify the learning activity where your students were most successful and the
learning activity where your students were least successful.
Prompt:
Read the scoring rubric in advance and organize your Reflection and Self-Evaluation using the following subheadings:
A.
B.
C.
D.
E.
F.
ANALYSIS OF STUDENT TEACHING GOALS – Reflect on the progress you’ve made toward each of your student teaching goals.
INTERPRETATION OF STUDENT LEARNING – Identify possible reasons for students’ success and lack of success based on your assessment
results. Consider student characteristics, objectives, instruction, materials and assessment as well as other contextual factors.
INSIGHTS ON EFFECTIVE INSTRUCTION AND ASSESSMENT – Identify the most successful and least successful learning activities based on
student performance. Provide a rational for your selections.
CONSIDERATION OF CONTENT INSTRUCTION – Describe your strengths and challenges in delivering content-specific instruction.
IMPLICATIONS FOR FUTURE TEACHING – Describe what you did well and what you could differently or better in the future to improve your
students’ performance.
IMPLICATIONS FOR PERSONAL PROFESSIONAL IMPROVEMENT – Identify at least two areas for improvement that emerged during this unit.
List and describe specific professional activities you will engage in to improve your performance as a teacher in these areas.
Suggested Page Length: 3-5 pages
DISTINGUISHED
PROFICIENT
BASIC
UNSATISFACTORY
(4 points)
(3 points)
(2 points)
(1 point)
Provides thorough reasons for
why students met or did not
meet the learning goals and
objectives.
Identifies the most and the least
successful activities and
assessments and explores
plausible, and in-depth reasons
for their success or failure.
Provides specific and relevant
ideas for redesigning instruction
and assessment and explains in
detail why these changes would
improve student learning.
Provides adequate reasons for
why students met or did not
meet the learning goals and
objectives.
Identifies the most and the least
successful activities and
assessments and explores
plausible reasons for their
success or failure.
Provides ideas for redesigning
instruction and assessment and
explains why these changes
would improve student learning.
Identifies more than two areas
for improvement and lists and
describes a comprehensive plan
to improve these areas.
Identifies two areas for
improvement and lists and
describes specific professional
activities to improve in these
areas.
REFLECTION AND SELF-EVALUATION
INTERPRETATION OF
STUDENT LEARNING
INSIGHTS ON
EFFECTIVE
INSTRUCTION AND
ASSESSMENT
IMPLICATIONS FOR
FUTURE TEACHING
IMPLICATIONS FOR
PERSONAL
PROFESSIONAL
IMPROVEMENT
Provides few reasons for why
students met or did not meet the
learning goals and objectives.
No evidence or reasons provided
to explain students performance.
Identifies few activities and
provides little rationale for why
some activities or assessments
were more successful than
others.
Provides few ideas for
redesigning instruction, and
assessment or offers an
inadequate explanation of why
these changes would improve
student learning.
Identifies areas for improvement
and describes general activities
to improve in these areas.
Provides no rationale for why
some activities or assessments
were more successful than
others.
Provides inappropriate or no
ideas for redesigning instruction,
and assessment.
Does not clearly identify areas
for improvement or provides a
poor plan or no plan to improve
in these areas.
DISPOSITIONS AND QUALITY OF WORK SAMPLE
DISTINGUISHED
PROFICIENT
BASIC
UNSATISFACTORY
(4 points)
(3 points)
(2 points)
(1 point)
Candidate occasionally
demonstrates the ability to
evaluate, critically analyze,
reflect, and problem solve at a
higher level of thinking.
Candidate occasionally
demonstrates instructional
design that meets the needs,
interests and abilities of some
students.
Some descriptions related to
diversity show respect and
understanding issues of diversity.
Some expectations are low.
Candidate occasionally
integrates available technology
meaningfully into professional
and instructional practices.
Candidate inconsistently
examines his/her practice
through a continuous cycle of
on-going professional
improvement.
Candidate rarely demonstrates
the ability to evaluate, critically
analyze, reflect, and problem
solve at a higher level of
thinking.
Candidate rarely demonstrates
instructional design that meets
the needs, interests and abilities
of some students.
DISPOSITIONS
CRITICAL
THINKING
COMMITMENT
TO
STUDENTS
COMMITMENT
TO
DIVERSITY
COMMITMENT
TO
TECHNOLOGY
COMMITMENT
TO
PROFESSION
Candidate consistently
demonstrates the ability to
evaluate, critically analyze,
reflect, and problem solve at a
higher level of thinking.
Candidate consistently
demonstrates instructional
design that meets the needs,
interests and abilities of all
students.
Descriptions related to diversity
exceed expectations for respect,
understanding issues of diversity
and high expectations.
Candidate consistently integrates
available technology
meaningfully into professional
and instructional practices.
Candidate critically examines
his/her practice through a
continuous cycle of on-going
professional improvement.
Candidate frequently
demonstrates the ability to
evaluate, critically analyze,
reflect, and problem solve at a
higher level of thinking.
Candidate frequently
demonstrates instructional
design that meets the needs,
interests and abilities of all
students.
Descriptions related to diversity
show respect, understanding
issues of diversity and high
expectations.
Candidate frequently integrates
available technology
meaningfully into professional
and instructional practices.
Candidate examines his/her
practice through a continuous
cycle of on-going professional
improvement.
There are no spelling, grammar,
capitalization, punctuation,
sentence structure, and all other
mechanics of writing errors.
There are very few spelling,
grammar capitalization,
punctuation, sentence structure,
and all other mechanics of
writing errors.
Sections are well organized.
Required information is clearly
presented and easy to find.
There are some spelling,
grammar, capitalization,
punctuation, sentence structure,
and all other mechanics of
writing errors.
Some sections are well
organized. Some information
presented is easy to find.
There are many spelling,
grammar, capitalization,
punctuation, sentence structure,
and all other mechanics of
writing errors.
Few sections are well organized.
Some information presented was
difficult to find.
TCWS reflects the typical
professional thought and effort
expected in a culminating
teaching assignment.
TCWS has sections that should
be revised and improved before
serving s a culminating
assignment.
TCWS does not reflect the typical
professional thought and effort
expected in a culminating
teacher education assignment.
Descriptions related to diversity
do not show respect and in
understanding issues of diversity.
Expectations are low.
Candidate rarely integrates
available technology
meaningfully into professional
and instructional practices.
Candidate fails to examine
his/her practice through a
continuous cycle of on-going
professional improvement.
QUALITY OF WORK SAMPLE
MECHANICS OF
WRITING
ORGANIZATION
OVERALL TCWS
QUALITY
TCWS is creative and neatly
organized according to the table
of contents. Required
information is clearly presented
and easy to find.
TCWS reflects mastery in
professional thought and effort
expected in a culminating
teaching assignment.