Electronic Portfolio - Entry 5.7/Teacher Work Sample
Standard C: Program Planning, Developmentally Appropriate Instruction, Progress Evaluation, and Program Effectiveness Monitoring
(Reference: Renaissance Partnership for Improving Teacher Quality)
Successful teacher candidates support learning by designing a Teacher Work Sample (referred to as TWS) that employs a range of strategies and build on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning.
You are required to develop and teach a comprehensive unit designed for students with moderate to severe disabilities. Your instructional goals should be based on the collective needs of your students. You will also need to create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment) and after (post-assessment) your unit instruction. Finally, you need to analyze and reflect on your instructional design, educational context, and learning gains demonstrated by your students.
Your TWS must include all seven components included in this packet, be word-processed and double-spaced in 12-point font. A suggested page length for your narrative is given at the end of each component.
Charts, graphs and assessment instruments are required as part of the TWS document. Also, you may want to provide other attachments such as student work samples (if appropriate). However, you should be very selective and make sure your attachments provide clean, concise evidence of your performance related to TWS standards and your student’s learning progress.
Provide a table of contents that lists the seven sections of your TWS document with the page numbers and a cover page that includes
- Your name
- Date submitted
- Grade level and subject you are teaching
- University course number and title
Section I: Contextual Factors
TWS Standard: The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.
Your first task is to develop a case study. Ideally, this could be your classroom or the classroom that you are working in during the semester. Discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning.
In your discussion, include:
- Community, district and school factors.
- Geographic location
- Community and school population
- Socio-economic profile and race/ethnicity
- Stability of community
- Political climate (if appropriate)
- Community support for education
- Any environmental factors that may be pertinent
- Classroom factors
- Physical feature
- Availability of technology
- Parental involvement
- Classroom rules and routines
- Grouping patterns
- Classroom arrangements
- Student characteristics
- Age, gender, race/ethnicity
- Special needs
- Culture, language
- Interests and learning styles
- Prior knowledge and skills that will influence the development of your learning goals, instruction and assessment.
Suggested page length: 1-2
Section II: Learning Goals
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Develop goals and objectives for your unit.
In your discussion:
- List the learning goals (not activities) that will guide the planning, deliver and assessment of your unit.
- Goals should define what you expect students to know and be able to do at the end of the unit. (The students, at the end of this unit, will…)
- List the learning objectives (not activities) of the unit.
- Objectives should be written in IEP format.
- Provide justification for your choice of learning goals and objectives.
- Developmentally Appropriateness (developmental level of children, interests, needs, learning styles)
- Cite an “Expert” in the field to help justify this goal (Dodge (2003) said, Katz (2004) pointed out, York (2004) found, etc.)
Suggested page length: 1-2
Section III: Assessment Plan
The teacher uses multiple assessment modes and approaches aligned with learning goals to assess learning, before, during and after instruction.
Design an assessment plan to monitor student progress toward learning goals. Use multiple assessment approaches aligned with learning goals to assess student learning before, during, and after instruction. These assessments should authentically measure student learning and may include checklists, interviews, taping, paper-and-pencil tasks (if appropriate). Describe why your assessments are appropriate for measuring learning.
- Include a description of pre-and post-assessments that are aligned with your learning goals.
- Explain how you will gather evidence (document) to show what your students already know (when & where you will get it, how will you record it; interviews, collections of work, anecdotal records, parent interviews, developmental checklist, video/audio tapes).
- Include evidence of pre-and post assessments (samples of transcribed tapes, prompts and student responses, actual student work, etc.). Pre and Post Assessments are the same.
- Discuss your plan for formative assessment that will help you determine student progress during the unit.
- Describe the indicators you will use to check on student progress (What will you look for to show that children are learning?)
- Comment on the importance of collecting that particular type of evidence.
- Predict at what points in your teaching it will be important to assess students’ progress toward learning goals. (How often will you observe/assess to see that things are moving in the right direction? How will you plan for this?)
- Construct a table that lists your learning goal/objective, the documentation used to judge student performance relative to learning goals, and adaptations of the assessments for the individual needs of students based on pre-assessment and contextual factors:
Learning Goal #1
Example: The students will increase their social skills in a group setting.
(Choose 1-3 indicators)
Developmental checklist @ SDL time; Ind. Interview using 2nd Step VP picture
Bunny, Bunny How’s your Neighbor game, Role playing by teachers, 2nd Step Violence Prevention lessons, Buddy Up Helpers
Developmental checklist @ SDL time; Ind. Interview using 2nd Step VP picture
According to YOUR classroom, which children will need to have this adapted for them? (e.g. ELL) How do you plan to do this?
List adaptations as stated above in pre-assessment
Suggested page length: 2 plus Assessment Plan Table
Section IV: Design for Instruction
The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. This standard is made up of two elements: 1) Results of the Preassessment and 2) Lesson Plans.
Describe how you will design your unit instruction related to unit goals, students’ characteristics and needs, and the specific learning context.
- Results of pre-assessment. After administering the pre-assessment, analyze student performance relative to the learning goals.
- Depict the results of the pre-assessment in a graph or chart (example – Table 1).
- Discuss how this analysis will guide your instruction or modification of the learning goals.
Learning Goal #1.1
Learning Goal #1.2
- Lesson Plans. A minimum of seven (7) lesson plans will be included in your final TWS. Lesson plan format should include the following elements:
- Goal / Objectives
- Equipments / Supplies / Technology
- Anticipatory Set
- Teaching (Instruction)
- Input – by time (Describe how teaching will occur)
- Modeling / Guidance / Prompts (How will you provide modeling or guidance? What prompts will you use?
- Guided Practice (What opportunities will students have to practice skills?)
- Reflection (how could I improve this lesson
*Lesson plans should be so comprehensive that a substitute teacher could easily follow them.
Lesson Analysis: As part of each lesson plan, please include:
- How the content relates to your instructional goal.
- How the activity stems from your pre-assessment information and instructional context.
- How you plan to assess student learning during and/or following the activity (i.e. formative assessment).
Section V: Instructional Decision Making
The teacher uses on-going analysis of student learning to make instructional decisions.
Provide one example of instructional decision-making based on students’ learning or responses.
- Think of a time during your unit when a student’s response caused you to modify your original design for instruction. (The resulting modification may affect other students as well). Cite specific evidence to support your answers to the following:
- Describe the student’s response that caused you to rethink your plans. (not the pre-assessment).
- How did your interpretation of this student’s actions inform your decision regarding what you did next?
- Describe what you did and clarify why you thought this would improve student progress toward the learning goal. Discuss what happened and explain why
Suggested page length: 1 page
Section VI: Analysis of Learning Results
The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.
Analyze your assessment data, including pre-post assessments and formative assessments to determine students’ progress related to the unit learning goals. Use visual representations and narrative to communicate the performance of the whole class and two individual students.
- Whole class. Use aggregated data to draw conclusions about the extent to which the whole class attained all learning goals. Provide a graphic representation to compare pre and post-assessment results for each goal. Explain what each graph illustrates.
- Individuals. Select two students that represent different levels of performance.
- Explain why it is important to understand the learning of these two students.
- Using your assessment data, describe what these students learned in relation to your learning goals.
- Use specific examples of the students’ work (if appropriate) to draw conclusions about the extent to which these students grew in your unit.
Suggested page length: 2 plus charts and student work examples/samples (if appropriate)
Section VII: Reflection and Self-Evaluation
The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.
Reflect on your performance as a teacher in guiding the instructional process of this unit and link your performance to student learning results. Evaluate your performance relative to the seven TWS standards to identify future actions for improved practice and professional growth.
- Reflection on the instructional strategies you used and student learning. Write a narrative identifying the two instructional strategies and activities that contributed most to student learning.
- Describe why you think these strategies and/or activities were effective in helping your students reach the learning goals of the unit
- Reflection on improving your practice. Describe what you believe were the two greatest barriers to learning for your students in this unit.
- Focus only on factors you can have an influence on as a teacher (not learning disabilities, the weather, etc.).
- Discuss what you could do differently or better in the future to improve your students’ performance.
- Reflection on your teaching performance.
- How did your performance impact the learning of your students
- Reflection on possibilities for professional development.
- Describe one or two areas of professional growth related to the TWS standards (“I need to improve in my ability to write good Learning Goals” or “pre-assess my students”, etc.) that you believe are critical to improving your ability to facilitate student learning.
- Identify two professional growth activities that most likely will improve your performance in the critical area(s) you identified (what can you do to help you grow and develop as a teacher: workshops, journals, conferences, help from colleagues, etc).
Suggested page length: 2
References and Credits (not included in total page length). If you referred to another person’s ideas or material in your narrative, you should cite these in a separate section at the end of your narrative under References and Credits.
- Use APA style
- Put all references at the end of this document