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

Adelphi University
Ruth S. Ammon School of Education
EARLY CHILDHOOD PROGRAM
TEACHER WORK SAMPLE
Manual for Teacher Candidates and
Student Teacher Supervisors:
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Overview of TWS
7 Teaching processes
TWS Standards
Tasks
Indicators (Directions)
Rubric
The materials in this document were developed by The Renaissance Partnership for
Improving Teacher Quality Project http://fp.uni.edu/itq
Some of the materials have been adapted for use with the Early Childhood Graduate
Program at Adelphi University.
(December 2nd , 2008)
Overview of THE TEACHER WORK SAMPLE
(TWS)
A Teacher Work Sample (TWS) is a performance-based assessment process that enables
teacher candidates to demonstrate teaching performances directly related to the implementation
of a standards-based instructional unit by planning, instructing and assessing students. Teacher
candidates analyze student learning and reflect on their teaching effectiveness.
The TWS provides substantial evidence that teacher candidates are ready to begin a
professional career as an educator. The development of a TWS will provide teacher
candidates with an authentic experience designed to develop in them “a teacher’s way of
thinking.” In other words, in their future career the systematic development of a TWS may
not happen again in a formal written manner. However, very importantly, it will create a
professional habit of mind where, as an educator, they will naturally think about the
processes of the TWS as a matter of best practice.
The following pages describe the Teacher Work Sample and the seven teaching processes it
contains. Each teaching process is introduced in detail with a page that describes what is
required (the task) and the indicators that need to be included in each of the processes. At
the end of this Manual there is a rubric (to be completed by the supervisor) that describes
acceptable or target performance. Please note that all seven processes (plus the written
Expression1) need to be met in order to obtain a passing score in the TWS
requirement. That is, all processes need to have a score of 3 in the rubric.
There are Seven Key Process of a Teacher Work Sample:
1.
2.
3.
4.
5.
6.
7.
Contextual Factors
Learning Goals
Assessment Plan
Design for Instruction
Instructional Decision-Making
Analysis of Student Learning and
Self-Evaluation and Reflection
The Teacher Work Sample is folded into the Educational Portfolio and documents the teacher
candidate's achievements over the course of the Early Childhood program at Adelphi
University. The Teacher Work Sample must show satisfactory achievement of the learning
outcomes of the School of Education’s Early Childhood Program of study. The format of the
Teacher Work Sample may be traditional print and/or electronic file.
1
The Written Expression is not one of the 7 processes but it is part of the rubric. Teacher candidates must use the
conventions of standard written English consistently throughout the TWS report.
2
Assignment:
Teacher candidates are required to design a comprehensive unit of study in ONE of the Student
Teaching placements. The unit needs to have at least FIVE lesson plans. Teacher candidates
are required to teach at least TWO of these five lesson plans and these will become the TWS.
Before the teacher candidate teaches the lessons, he or she will describe contextual factors,
identify learning goals based on the New York State Standards and NAEYC Standards (see
www.naeyc.org), create an assessment plan designed to measure student performance before
(pre-assessment), during (formative assessment) and after (post-assessment), instruction and
plan for instruction. After the teacher candidate teaches the lessons, he or she will analyze student
learning and then reflect upon and evaluate their teaching as related to student learning.
Suggested Schedule for teacher candidates:
Week #1:
 Meet with the Cooperating Teacher to discuss TWS schedule/requirements
 Complete Contextual Factors section
By the end of the first ¼ of the placement:
 Plan a unit (with five lessons) with the cooperating teacher. Planning together is very
important because you have to plan a unit that will be meaningful, developmentally
appropriate, and coherent with the class curriculum.
 Complete the Learning Goals and Assessment Plan
 Give pre-assessment to students (make a copy of student papers/work)
 Analyze pre-assessment data and use results to complete Design for Instruction section
 Select 2 students whose formative assessments you will collect during the unit.
By the end of the third ¼ of the placement:
 Teach at least 2 lessons of the unit
 Collect student work as needed
 Take notes for the Instructional Decision Making section
By the end of the placement:
 Give post-assessment
 Analyze post-assessment results and complete rest of TWS
3
Teaching Processes, Standards, Tasks
and Indicators
There are 7 Teaching Processes assessed
by the TWS:
1.
Contextual Factors
Standard:
The teacher candidate uses information about the learning/teaching context and student
individual differences to set learning goals and objectives, plan instruction, and assess learning.
Task:
Discuss relevant factors and how they may affect the teaching/learning process. Include any
supports and challenges present that affect instruction and student learning.
Indicators:
In your discussion, include:
• Community, District, and School Factors
Address geographic location, community and school population, socio-economic profile, and
race/ethnicity. You might also address such things as stability of community, political climate,
community support for education, and other environmental factors.
• Classroom Factors
Address physical features, availability of equipment and resources, and the extent of parental
involvement. You might also discuss other relevant factors such as classroom rules and
routines, grouping patterns, scheduling, and classroom arrangement.
• Student Characteristics
Address age, gender, race/ethnicity, special needs, achievement/developmental levels, and
students’ skills and prior knowledge relevant to your learning goals. You might also include
relevant factors such as culture, language, interests, and learning styles/modalities.
Suggested Page Length: 1-2
4
2. Learning Goals
Standard:
The teacher candidate sets significant, challenging, varied, and appropriate learning goals and
objectives.
Task:
Provide and justify the learning goals and objectives for each lesson plan.
Indicators:
List the learning goals and objectives (not the activities) that will guide the planning, delivery,
and assessment of your lesson plans. These goals and objectives should define what you
expect students to know and be able to do at the end of each lesson. Number or code each
learning goal and objective so you can reference it later.
Provide justification for your choice of learning goals and objectives. Elements of your
justification should include at least type and level of learning, appropriateness, and alignment
with local, state, or national standards.
Suggested Page Length: 1-2
3. Assessment Plan
Standard:
The teacher candidate uses multiple assessment modes and approaches aligned with learning
goals and objectives to assess student learning before, during, and after instruction.
Task:
Design an assessment plan to monitor student progress toward learning goal(s) and
objective(s). Use multiple assessment modes and approaches aligned with learning goals and
objectives to assess student learning before, during, and after instruction. These assessments
should authentically measure student learning and may include performance-based tasks,
observations, paper-and-pencil tasks, or personal communication. Describe why your
assessments are appropriate for measuring learning.
Indicators:
•
Include a description of pre- and post-assessments that are aligned with your learning goals
and objectives. Clearly explain how you will evaluate or score pre- and post-assessments.
State what criteria you will use to determine if the students’ performance meets the learning
goals and objectives. Include evidence of pre- and post-assessments (copies of the
assessments or Indicators and student directions for the Indicators) and criteria for judging
student performance.
•
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 and
comment on the importance of collecting that particular evidence. Although formative
assessments may change as you are teaching the lessons, your task here is to predict at
what points in your teaching it will be important to assess students’ progress toward learning
goals and objectives.
5
•
Construct a table that lists each learning goal and objective, assessments used to judge
student performance relative to learning goals and objectives, and adaptations of the
assessments for the individual needs of students. The primary purpose of this table is to
depict the alignment between learning goals and objectives and assessments. The table
also provides opportunities to show where adaptations are going to be implemented to meet
the individual needs of students or contextual factors. You must have one table for each
lesson plan.
LESSON PLAN 1
1) LEARNING
GOALS
2) LEARNING
OBJECTIVES
3) ASSESSMENTS
4) FORMAT OF
ASSESSMENT
5) ADAPTATIONS
Learning Goal 1
Learning Objective 1
Pre-Assessment
Performance-based,
paper-and-pencil,
personal
communication
How will you adapt
each assessment for
individual needs of
students or contextual
factors?
Formative
Assessment(s)
Post-Assessment
Learning Goal 2
Learning Goal 3,
etc.
After administering the pre-assessment, analyze student performance relative to the
learning goals and objectives. Depict the results of the pre-assessment in a graph or chart,
indicating students’ progress toward each learning goal and objective. Discuss how this
analysis will guide your instruction or modification of the learning goals and objectives.
Suggested Page Length: 2-3 + pre- and post-assessment instruments.
•
4. Design for Instruction
Standard:
The teacher candidate designs instruction for specific learning goals and objectives, student
characteristics and needs, and learning contexts.
Task:
Describe how you will design your instruction related to the goals and objectives, students’
characteristics and needs, and the specific learning context.
Indicators:
Use the table below to provide an overview of your entire learning unit. Even though you will
teach only 2 lessons of this unit, you need to provide an overview of the entire unit. Include the
topic or activity you are planning for each day. Also indicate the goal(s) and objective(s) (coded
from your Learning Goals and Learning Objectives sections) that you are addressing in each
activity. Make sure that every goal and objective is addressed by at least one activity and that
every activity relates to at least one goal and objective. Indicate the materials that you will use to
conduct each lesson.
6
LESSON 1
LESSON 2
LESSON 3
LESSON 4
LESSON 5
DATE
ACTIVITY
GOALS
MATERIALS
•
Choose three or four activities that reflect a variety of instructional strategies/techniques and
explain why you are planning those specific activities. In your explanation for each activity,
include
−
−
−
how its content relates to your instructional goal(s) and objective(s),
how the activity stems from your pre-assessment information and instructional context,
what materials/technology you will need to implement the activity, and
how you plan to assess student learning during and/or following the activity (i.e.,
formative assessment).
Suggested Page Length: 3 + block plan
−
5. Instructional Decision-Making
Standard:
The teacher candidate uses on-going analysis of student learning to make instructional
decisions.
Task:
Provide two examples of instructional decision-making based on students’ learning or
responses.
Indicators:
•
Think of a time during your lesson when a student’s learning or 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:
a. Describe the student’s learning or response that caused you to rethink your plans. The
student’s learning or response may come from a planned formative assessment or
another source.
b. How did your analysis and interpretation of this student’s learning or response inform
your decision regarding what you did next? Describe what you did, and explain why you
thought this would improve student progress toward the learning goal and objective.
Discuss what happened and explain why.
•
Now, think of one more time during your lesson when another student’s learning or
response caused you to modify a different portion of your original design for instruction.
(The resulting modification may affect other students as well.) Cite specific evidence to
support your answers to the following:
o
Describe the student’s learning or response that caused you to rethink your
plans. The student’s learning or response may come from a planned formative
assessment or another source.
7
How did your analysis and interpretation of this student’s learning or response
inform your decision regarding what you did next? Describe what you did, and explain
why you thought this would improve student progress toward the learning goal and
objective. Discuss what happened and explain why.
Suggested Page Length: 3-4
o
6. Analysis of Student Learning
Standard:
The teacher candidate uses assessment data to profile student learning and communicate
information about student progress and achievement.
Task:
Analyze your data to report the performance of the whole class, subgroups, and two individual
students. Use visual representations and narrative to profile student performance.
Indicators:
• Whole class
Use aggregated data to draw conclusions about the extent to which the whole class attained
all learning goals and objectives. Provide a graphic representation to compare pre- and
post-assessment results for each goal and objective. Explain what the graph illustrates and
why you think students performed this way.
•
Subgroups
Select a group characteristic to analyze (e.g., gender, performance level, socio-economic
status, language proficiency, or other attributes of diversity). Form a subgroup based on
that distinguishing characteristic (e.g., male, low performance, free or reduced lunch, ESL).
Explain why it is important to understand the learning of this particular subgroup in relation
to two significant learning goals and objectives, one of which must represent higher level
thinking. Use disaggregated data to draw conclusions about the extent to which the
subgroup attained the two learning goals and objectives. Provide a graphic representation
to compare pre- and post-assessment results for the two goals and objectives. Explain what
the graph illustrates and why you think students in the subgroup performed this way.
Individuals
Select two students who represent different levels of performance. Explain why it is
important to understand the learning of these particular students in relation to two significant
learning goals and objectives, one of which must represent higher level learning. Draw
conclusions about the extent to which these students attained the two learning goals and
objectives and provide examples of student work to support your response.
Suggested Page Length: 4 + charts and student work
•
8
7. Reflection and Self-evaluation
Standard:
The teacher candidate analyzes the relationship between his or her instruction and student
learning in order to improve teaching practice.
Task:
Reflect on your performance as a teacher in guiding the instructional process of the lessons and
link your performance to student learning results. Evaluate your performance relative to the
seven standards of the work sample to identify future actions for improved practice and
professional growth.
Indicators:
• Write a narrative reflecting on instruction and student learning in which you
a. describe the instructional strategies or activities that contributed most to student learning
and which were most effective,
b. explain the greatest barriers to achieving learning results, specifically considering which
of these were under your control as a teacher, and
c. discuss what you would do differently to improve student learning.
•
Write a narrative evaluating your effectiveness as an instructor in which you:
a. Assess the extent to which you met the work sample standards, focusing specifically on
your key areas of strength and weakness. Analyze how your performance on these
standards impacted the learning of your students.
b. Reflect on your own abilities and identify what professional knowledge, skills, or
dispositions (e.g., attitudes, values, and beliefs) would improve your performance in
teaching the lessons. Identify specific professional endeavors that would improve your
performance.
c. Select and discuss your most significant learning insight from teaching this unit.
Suggested Page Length: 2
9
Submission Information
Use the following information before you submit your TWS:
Ownership. Complete a cover page that includes (a) your name, (b) date submitted, (c)
grade level taught, (d) subject taught, (e) course number and title.
∑
Table of Contents. Provide a Table of Contents that lists the sections and attachments in
your TWS document with page numbers.
∑
Charts, graphs and attachments. Charts, graphs and assessment instruments are
required as part of the TWS document. You may also want to provide other attachments, such
as student work. However, you should be very selective and make sure your attachments provide
clear, concise evidence of your performance related to TWS standards and your students'
learning progress.
∑
Narrative length. A suggested page length for your narrative is given at the end of each
component section. You have some flexibility of length across components, but the total length
of your written narrative (excluding charts, graphs, attachments and references) should not
exceed twenty (20) word- processed pages, double-spaced in 12-point font, with 1-inch margins.
∑
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. You should use the American Psychological
Association (APA) for your citations and reference list.
∑
Anonymity. In order to insure the anonymity of students in your class, do not include
any student names or identification in any part of your TWS.
∑
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Rubric
2
Indicator Partially Met
1
Indicator Not Met
The candidate integrates their
understanding of the
community, school and
classroom factors into
developmentally appropriate
instruction for all children. The
candidate clearly understands
how the students
characteristics and needs
make an impact in the learning
environment.
Goals are developmentally
appropriate and are
explicitly aligned with
NAEYC standards.
The candidate displays limited
understanding of the learning
implications of community,
school and classroom factors as
well as student characteristics.
The candidate displays little,
inaccurate or biased
knowledge of the learning
implications of community,
school and classroom factors
as well as student
characteristics.
Goals may not be
developmentally appropriate for
young children and may not be
fully aligned with NAEYC
Standards.
Goals are not
developmentally appropriate
and are not align with NAEYC
Standards.
Assessment Plan: The
candidate uses
multiple assessment
modes and
approaches aligned
with learning goals to
assess student
learning before, during
and after instruction
All learning goals and
assessments are aligned,
assessments are clear and
explicit, the plan includes
multiple modes and
assesses student
performance throughout the
instructional sequence.
Assessments appear valid,
procedures are clearly
explained. Adaptations, to
meet individual needs are
provided.
Some learning goals and
assessments are aligned,
assessment criteria may not
be clear. Assessments overly
rely on paper and pencil tasks,
do not include performance
assessment. Some scoring
procedures are explained.
Adaptations have been made
for some students.
There is a lack of congruence
or alignment between learning
goals and assessments.
Criteria are not clear or missing.
The plan uses one method and
does not assess students
throughout instruction.
Assessments have not been
adapted to meet individual
student needs.
Design for
Instruction: The
candidate designs
instruction for specific
learning goals, student
characteristics and needs,
and learning contexts.
All lessons, activities and
resources are explicitly
linked to learning goals.
Content appears accurate
and activities are
developmentally
appropriate. Lessons are
logically organized.
Significant variety of
instructional methods and
activities are provided.
Most lessons, activities and
resources are explicitly linked to
learning goals. Content appears
mostly accurate. There is some
logical organization to the
lessons. Some variety of
methods and activities is
provided.
Rating
Indicator
Contextual Factors:
The candidate uses
information about the
learning/teaching
context and student
individual differences
to set learning goals,
plan instruction and
assess learning.
Learning Goals: The
candidate sets
significant, challenging,
varied and appropriate
learning goals.
3
Indicator Met
Score
Few lessons, activities or
resources are explicitly linked
to learning goals. Numerous
errors in content.
Lessons are not logically
organized. Little variety of
methods or activities.
11
Rating
Indicator
Instructional decisionmaking: The candidate
uses on-going analysis
of student learning to
make instructional
decisions.
Analysis of student
learning: The
candidate uses
assessment data to
profile student learning
and communicate
information about
student progress and
achievement.
Reflection and selfevaluation: The
candidate analyzes
the relationship
between his or her
instruction and student
learning in order to
improve teaching
practice.
3
Indicator Met
2
Indicator Partially Met
1
Indicator Not Met
Instructional decisions are
pedagogically sound,
appropriate modifications are
made to meet student needs.
Rationale is based on an
analysis of student learning and
explains why the modification
would improve student
progress. Modifications are
congruent with learning goals.
Instructional decisions are
mostly appropriate, but some
are not pedagogically sound.
Some modifications are made
to meet student needs, but are
not generally based on an
analysis of student learning.
Modifications are somewhat
congruent with learning goals.
Many instructional decisions
are inappropriate and not
pedagogically sound.
Candidate treats class as “one
size fits all” and makes no
individual modifications, or
modifications are not logically
related to any analysis of
student learning.
Presentation is easy to
understand and contains no
errors of representation.
Analysis is fully aligned with
learning goals and provides a
comprehensive profile of
student learning for the whole
class, subgroups and two
individuals. Interpretation is
meaningful and appropriate
conclusions are drawn from the
data. Analysis includes
evidence of the impact on
student learning in terms of
number of students who made
progress toward each learning
goal.
Presentation is
understandable and contains a
few errors. Analysis is
partially aligned with learning
goals and/or fails to provide a
comprehensive profile of
student learning relative to the
goals for the whole class,
subgroups, and two
individuals. Interpretation is
technically accurate, but
conclusions are missing or not
fully supported by data.
Analysis includes incomplete
evidence of the impact on
students who made progress
toward each learning goal.
Explores multiple hypotheses
for why some students did not
meet learning goals. Identifies
successful and unsuccessful
activities and assessments and
provides plausible reasons
(based on theory or research)
for their success or lack thereof.
Logically connects learning
goals, instruction and
assessment results in the
discussion of student learning
and effective instruction.
Provides ideas for redesigning
learning goals, instruction, and
assessment and explains why
these modifications would
improve instruction. Presents
professional learning goals that
clearly emerge from the insights
and experiences in this section.
Describes specific steps to
meet these goals.
Provides simplistic hypotheses
for why some students did not
meet learning goals. Identifies
successful and unsuccessful
activities and assessments and
superficially explores reasons
(not based on theory or
research) for their success or
lack thereof. Connects learning
goals, instruction and
assessment results in the
discussion of student learning
and effective instruction but
misunderstandings or
conceptual gaps are present.
Provides ideas for redesigning
learning goals, instruction, and
assessment but offers no
rationale why they would
improve learning. Presents
professional learning goals that
are not strongly related to the
insights and experiences in this
section.
Score
Presentation is not clear or
accurate. It does not
accurately reflect the data.
Analysis of student learning is
not aligned with learning goals.
Interpretation is inaccurate and
conclusions are missing or
unsupported by data. Analysis
fails to include evidence of
impact on student learning in
terms of numbers of students
who made progress toward
each learning goal.
No evidence or reasons
provided to support
conclusions. No rationale why
some activities or assessments
were more successful than
others. Does not connect
learning goals, instruction and
assessment results or the
connections are irrelevant or
inaccurate. Provides no ideas,
or inappropriate ideas for
redesigning learning goals,
instruction and assessment.
Provides no professional
learning goals or provides
goals that are unrelated to the
insights and experiences
described in this section.
12
Rating
Indicator
Written
Expression
3
Indicator Met
2
Indicator Partially Met
Most of the writing is
Ideas are developed fully and
grammatically correct. Errors
elaborately. No `mistakes in
do not interfere with meaning.
grammar, syntax and spelling.
Professional vocabulary is
Professional vocabulary is
usually used correctly. There
used correctly. There are
may be some problems with
appropriate transitions between
the transitions between
paragraphs and questions.
paragraphs or sections. The
The reference list is complete
reference list has few errors,
with no errors, and the
and most of the citations are
references and citations are all
done in APA format.
in APA format.
1
Indicator Not Met
Score
. The writing contains many
grammar mistakes. Some
mistakes interfere with
meaning. Candidate often
uses professional vocabulary
incorrectly. There is a lack of
transitions between paragraphs
or sections. The reference list
has many errors or a reference
list is not included. Some or all
of the citations are not in APA
format.
Total Score:_________________
13