1. education

A Guide for Compiling a
Physical Education
Teacher Work Sample
Portfolio
Performance Requirements
Teaching Processes
Standards and Indicators
Scoring Rubrics
College of Education
Kean University
Revised 2011
Note: The materials in this document were developed by representatives of the
Renaissance Partnership Institutions and are used with their permission. The
Renaissance Partnership for Improving Teacher Quality Project http://fp.uni.edu/itg
NCATE accredited since 1954
Teacher Work Sample
adopted by College of Education 12/06
Teacher Work Sample (TWS) Committee
Dr. J. Amorino
Prof. M. Bocchino
Dr. L. Cahir
Prof. A. Caruso
Dr. G. DelRisco
Prof. R. Evans
Dr. J. Hoffman
Dr. L. Schraer-Joiner
Dr. D. Joiner
Dr. M. Knight
Dr. B. Lee
Dr. L. Lorentzen
Dr. M. Mobley
Dr. F. Osborne
Dr. J. Oussaty
Dr. V. Rodriguez
Dr. D. Schuman
Teacher Work Sample (TWS) Physical Education Committee
Dr. J. Adams
Prof. J. Tirella
Prof. L Szekeres
Dr. R. Bakker
Revised September 2011
TEACHING PERFORMANCE CENTER
Kean University
College of Education
Willis Hall, Room 110
Union, NJ 07083
Phone: (908) 737-4185
Fax: (908) 737-4115
Email: tpc@kean.edu
Dr. Susan Polirstok, Dean
Dr. Jo Hoffman, Associate Dean
College of Education
Table of Contents
I.
The SPECTRUM Model: Kean University’ Conceptual
Framework for Teacher Education .....................................................................1
II.
College of Education Mission Statement .............................................................3
NASPE Mission Statement...................................................................................3
III.
College of Education Learning Outcomes/Institutional Standards .................4
IV.
Teacher Work Sample Portfolio Preparation
A. What is a Teacher Work Sample Portfolio? .....................................................7
B. Instructions for Compiling a Teacher Work Sample Portfolio .........................7
C. Description of the Teacher Work Sample Portfolio Process ............................8
D. Candidate & Supervisor Responsibilities for
Implementation/Evaluation of the TWS....................................................9
E. Submitting the Teacher Work Sample Assessment ........................................11
V.
Teacher work Sample
Overview of Teacher Work Sample Portfolio .......................................................12
Teaching Processes Assessed by the Teacher Work Sample ................................14
Introduction to TWS/Rubric ..................................................................................15
Philosophy Statement/Rubric ................................................................................17
Contextual Factors/Rubric .....................................................................................19
Learning Goals/Rubric...........................................................................................20
Assessment Plan/Rubric ........................................................................................23
Example of Assessment Plan Table.......................................................................22
Design for Instruction/Rubric ................................................................................26
Instructional Decision-Making/Rubric ..................................................................31
Analysis of Student Learning/Rubric ....................................................................33
Reflection and Self-Evaluation/Rubric..................................................................35
Processes of Teacher Work Sample Portfolio Assessment Form..........................37
Processes of TWS Additional NASPE Assessment Form.....................................38
Integration of Teacher Work Sample Processes & COE Learning Goals .............40
VI.
Resources ..............................................................................................................41
I. The Spectrum Model
Kean University’s Conceptual Framework for Teacher Education
Kean University’s College of Education prepares its graduates to be informed, dynamic professionals
in diverse settings. Toward that end, a basic curriculum model called the SPECTRUM has been
adopted to provide teacher education students with the knowledge, skills and dispositions (values) to
become informed, dynamic professionals.
Webster defines a spectrum as an array of components, separated and arranged in order of some
varying characteristics.1 Kean University models its SPECTRUM as a series of circles. The center or
locus of the circle is the informed, dynamic professional whose development is created by the
intersection of three smaller inner circles representing knowledge, skills, and dispositions (values).
Each of the small circles is interconnected, giving and receiving input from the classroom, school,
community, state, nation and world. Surrounding the inner core is a larger circle that establishes
boundaries of professional studies, field experience, academic specialties and general education. The
turning of the circles emphasizes that development of an informed, dynamic professional is
interconnected, interdependent and interrelated. The colors of the SPECTRUM blend together as do
the content, process and context of the College of Education. Each course and field experience
contribute to the sum of an educator who is well grounded in basic skills and in content knowledge, is
competent in the practices of instruction as measured by the learning success of students, and is a
reflective member of the larger community of learners.
1
WEBSTER’S SEVENTH NEW COLLEGIATE DICTIONARY. SPRINGFIELD, MA: G & C MERRIAM CO., 1972
1
I.
The Spectrum Model (continued)
Kean University’s Conceptual Framework for Teacher Education
KNOWLEDGE
Knowing subject matter, instructional strategies, learning theory,
and the community where you teach;
based on mastery of content, theory and critical thinking.
SKILLS
Facilitating and assessing K-12 student learning,
managing the classroom;
based on knowledge, practice and experience.
DISPOSITIONS/VALUES
Making a commitment to the profession, having enthusiasm for teaching;
caring, fairness, honesty, responsibility and social justice;
based on beliefs about the world.
2
II.
College Of Education Mission Statement
The mission of the College of Education, based on our conceptual framework, is to prepare informed,
dynamic professionals for diverse settings who:
1.
demonstrate a broad background in humanities, mathematics, and the sciences, have an indepth understanding of one academic discipline, and apply this knowledge and understanding
in their professional settings;
2.
think creatively and critically in solving educational problems and make sound decisions based
on their knowledge of theory;
3.
design and integrate a variety of instructional strategies and technologies matched to
appropriate diverse learning styles;
4.
accurately assess, analyze, and monitor student learning; make appropriate adjustments to
instruction, and have a positive effect on all students;
5.
recognize, respect and respond appropriately to individual and cultural differences;
6.
establish professional and collaborative relationships among all educational stakeholders;
7.
commit to be life-long learners and advocates of quality schooling for all.
Adopted, College of Education, October 4, 2000
IIa.
NASPE Mission/Vision Statements
Mission
NASPE's mission is to enhance knowledge, improve professional practice, and increase support for
high quality physical education, sport, and physical activity programs.
Vision
NASPE envisions a society in which all individuals are physically educated and participate in lifelong
physical activity.
3
III. College Of Education Learning Outcomes
The College of Education has defined a set of learning outcomes that candidates must meet reflecting
the SPECTRUM conceptual framework of Knowledge, Skills and Dispositions (Values). Every
individual program within the College also has developed a set of specific learning outcomes reflecting
knowledge, skills, and dispositions of particular disciplines. In order to graduate and/or be certified,
candidates must show evidence that they have achieved both college and program outcomes. The
portfolio is one way in which students demonstrate their achievements. The College of Education
learning outcomes that appear below are aligned with the New Jersey Professional Teaching
Standards.
Knowledge
(A)
Subject Matter
The beginning teacher has a thorough understanding and knowledge of subject matter and
national, professional, and New Jersey Core Curriculum Content Standards, and uses such
knowledge to create effective learning experiences for students.
(B)
Student Learning
The beginning teacher has knowledge of how students learn and develop and creates
opportunities for each student’s academic development.
(C)
Diversity of Learners
The beginning teacher understands differences in how students learn and knows how to provide
instruction to accommodate such diversity.
(D)
Classroom Management
The beginning teacher understands classroom management theories.
(E)
Assessment
The beginning teacher knows how to assess, evaluate, analyze, and monitor student learning.
Skills
(A)
Planning Instruction
The beginning teacher plans instruction based on knowledge of subject matter, of national,
professional, and New Jersey Core Curriculum Content Standards, of students, and of
curriculum goals and models.
4
(B)
Instructional Strategies/Technologies
The beginning teacher uses a variety of instructional strategies and technologies that encourage
each student to develop critical thinking and problem-solving skills.
(C)
Learning Environment
The beginning teacher creates a learning environment that encourages active, engaged learning,
positive interaction, and self-motivation for all students.
(D)
Communication and Technology
The beginning teacher effectively communicates in the classroom by using a variety of
communication skills including verbal and nonverbal techniques, technology, and media.
(E)
Assessment
The beginning teacher effectively uses formal and informal assessment strategies to evaluate
student progress and makes appropriate adjustments to instruction based on his/her assessment.
(F)
Student Support
The beginning teacher works with parents/family members, school colleagues, and community
members to support student learning and development.
(G)
Reflection and Professional Development
The beginning teacher is a reflective practitioner who continually evaluates the effects of
her/his choices and actions on others (students, parents, and other professionals in the learning
community) and who actively seeks opportunities to grow professionally.
Dispositions/Values
(A)
Diversity/Individual Differences
The beginning teacher appreciates individual, cultural, and linguistic differences, shows respect
for the diverse talents of all learners, and is committed to helping develop self-confidence and
competence.
(B)
High Expectations
The beginning teacher believes that all students can learn at high levels and persists in helping
all students achieve success.
5
(C)
Community/Culture
The beginning teacher works productively within community and cultural norms.
(D)
Positive Climate
The beginning teacher takes responsibility for establishing a positive climate in the classroom
and participates in maintaining such a climate in the school as a whole.
(E)
Positive Role Model
The beginning teacher recognizes her/his responsibility to serve as a positive role model.
(F)
Life-long Learner
The beginning teacher is a life-long learner who seeks out opportunities for continued growth.
Approved, College of Education, October 2001
6
IV. A Guide to Compiling a Teacher Work Sample Portfolio
A.
What is a Teacher Work Sample Portfolio?
A Teacher Work Sample Portfolio documents the candidates’ achievements over the course of
a teacher preparation program at Kean University at the core of which is the impact the
candidate has on K-12 student learning. It includes the Teacher Work Sample (TWS) files that
demonstrate evidence of K-12 student learning. The TWS must show satisfactory achievement
of the learning outcomes of the College of Education and the candidates’ program of study, as
well as evidence of K-12 student learning. The format of the Teacher Work Sample Portfolio
may be traditional print and/or electronic multimedia file.
During the Introductory and Preprofessional Field Experiences each candidate will be
responsible for completing certain processes of the Teacher Work Sample Portfolio. Interns
will complete an entire Teacher Work Sample Portfolio during the Professional Internship.
B.
Instructions for Compiling Teacher Work Sample Portfolio
The candidates’ Teacher Work Sample Portfolio must provide evidence of achievement of
learning outcomes of both the College of Education (COE) and the candidates’ academic
program, as well as his/her impact on K-12 student learning. Individual programs may have
additional learning outcome requirements listed in their program guidelines. The candidates’
Teacher Work Sample Portfolio should be developed in consultation with program faculty,
supervisor or clinical instructor. The TWS Portfolio is scored using rubrics based on COE and
program specific standards.
Every Teacher Work Sample Portfolio is to include the following components:
•
A statement of ownership. Complete a cover page that includes (a) name, (b) date
submitted, (c) grade level taught, (d) subject taught, (e) university, (f) course number and
title, (g) names of university supervisor/clinical instructor and cooperating teacher, and (h)
name of school district.
•
A Table of Contents that lists the sections and attachments contained within the Teacher
Work Sample Portfolio with page numbers.
•
A one-page Introduction to the Teacher Work Sample portfolio.
•
A Philosophy Statement that addresses the candidate’s view of the essence of education
based on documentation and experience and supported by research. The focus should be
the K-12 student and how the classroom can help develop the K-12 student into an effective
citizen based on what has been learned at Kean University. The statement should be built
around the SPECTRUM model of the College of Education based on knowledge, skills and
dispositions/values. The statement should be kept to a readable length of no more that two
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to three double-spaced pages. The student should be prepared to discuss this statement in
detail with an instructor.
C.
•
Charts, graphs and attachments. Charts, graphs and assessment instruments are required as
part of the portfolio/TWS document. Other attachments, such as student work, may be
provided. However, be very selective and make sure the attachments provide clear, concise
evidence of how performance is related to TWS standards and the students’ learning
progress.
•
Narrative length. A suggested page length for the narrative is given at the end of each
component section. There is some flexibility of length across components, but the total
length of the 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 another person’s ideas or
material are referred to in the narrative, cite them in a separate section at the end of the
narrative under References and Credits. Any standard form for references may be used;
however, the American Psychological Association (APA) style is a recommended format
(explained in the manual entitled “Publication Manual of the American Psychological
Association”).
•
Anonymity. In order to insure the anonymity of students in the class, do not include any
student names or identification in any part of the TWS.
•
All sections of the Teacher Work Sample Portfolio should be placed in a binder and
organized by clearly labeled subsections.
•
Each Teacher Work Sample will be evaluated on its organization and format, use of
standard written English, punctuation, capitalization, etc. and syntax or word choice.
Description of the Teacher Work Sample Portfolio Process
The Assignment
The Teacher Work Sample contains seven teaching processes identified by research and best
practices as fundamental to improving K-12 student learning. Each Teaching Process includes
a Teacher Work Sample Standard, the Task, Requirements, and a Rubric that defines levels of
performance on the standard. The Standards and Rubrics will be used to evaluate each Teacher
Work Sample. Each teacher preparation program within the College of Education has aligned
the rubrics with both the COE Learning Outcomes and their program-specific standards. The
Requirements help to document the extent to which each of the standards have been met. The
rubrics for each process can be found in Appendix A.
Each intern is required to teach a comprehensive unit. Before teaching the unit, contextual
factors will be described and learning goals identified based on New Jersey or district content
standards. An assessment plan will be created to measure student performance before (preassessment), during (formative assessment) and after (post-assessment), and a plan for
8
instruction developed. After teaching the unit, student learning will be analyzed and then
instruction will be reflected upon and evaluated as related to student learning.
Successful teacher candidates support learning by designing a Teacher Work Sample that
employs a range of strategies and builds on each K-12 student’s strengths, needs, and prior
experiences. Through this performance assessment, candidates provide credible evidence of
their ability to facilitate learning by meeting the following Teacher Work Sample standards:
•
•
•
•
•
•
•
D.
The candidate uses information about the learning-teaching context and K-12 student
individual differences to set learning goals and plan instruction and assessment.
The candidate sets significant, challenging, varied, and appropriate learning goals.
The candidate uses multiple assessment modes and approaches aligned with learning goals
to assess K-12 student learning before, during, and after instruction.
The candidate designs instruction for specific learning goals, K-12 student characteristics
and needs, and learning contexts.
The candidate uses regular and systematic evaluations of K-12 student learning, to make
instructional decisions.
The candidate uses assessment data to profile K-12 student learning and communicate
information about student progress and achievement.
The candidate reflects on his or her instruction and K-12 student learning in order to
improve teaching practice.
Candidate & Course Instructor/University Supervisor Responsibilities for
Implementation and Evaluation of the Teacher Work Sample during the Field Experience
Sequence
Level I: Introductory Field Experience Students
Candidates enrolled in the Introductory Field Experience PED 2800 course are responsible for
developing a Statement of Philosophy and the Contextual Factors process of the Teacher Work
Sample under the direction and guidance of the course instructor.
The Introductory Field course instructor will be responsible for assisting students in developing
the Philosophy Statement and Contextual Factors. These two processes are assessed as part the
Introductory Field Experience Competency Assessment which is submitted online.
Transfer students who were given credit for an introductory field course at another college or
university must meet with their program coordinator or designated faculty member to discuss
the start of their Teacher Work Sample Portfolio.
Post-Baccalaureate students may incur problems with beginning the Teacher Work Sample
Portfolio because of courses waived, i.e., introductory field; however they are still responsible
for completing a Teacher Work Sample Portfolio. Post-Bac students are to be given
information about completing the Teacher Work Sample Portfolio at the time of entry into the
certification program.
9
Level II: Preprofessional Field Experience Students
Candidates enrolled in co-requisite courses (PED 3610, PED 3711) with the Preprofessional
Field Experience are responsible for developing a Level II Teacher Work Sample that includes
the following processes: Learning Goals, Assessment Plan, Design for Instruction, and
Instructional Decision-Making. .
The course instructors from these courses will be responsible for assisting students in the
continued development of the Level II Teacher Work Sample Portfolio processes, reviewing
and formally evaluating the Level II Teacher Work Sample Portfolio using the Teacher Work
Sample Portfolio Assessment Rubrics. The course instructor will submit the Level II Teacher
Work Sample Assessment online.
The university supervisor/clinical instructor will support the preprofessional field experience
student in the development of the Level II Teacher Work Sample Portfolio, offering assistance
and ensuring that the Level II Teacher Work Sample processes are appropriate and reflect the
SPECTRUM Model and the Health/PE-NASPE Standards/Rubrics.
The university
supervisor/clinical instructor will not be responsible for formally evaluating the Level II TWS
portfolio.
Level III: Professional Internship
Candidates enrolled the co-requisite course PED4610 with the Professional Internship are
required and responsible for developing a complete Teacher Work Sample Portfolio including
the seven processes outlined in Section V. These processes are: Contextual Factors, Learning
Goals, Assessment Plan, Design for Instruction, Instructional Decision-Making, Analysis of
Student Learning and Reflection and Self-Evaluation.
The capstone course instructor from this course is responsible for the continued development of
the Level III Teacher Work Sample Portfolio. The capstone instructor will review each
candidates’ Level III Teacher Work Sample Portfolio, providing guidance in the development
and reflection of Teacher Work Sample processes and formally evaluating the Level III
Teacher Work Sample Portfolio using the appropriate rubrics The Level III Teacher Work
Sample Portfolio evaluation will be included in the grade for the capstone course. The course
instructor will be responsible for submitting the Level III TWS assessment online.
Graduate students in EC 5565 and EMSE 5561 will be responsible for completing the Teacher
Work Sample Portfolio.
The university supervisor/clinical instructor is also responsible for reviewing and formally
evaluating each candidate’s Level III Teacher Work Sample Portfolio and providing assistance
in the development process and the accompanying reflections.
The university
supervisor/clinical instructor will use the Teacher Work Sample Portfolio Assessment Rubrics
in the evaluation with input from the cooperating teacher. The university supervisor/clinical
instructor will also submit the Level III TWS assessment online.
10
At Level III, the Teacher Work Sample will be evaluated by both the university course
instructor AND the university supervisor/clinical instructor.
E. Submitting the Teacher Work Sample Assessments
All TWS assessments are submitted online at www.kean.edu/~tpc. Click on the Submit Online
Assessment link in the left-hand menu. On the Online Assessment Submission Page, find the
column that represents your position (course instructor or university supervisor), then click on
the link for the appropriate assessment. All assessments require a password. Please contact the
Teaching Performance Center for password assistance.
11
V. Overview of Teacher Work Sample (TWS)
The Vision
Successful teacher candidates support learning by designing a Teacher Work Sample that employs a
range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this
performance assessment, teacher candidates provide credible evidence of their ability to facilitate
learning by meeting the following TWS standards:
•
The teacher uses information about the learning-teaching context and student individual
differences to set learning goals and plan instruction and assessment.
•
The teacher sets significant, challenging, varied, and appropriate learning goals.
•
The teacher uses multiple assessment modes and approaches aligned with learning goals to
assess student learning before, during, and after instruction.
•
The teacher designs instruction for specific learning goals, student characteristics and needs,
and learning contexts.
•
The teacher uses regular and systematic evaluations of student learning to make instructional
decisions.
•
The teacher uses assessment data to profile student learning and communicate information
about student progress and achievement.
•
The teacher reflects on his or her instruction and student learning in order to improve teaching
practice.
The Assignment
The TWS contains seven teaching processes identified by research and best practice as fundamental to
improving student learning. Each Teaching Process is followed by a TWS Standard, the Task,
Requirements, and a Rubric that defines various levels of performance on the standard. The Standards
and Rubrics will be used to evaluate the TWS. The Requirements help document the extent to which
each of the standards has been met.
Teaching a comprehensive unit is required. Before teaching the unit, the contextual factors are to be
described, learning goals based on state or district content standards, create an assessment plan
designed to measure student performance before (pre-assessment), during (formative assessment) and
after (post-assessment), and plan for instruction. After the unit has been taught, analyze and reflect on
student learning. Then evaluate the instruction and teaching as they relate to student learning.
Format
• Ownership. Complete a cover page that includes (a) name, (b) date submitted, (c) grade level
taught, (d) subject taught, (e) course number and title (f) names of clinical instructor, supervisor,
faculty and cooperating teacher, and (g) name of school.
• Table of Contents. Provide a Table of Contents that lists the sections and attachments in the TWS
document with page numbers.
• Charts, graphs and attachments. Charts, graphs and assessment instruments are required as part of
the TWS document. Other attachments may be provided such as student work. However, please be
very selective and make sure the attachments provide clear, concise evidence of teaching
performance as related to TWS standards and students’ learning progress.
• Narrative length. A suggested page length for the narrative is given at the end of each component
section. There is some flexibility of length across components, but the total length of the written
narrative (excluding charts, graphs, attachments and references) should not exceed twenty (20)
12
word-processed pages, double-spaced in 12-point font, with 1-inch margins, not including charts,
graphs and student work examples.
• References and Credits (not included in total page length). If another person’s ideas or material are
referred to in the narrative, these should be cited in a separate section at the end of the narrative
under References and Credits. Any standard form for references may be used however, the
American Psychological Association (APA) style is a recommended format (explained in the
manual entitled “Publication Manual of the American Psychological Association”).
• Anonymity. In order to insure the anonymity of students in the class, do not include any student
names or identification in any part of the TWS.
13
Teacher Work Sample
Teaching Processes Assessed by the Teacher Work Sample (TWS)
TEACHING PROCESSES, TWS STANDARDS AND INDICATORS
Introduction to the Portfolio
The purpose is defined
The outcomes met by the candidate are described
There are relevant connections made between the elements of the TWS and the outcomes.
There is a description of the organization of the TWS Portfolio
Philosophy Statement
There is evidence that the candidate had the student as the focus
The SPECTRUM Model is used as the framework
The candidate understands theory and research
The candidate has gained insight into teaching and learning through field experiences and coursework.
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, school, and classroom factors
Knowledge of characteristics of students
Knowledge of students’ varied approaches to learning
Knowledge of students’ skills and prior learning
Implications for instructional planning and assessment
Learning Goals
The teacher sets significant, challenging, varied and appropriate learning goals.
Significance, Challenge and Variety
Clarity
Appropriateness for students
Alignment with national, state or local standards
Assessment Plan
The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning
before, during and after instruction.
Alignment with learning goals and instruction
Clarity of criteria for performance
Multiple modes and approaches
Technical soundness
Adaptations based on the individual needs of students
Design for Instruction
The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.
Alignment with learning goals
Accurate representation of content
Lesson and unit structure
Use of a variety of instruction, activities, assignments and resources
Use of contextual information and data to select appropriate and relevant activities, assignments and resources
Use of technology
Instructional Decision-Making
The teacher uses ongoing analysis of student learning to make instructional decisions.
Sound professional practice
Adjustments based on analysis of student learning
Congruence between modifications and learning goals
Analysis of Student Learning
The teacher uses assessment data to profile student learning and communicate information about student progress
and achievement.
Clarity and accuracy of presentation
Alignment with learning goals
14
Interpretation of data
Evidence of impact on student learning
Reflection and Self-Evaluation
The teacher reflects on his or her instruction and student learning in order to improve teaching practice.
Interpretation of student learning
Insights on effective instruction and assessment
Alignment among goals, instruction and assessment
Implications for future teaching
Implications for professional development
Introduction to the Portfolio
15
To be completed by: Introductory (Level I) and Professional Interns (Level III)
The Introduction is the teacher candidate’s opportunity to discuss the purpose of the
Teacher Work Sample portfolio. In defining the purpose of the Teacher Work Sample,
the candidate integrates a discussion of the College of Education Learning Outcomes,
drawing relevant connections between the elements of the Teacher Work Sample and
the learning outcomes in the categories of Knowledge, Skills, and dispositions. The
introduction should also guide the reader in the organization of the portfolio.
Requirements:
• The purpose is defined.
• The outcomes met by the candidate are described.
• There are relevant connections made between the elements of the TWS and the
outcomes.
• There is a description of the organization of the TWS Portfolio
Checklist
The purpose is defined.
N
The outcomes are described.
Relevant connections are made between the TWS and
the Learning outcomes.
There is a description of the organization.
Suggested Page Length: 1-2 pages
16
Y
Philosophy Statement
To be completed by: Introductory Field Students (Level I) and Professional Interns (Level III).
The Philosophy statement addresses the candidate’s view of the essence of education based on
documentation and experience and support by research. The focus should be the K-12 student on how
the classroom can help develop the K-12 student into an effective citizen based on what has been
learned at Kean University. The statement should be built around the SPECTRUM Conceptual
Framework of the College of Education and reflect on knowledge, skills and dispositions.
Requirements:
•
Provide evidence that the teacher candidate had the student as the focus.
•
Use the SPECTRUM Model (Learning Outcomes in Knowledge, Skills, and Dispositions) as
the framework.
•
Include relevant theory and research that has influenced your Philosophy of Education
(minimum of 3 references).
•
Include the insight you have gained into teaching and learning through the course work and
filed experiences you have completed.
Checklist
N
Students as the focus
SPECTRUM used for framework
Demonstrates knowledge of relevant theory and research
Uses insight gained from course work and field work
Suggested Page Length: 2-3 pages
17
Y
Unacceptable
1.4 Identify historical, TC fails to meet program
requirements for
philosophical, and
social perspectives of identifying historical,
philosophical and social
physical
education issues and perspectives of PE issues
and legislation.
legislation.
Evidence could include
projects, assignments,
departmental
examinations, state or
national licensure tests.
Acceptable
Target
TC exceeds program
TC meets program requirements for
requirements for identifying identifying historical, philosophical
historical, philosophical and and social perspectives of PE
social perspectives of PE issues and legislation.
Evidence could include projects,
issues and legislation.
Evidence could include
assignments, departmental
projects, assignments,
examinations, state or national
departmental examinations, licensure tests.
state or national licensure
tests.
18
Contextual Factors
To be completed by: Introductory (Level I) and Professional Interns (Level III).
TWS Standard
The teacher uses information about the learning-teaching context and student individual differences to
set learning goals and plan instruction and assessment.
Task
Discuss relevant factors and how they may affect the teaching-learning process. Include any supports
and challenges that affect instruction and student learning.
Requirements
In the discussion, include:
• Community, district and school factors. Address geographic location, community and school
population, socio-economic profile and race/ethnicity. Stability of community, political climate,
community support for education, and other environmental factors may also be addressed.
NOTE: NJ School Report Card is a good resource.
• Classroom factors. Address physical features, availability of technology equipment and resources
and the extent of parental involvement. Also to be discussed are other relevant factors such as
classroom rules and routines, grouping patterns, scheduling and classroom arrangement.
• Student characteristics. Address student characteristics which must be considered as instruction
design and learning assessed. Include factors such as age, gender, race/ethnicity, special needs,
inclusion, English Language Learners (ELL), achievement/developmental levels, culture, language
interests, learning styles/modalities or students’ skill levels. In the narrative, make sure to address
student’s skills and prior learning that may influence the development of learning goals, instruction
and assessment.
NOTE: Include state/standardized test score data.
• Instructional implications. Address how contextual characteristics of the community, classroom
and students have implications for instructional planning and assessment. Include specific
instructional implications for English Language Learners (ELL) and special needs inclusion
students multiple intelligences and any other factors that will influence how a unit is planned and
implemented. Tell why this information is important to a teacher.
Checklist
N
Demonstrates knowledge of community, school, and classroom factors
Demonstrates knowledge of characteristics of students
Demonstrates knowledge of students’ varied approaches to learning
Demonstrates knowledge of students’ skills and prior learning
Uses knowledge to implement instructional planning and assessment
Suggested Page Length: 2-4
19
Y
Learning Goals
To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns (Level III).
TWS Standard
The teacher sets significant, challenging, varied and appropriate learning goals.
Task
Provide and justify the learning goals for the unit.
Requirements
• List the learning goals (not the activities) that will guide the planning, delivery and assessment of the unit. These
goals should define what students are expected to know and be able to do at the end of the unit. The description
should include appropriate physiological and biomechanical concepts related to skillful movement, physical activity
and/or fitness. The goals should be significant (reflect the big ideas or structure of the discipline) challenging,
varied and appropriate and expressed in behavioral terms, psychological/ behavioral theory related to skillful
movement should be applied i.e., defining what students are expected to be able to do. Number or code each
learning goal so it can be referenced later. Learning Goal’s must be appropriate for the subject area/developmental
level of learners, explicitly connected to the standards, and provide appropriate challenges for students. Incorporate
multiple domains of learning or content areas. Learning Goals must be measurable and each contains criteria for
student mastery.
• Explain how the goals are aligned with local, New Jersey Core Curriculum Content Standards, and
NASPE(identify the source of the standards).
• Describe the types and levels of the learning goals and how these long term goals are linked to student needs.
• Describe/include the “how” and “why” of the goals for skillful movement, physical activity or fitness.
• Discuss why the learning goals are appropriate in terms of development; pre-requisite knowledge, skills; and
other student needs.
Suggested Page Length: 1-2
Element Statement
Unacceptable
Acceptable
20
Target
1.1 Describe and apply
physiological and
biomechanical
concepts related to
skillful movement,
physical activity and
fitness.
1.2 Describe and apply
motor learning and
psychological/
behavioral theory
related to skillful
movement, physical
activity, and fitness.
1.3 Describe and apply
motor development
theory and principles
related to skillful
movement, physical
activity, and fitness.
TC applies
physiological and
biomechanical
concepts in planning
for and delivering
instruction. Skill cues
are
appropriate in plan, but
TC fails
to use the identified
skill cues during the
lesson. TC instruction
for skillful movement,
physical
activity or
TC
demonstrates
knowledge of
the various theories, but
fails to apply theories to
teaching. Practice
conditions used for skill
acquisition do not allow
for individual
differences. TC uses
punitive measures to
control behavior. TC
fails to meet the criterion
score established by the
program on assessments
in motor learning and/or
psychological/
behavioral
TC
applies theory.
motor
development
theory and principles in
planning for the lesson,
but fails to account for
developmental differences
during instruction and
practice activities. TC
fails to meet the criterion
score established by the
program on assessments in
motor development.
TC appropriately
applies physiological
and biomechanical
concepts in planning
for and delivering
instruction. Skill cues
identified in the plan are
used during
the lesson. TC instruction
for skillful movement,
physical activities, or
fitness includes the
“how” and
“why”
of the movement,
TC
demonstrates
knowledge of
the various theories and
applies the theories to
teaching. Practice
conditions allow for
individual differences.
TC controls student
behavior through the use
of proactive strategies
(i.e. catch them when
they are good, awarding
positive behavior, etc.).
TC meets the criterion
score established by the
program on assessments
in motor
learning applies
and
TC
appropriately
motor
development theory and
principles in planning for
and delivering instruction.
TC plans and implement
lessons that are
developmentally
appropriate (neither too
hard nor too easy). TC
demonstrates application
of motor development
theory by using
developmentally
appropriate teaching cues,
and planning
developmentally
21
TC appropriately applies
physiological and
biomechanical concepts
in planning for and
delivering instruction for
all
stages of student
proficiency.
Skill cues are identified in
the plan and are
consistently used during
the lesson. TC instruction
for skillful movement,
physical
activity, applies
or
TC
appropriately
motor
learning, psychological,
and behavioral theory in
planning for and
delivering instruction.
Practice conditions allow
for individual differences
and practice conditions
are adjusted based on
student responses. TC
controls student behavior
using proactive strategies
including encouraging
student selfresponsibility. TC
exceeds
the criterion
TC appropriately
applies
motor
development theory and
principles in planning for
and delivering instruction
(for all stages of student
proficiency);
evidence is provided by K12 students' changes in
behavior (learning occurs)
in skillful movements,
physical activities, and
personal fitness. TC
exceeds the criterion score
established by the program
on assessments of motor
development.
3.1 Design and
implement short and
long term plans that
are linked to
program and
instructional goals as
well as a variety of
student needs.
TC fails to make both long
and short term plans.
Planning is limited to
daily lesson plans with no
plan for long term
instructional goals for the
unit.
Lesson objectives are not
aligned with identified
long term goals (unit).
Planned learning activities
are out of alignment with
instructional or
programmatic goals.
TC designs and
implements short and long
term plans. Learning
activities are congruent
with short term (lesson
objectives) and long
term (unit objectives)
goals and are
linked directly to student
needs. TC uses strategies
such as backward
mapping in planning short
and long term goals.
3.2 Develop and
implement appropriate
(e.g. measurable,
developmentally
appropriate,
performance-based)
goals and objectives
aligned with local,
state, and/or national
standards.
Objectives are
inappropriate for the
subject
area/developmental level
of learners by being either
too difficult or too easy.
Objectives only contain
performance. Objectives
are appropriate, but TC
fails to align objectives
with local, state,
and/or national standards.
Objectives are appropriate
for subject
area/developmental level
of learners, are connected
appropriately to the
standards, and provide
appropriate challenges for
students (tasks are neither
too easy nor too difficult).
Objectives are measurable
and most objectives
identify criteria.
22
TC designs and implements
short and long term plans
using such strategies as
backward mapping to
ensure learning is
sequential.
Short and long term goals
are
linked directly to student
learning activities. Short
and long term goals inform
instruction and learning
activities and allow for
differentiate instruction and
multiple means of teaching
sequences.
Objectives are appropriate
for the subject
area/developmental level of
learners, are explicitly
connected to the standards,
and provide appropriate
challenges for
students (tasks are neither
too easy nor too difficult).
Objectives incorporate
multiple domains of
learning or content areas.
Objectives are measurable
and each contains criteria
for student mastery.
Assessment Plan
To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns
(Level III).
TWS Standard
The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student
learning before, during and after instruction.
Task
Design an assessment plan to monitor student progress toward learning goal(s). Use multiple assessment modes
and approaches aligned with learning goals to assess student learning before, during, and after instruction. A
minimum of 1 PE Metrics Assessment must be used. These assessments should authentically measure student
learning and may include performance-based tasks, paper-and-pencil tasks, or personal communication.
Describe why the assessments are appropriate for measuring learning.
Requirements
• Provide an overview of the assessment plan. The purpose of this overview is to depict the alignment
between learning goals and assessments. Show adaptations used to meet the individual needs of students to
problem solve, or to reflect contextual factors. Include methods of formal, informal, and student selfassessment. For each learning goal include: assessments used to judge student performance, format of each
assessment, and adaptations of the assessments for the individual needs of students based on pre-assessment
and contextual factors. A visual organizer such as a table, outline or other means may be used to make the
plan clear.
• Describe the pre- and post-assessments that are aligned with the learning goals. Clearly explain how
pre-and post-assessments will be evaluated or scored, including criteria used to determine if the students’
performance meets the learning goals. Include copies of assessments and/or student directions and criteria
for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test
blueprint, answer key).
• Discuss the plan for formative assessment that will help to determine student progress during the
unit. Describe the assessments planned to evaluate student progress and comment on the importance of
collecting that particular evidence. Although formative assessment may change as the unit progresses, the
task here is to predict at what points in the instructional sequence it will be important to assess students’
progress toward learning goals.
Example of an Overview of the Assessment Plan: 4th Grade Physical Education
23
Visual Organizer
Learning Goals
Assessments
Format of Assessment
Adaptations
Learning Goal 1:
Cognitive Domain
Pre-Assessment
Entrance Slips: General
question about what they
know about the rules of
basketball
-Repeat and modify
instructions, as needed. Reread directions and reestablish what is expected
of the students
Formative Assessment
Question/Answer: Basis of
questions asking them
about the rules we discuss
as we learn a new skill
-Provide well established
questions in the clearest,
most simple form. Repeat
the questions as needed
Post-Assessment
Exit Slips: General
Question on new rules
associated with a new skill.
-Repeat and modify
instructions, as needed. Reread directions and reestablish what is expected
of the students
Pre-Assessment
Entrance Slips:
General question on what
they think good
sportsmanship is.
Formative Assessment
Journals:
Keeping individual
journals on how they feel
each day they are in Phys
Ed class.
-Repeat and modify
instructions, as needed. Reread directions and reestablish what is expected
of the students
-Journals will include
pictures that of happy/sad
faces and questions based
on how they felt in Phys Ed
throughout the unit.
-Provide well established
questions in the clearest,
most simple form. Repeat
the questions as needed.
Students will list four rules
associated with basketball
as well as identify the
proper techniques to
successfully perform
running, dribbling, passing,
and shooting with a
basketball
Learning Goal 2:
Affective Domain
Students will demonstrate
good sportsmanship and
use proper team building
skills throughout this unit.
Question/Answer:
Basis of questions asking
the students about
sportsmanship.
Post-Assessment
Learning Goal 3:
Psychomotor Domain
Students will effectively
perform the proper
techniques of running,
dribbling, passing, and
shooting with a basketball.
Pre-Assessment
Video Taping:
Videotaping the students’
use of skills at the
beginning of the unit.
Teacher Observation:
Observation of the students
as they practice and
perform the skills that were
taught.
Video Taping:
Videotaping the students’
use of skills at the end of
the unit.
Formative Assessment
Post-Assessment
-I will instruct/assist
students in taking video of
each other performing the
skills throughout the unit.
If students show difficulty
in making film they can
draw a picture in their
journals of their pre/post
movements to show their
gradual change.
Suggested Page Length: 2 + pre- and post-assessment instruments, scoring rubrics/keys, and assessment plan
table
24
5.1 Select or
create appropriate
assessments that
will measure
student
achievement of the
goals and
objectives.
Unacceptable
Acceptable
Target
TC shows no evidence
(or
minimal evidence) of
planning for formal or
informal assessment.
There is no plan for
record
keeping or analysis of
data. Assessments do not
match/measure the
lesson objectives and/or
standards. Some of the
objectives are not
assessed.
TC uses appropriate
strategies to assess student
learning (paper and pencil
tests, observational
checklists, etc) regularly.
TC has a plan for record
keeping and
analysis of data. Planned
assessments are appropriate
for the lesson and/or
standards. Student
progress is recorded.
TC uses assessments to plan
future lessons. On-going
assessments as well as
summative and formative
assessments are used in
many contexts. Record
keeping provides
detailed information on
students
and can be transformed
into a format that is
accessible to others (e.g.
parents/administrators).
25
Design for Instruction
Unit Plan and/or Lesson Plans
To be completed by: Pre-professional Field Experience Students (Level II) and
Professional Interns (Level III).
TWS Standard
The teacher designs instruction for specific learning goals, student characteristics and needs,
and learning contexts.
Task
Describe how the design of the unit instruction relates to unit goals, students’ characteristics and
needs, and the specific learning context.
Requirements
• 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
format that allows patterns of student performance to be found relative to each learning goal.
A table, graph, or chart may be used. Describe the pattern that was found that will guide the
instruction or modification of the learning goals.
•
Unit overview. Provide an overview of the unit. Use a visual organizer such as a block plan
or outline to make the unit plan clear. Include the topic or activity planned for each
day/period. Content must be designed in alignment with lesson objectives/ learning goals for
unit. Also indicate the goal or goals (coded from the Learning Goals section) that will be
addressed in each activity. Make sure that every goal is addressed by at least one activity and
that every activity relates to at least one goal. Plans must include adaptations to instruction
for diverse student needs with specific accommodations and/or modifications for student
exceptionalities.
•
Activities. Describe at least three unit activities that reflect a variety of instructional
strategies/techniques and explain why those specific activities are planned. In the
explanation for each activity, include:
-
how the content relates to the instructional goal(s),
how the activity stems from the pre-assessment information and contextual
factors,
Describe how you will apply physiological and biomechanical concepts related to
skillful movement, physical activity and fitness.
Describe how you will apply motor learning and psychological behavior theory
related to skillful movement, physical activity and fitness.
Describe how you will apply motor development theory and principles related to
skillful movement, physical activity and fitness.
Plan/describe how you will manage resources to provide active, fair and equitable
learning experiences.
what materials/technology are necessary to implement the activity,
how are plans made to assess student learning during and/or following the activity
(i.e., formative assessment).
26
-
•
how the unit and/or lesson plan incorporates contextual factors particularly of the
student learners.
Technology. Describe how technology will be used in the planning and/or instruction.
Demonstrate knowledge of current technology by planning and implementing learning
experiences that require students to appropriately use technology to meet lesson objectives.
If there is no plan to use any form of technology, provide a clear rationale for its omission.
Suggested Page Length: 3 + visual organizer
Element Statement
1.1 Describe and
apply
physiological
and
biomechanical
concepts related
to
skillful movement,
physical activity
and fitness.
1.2 Describe and
apply motor
learning and
psychological/
behavioral
theory related to
skillful
movement,
physical activity,
and fitness.
Unacceptable
TC applies physiological
and biomechanical concepts
in planning for and
delivering instruction. Skill
cues are
appropriate in plan, but TC fails
to use the identified skill cues
during the lesson. TC
instruction for skillful
movement, physical activity
or
fitness is given using
generalized terms and is
concerned with the “how” of the
movement,
physical activity, or fitness. TC
fails to meet the criterion score
established by the program on
selected assessments in
physiology
and/orknowledge of
TC
demonstrates
the various theories, but fails to
apply theories to teaching.
Practice conditions used for
skill acquisition do not allow
for individual differences. TC
uses punitive measures to
control behavior. TC fails to
meet the criterion score
established by the program on
assessments in motor learning
and/or psychological/
behavioral theory.
27
Accept
aableaapplies
TC appropriately
physiological and
biomechanical concepts in
planning for and
delivering instruction.
Skill cues
identified in the plan are used
during
the lesson. TC instruction for
skillful movement, physical
activities, or fitness includes
the “how” and
“why” of the movement,
physical activity, or fitness.
TC meets the criterion score
established by the program
on selected assessments in
physiology and
biomechanics.
TC demonstrates knowledge of
the various theories and
applies the theories to
teaching. Practice conditions
allow for individual
differences. TC controls
student behavior through the
use of proactive strategies (i.e.
catch them when they are
good, awarding positive
behavior, etc.). TC meets the
criterion score established by
the program on assessments in
motor learning and
psychological/behavioral
theory.
Ta
rg appli
TC appropriately
physiological and
biomechanical concept
planning for and delive
instruction for all
stages of student profic
Skill cues are identified
plan and are consistent
during the lesson. TC
instruction for skillful
movement, physical ac
or fitness includes the
and “why” of the move
physical activity, or fit
TC exceeds the criterio
score established by th
program on selected
assessments in physiol
and biomechanics.
TC appropriately appli
learning, psychologica
behavioral theory in pl
for and delivering instr
Practice conditions allo
individual differences
practice conditions are
adjusted based on stud
responses. TC controls
student behavior using
proactive strategies inc
encouraging student se
responsibility. TC exce
the criterion score esta
by the program on
assessments in motor l
1.3 Describe and
apply motor
development
theory and
principles related
to skillful
movement,
physical activity,
and fitness.
TC applies motor development
theory and principles in
planning for the lesson, but fails
to account for developmental
differences during instruction
and practice activities. TC fails
to meet the criterion score
established by the program on
assessments in motor
development.
3.3 Design and
implement
content that is
aligned with
lesson
objectives.
TC selects model/approach that
is incongruent with the subject
matter/content, student
population, and/or
goals/objectives. Teaching
approach does not consider the
developmental level of
students, context of the class
(number of
students in class, equipment,
space, etc.), and/or the context
(open or closed environment)
in which the skill/activity will
be performed. Students
participating in the learning
activities fail to achieve the
lesson objectives.
TC does not plan or minimally
3.4 Plan for and
manage resources plans for adaptations based on
to provide active, individual differences
(abilities/needs/interests).
fair, and
Instruction is not individualized
equitable
and a “one size fits all”
learning
experiences.
approach is taken. TC uses one
instructional model/approach
throughout the lesson. TC does
not make adaptations or offer
choices in equipment, space
use, or practice tasks based on
individual differences.
28
TC appropriately applies motor
development theory and
principles in planning for and
delivering instruction. TC
plans and implement lessons
that are developmentally
appropriate (neither too hard
nor too easy). TC
demonstrates application of
motor development theory
by using developmentally
appropriate teaching cues,
and planning
developmentally appropriate
practice opportunities. TC
meets the criterion score
established by the
program on assessments in
motor
development.
TC
selects
teaching
TC appropriately appli
development theory an
principles in planning
delivering instruction (
stages of student profic
evidence is provided b
students' changes in be
(learning occurs) in sk
movements, physical
activities, and personal
fitness. TC exceeds th
criterion score establis
the program on assessm
of motor development.
TC selects teaching
approach/model based on
approach/model that is
developmental level of
congruent with the
students, context of the
goals/objectives and fa
class, and the context in
mastery. The approach
which the skill/activity will
selected maximizes pra
be performed. Teaching
opportunities, allows f
approach is congruent with
individual differences
the goals/objectives, the
levels, maximizes the u
space and equipment, a
number of
allows
students in the class, prestudents to practice tas
assessment of students’
appropriate environme
developmental levels,
related to the context (
available equipment,
or closed environment
space, and context (open
which the skill/activity
or closed environment) in
performed. Learning
which the skill/activity
activities
studen
willplans
be performed.
TC
for instructional
TC’s
plansallow
routinely
re
sophisticated adaptatio
adaptations for individual
abilities (all levels) and
differences
(abilities/needs/interest). TC
(interests and motivati
can articulate an appropriate
with a sound rationale.
rationale for adaptations. TC
uses multiple instructio
uses multiple instructional
models/approaches
models/approaches
throughout the lesson t
throughout the lesson to
account for variations
account
learning styles
for variations in learning styles and prior experiences.
and
are
prior experiences. TC
given multiple choices
provides student choices in
(equipment, space, etc.
3.5 Plan and
adapt
instruction to
diverse student
needs, adding
specific
accommodation
s
and/or
modifications for
student
exceptionalities.
3.7 Demonstrate
knowledge of
current
technology by
planning and
implementing
learning
experiences that
require
students to
appropriately
use
technology to
meet lesson
objectives.
TC fails to account for student
TC accounts for student
exceptionalities or differences
exceptionalities or
within the class based on
differences within the class
factors such as gender, class,
by planning and
ethnicity, race, physical or
implementing lessons that
mental handicap, or
make modifications based on
socioeconomic status. TC does
factors such as gender, class,
not make
ethnicity, race, physical or
accommodations for the
mental handicap, or
diversity found within the
socioeconomic status. TC
student
demonstrates teaching
behaviors
population. Failure to account
that reflect thoughtful
for exceptionalities would
include such components as the consideration of
exceptionalities through
choices
such behaviors as the
of units to be taught, selection
selection of units to be
of students chosen to
taught, inclusion of diversity
demonstrate, degree of
in bulletin boards and other
inclusion reflected in bulletin
displayed materials, using a
boards or other displays, and
variety of students to
grouping of students for
demonstrate, and grouping
instruction or play. TC fails to
students for instruction and
collaborate with the IEP team
TC does not make appropriate
TC integrates learning
use of the available
experiences that involve
students in the use of available
technology. TC demonstrates
limited knowledge of current
technology. TC demonstrates
technology and its applications knowledge and use of current
in a physical activity setting.
technology and applies this
knowledge in the development
TC’s use of technology does
and implementation of lessons
not align with lesson
objectives.
in a physical activity setting.
TC’s use
of technology is aligned with
lesson objectives.
29
TC accounts for
exceptionalities among
students or makes
accommodations for th
diversity found within
student population usin
creativity and
foresight. It is clear f
TC’s
behaviors
components such
selection of units of
instruction, materials s
for
display, the selection o
students to demonstrat
methods of grouping s
that exceptionalities an
diversity
found
within the student popu
and have driven instruc
decision making. TC
collaborates with the IE
TC integrates learning
experiences that requir
students to use various
technologies in a physi
activity setting. TC
demonstrates mastery o
current technologies an
the technology to enha
student learning. TC
incorporates technolog
as pedometers,
video, etc. to provide f
to
students. TC’s use of
technology is aligned w
lesson objectives.
Instructional Decision-Making
To be completed by: Pre-professional Field Experience Students (Level II) and
Professional Interns (Level III).
TWS Standard
The teacher uses on-going analysis of student learning to make instructional decisions.
Task
Recognize the changing dynamics of the environment and adjust instruction tasks based on
student responses. Provide two examples of instructional decision-making based on students’
learning or responses.
To be included:
• Think of a time during the unit when a student’s learning or response caused a modification
of the original design for instruction. (The resulting modification may affect other students
as well.) Cite specific evidence to support answers to the following:
- Describe the student’s learning or response that caused a modification of plans.
The student’s learning or response may come from a planned formative
assessment or another source (not the pre-assessment).
- Describe what was done next and explain why this would improve student
progress toward the learning goal. Describe how you corrected the critical
elements of motor skills and performance concepts.
• Now, think of one more time during the unit when another student’s learning or response
caused a modification of a different portion of the original design for instruction. (The
resulting modification may affect other students as well.) Cite specific evidence to support
the answers to the following:
- Describe the student’s learning or response that caused an adjustment of
modification of the plans. The student’s learning or response may come from a
planned formative assessment or another source (not the pre-assessment).
- Describe what was done next and explain why this would improve student
progress toward the learning goal.
- How were instructional tasks adjusted based on student responses, and the
changing dynamics of the environment.
Suggested Page Length: 3-4
30
Element
Statement
4.4
Recognize the
changing dynamics
of the environment
and adjust
instructional
tasks based on
student responses.
Unacceptable
TC delivers lessons by
remaining on script
without regard to student
responses. TC fails to
recognize changes in the
teaching environment or
fails to make adjustments
based on changes in the
environment.
Acceptable
TC makes adjustments to
planned lesson based on
student responses. TC
demonstrates flexibility in
the lesson or with students
by adjusting lesson based on
student responses.
31
Target
TC demonstrates flexibility
and creativity when
adjusting the lesson based
on student responses. TC
appropriately responds to
teachable moments during
the lesson.
Analysis of Student Learning
To be completed by: Professional Interns (Level III).
TWS Standard
The teacher uses assessment data to profile student learning and communicate information about student
progress and achievement.
Task
Analyze the assessment data, including pre, formative and 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, subgroups, and two individual students. Conclusions
drawn from this analysis should be provided in the “Reflection and Self-Evaluation” section.
To be included:
In this section, you will develop and implement a plan to collect, analyze and explain progress and
achievement toward learning goals demonstrated by the whole class, subgroups of students, and individual
students.
•
Pre-assessment is a key to the unit.
In a unit where students have had previous study in the content area, pre and post assessment tests can be
developed and administered to show the achievement progress from the unit execution.
Example: Students entering high school have studied volleyball in elementary and middle
school. A pre-test will determine what they have retained from this instruction and will
provide the base data necessary for the teacher to plan the instructional goals and activities for
a unit on the volleyball. The post-test can show the achievement gains in relation to the pretest.
In a unit that is distinct, with no connection to prior study, pre-assessment should focus on pre-requisite
knowledge, skills and student needs. What knowledge/skills are necessary for the students to
successfully master the unit? Can the unit be started confident that the students have the necessary
knowledge base to progress? What modifications in content, process or strategies may be necessary
because of deficiencies in students’ background knowledge/skills?
Example: The unit to be taught is yoga. This unit is distinct; the students have not yet
covered the material and cannot answer question directly related to it. Therefore, there cannot
be a valid comparison between a pre-test and post-test. The pre-assessment should focus on
prior knowledge of various elements essential to the yoga: poses strength, flexibility and a
base of strength and flexibility.
Whole class. To analyze the progress of the whole class, create a table that shows pre- and post- assessment
data on every student on every learning goal. Then, create a graphic summary that shows the
32
•
extent to which the students made progress toward the learning criterion that was identified for each
learning goal (identified in the Assessment Plan section). Summarize what the graph tells about
students’ learning in this unit (i.e., the number of students met the criterion).
•
Subgroups. Select a group characteristic (e.g., gender, performance level, socio-economic status,
language proficiency) to analyze in terms of one learning goal. Provide a rationale for the selection of
this characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle- vs. low-performers). Create a
graphic representation that compares pre- and post-assessment results for the subgroups on this learning
goal. Summarize what these data show about student learning.
•
Individuals. Select two students that demonstrated different levels of performance. Explain why it is
important to understand the learning of these particular students. Use pre-, formative, and postassessment data with examples of the students’ work to draw conclusions about the extent to which these
students attained the two learning goals. Graphic representations are not necessary for this subsection.
Note: Provide possible reasons for why the students learned (or did not learn) in the next section,
“Reflection and Self-Evaluation.”
Suggested Page Length: 4 + charts, graphs and examples of student work examples
Element Statement
Unacceptable
Acceptable
Target
5.2 Use
appropriate
assessments
to evaluate
student
learning
before,
during, and
after
instruction.
TC demonstrates no
evidence (or minimal
evidence) of planning for
formal or informal
assessment. If
assessment is used, it
only occurs after
instruction. Assessments
do not match the lesson
objectives and/or
standards.
Learning/practice
opportunities are not
based on preassessments. Instruction
is informed by
instructional plan with
no regard for preassessments or
formative
assessments. Grades are
determined by “effort” or
“participation.”
TC uses appropriate
strategies to assess
student learning (paper
and pencil tests,
observational
checklists, etc)
regularly. Planned
assessments are
appropriate for the
lesson and/or standards.
Record keeping
provides information on
student learning.
Learning/practice
opportunities are based
on pre- assessments.
Assessment occurs
throughout the unit of
instruction and is used
to inform instruction,
provide feedback,
communicate
progress and determine
grades.
TC uses multiple
assessments. On-going
assessments as well as
summative and formative
assessments are used in
many contexts. Record
keeping provides detailed
information on students
and can be transformed
into a format that is
accessible to others (e.g.
parents/administrators).
Assessments are used to
inform instruction,
provide feedback,
communicate progress
and
determine grades.
Learning/practice
opportunities are based
on pre-assessments.
Formative assessments
are used which allow
students to achieve
mastery on summative
assessments.
33
Reflection and Self-Evaluation
To be completed by: Professional Interns (Level III).
TWS Standard
The teacher analyzes the relationship between his or her instruction and student learning in order to
improve teaching practice.
Task
Reflect on the intern’s performance as a teacher and link K-12 student learning results to this performance
incorporating current research as supporting documentation. Evaluate intern’s performance and identify
future actions for improved practice and professional growth.
To be included:
• Select the learning goal where the K-12 students were most successful. Provide two or more possible
reasons for this success. Consider goals, instruction, and assessment along with K-12 student
characteristics and other contextual factors under the intern’s control. Explain how the reflective cycle
implemented change in the intern’s performances, student learning, and/or instructional goals and
decisions.
• Select the learning goal where K-12 students were least successful. Provide two or more possible
reasons for this lack of success. Consider goals, instruction, and assessment along with K-12 student
characteristics and other contextual factors under the intern’s control. Discuss what could be done
differently or better in the future to improve the intern’s performance.
• Reflection on possibilities for professional development. Describe at least two professional learning
goals that emerged from the insights and experiences with TWS. Identify two specific steps that will be
taken to improve performance in the critical area(s) identified.
• Discuss your participation in activities that enhance collaboration and lead to professional growth and
development.
Suggested Page Length: 2
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Element Statement
5.3 Utilize the
reflective cycle to
implement change in
teacher performance,
student learning, and
instructional goals
and decisions.
Unacceptable
TC plans lessons
without considering
previous
accomplishments.
Plans lessons
according to teaching
preferences vs. student
needs.
Learning/practice
opportunities are not
based on preassessments and
students’
developmental
levels.
Acceptable
TC uses a reflective
cycle (description of
teaching, justification
of teaching,
performance, critique
of teaching, setting of
goals) to modify
instruction, change
teacher performance,
or implement change
based on reflection.
Changes based
on reflection are placed
into action
in lessons.
6.2 Participate in
activities that
enhance
collaboration and
lead to professional
growth and
development.
TC participates in
professional
growth and
development
opportunities when
directed to do so. TC
meets the minimum
professional
development
requirements for the
program. TC fails to
document any
collaboration
with
faculty,
parents,
supervising
teachers
and/or service projects.
TC participates in
professional
growth and
development
opportunities when
they are offered. TC
participates in
professional
opportunities beyond
the program
requirements, such as
major’s club,
attendance at state
conventions, health
fairs, and Jump/Hoop
for Hearts activities.
TC documents
collaboration with
faculty, parents,
supervising teachers
and/or service projects.
35
Target
TC uses a reflective
cycle (description of
teaching, justification
of teaching,
performance, critique
of teaching, setting of
goals) to modify
instruction, change
teacher performance,
and implement
change based on
reflection.
Changes based on
reflection are
placed into action in
lessons. Short and
long term goals are
modified based on
the reflective cycle.
TC takes every
opportunity to
participate in
professional
development
opportunities.
TC participates in
professional
opportunities beyond
the program
requirements, such as
making presentations
at professional
conventions,
providing leaderships
in student groups, and
planning activities.
TC documents
collaboration with
faculty, parents,
supervising teachers
and/or service
projects beyond what
is required.
Processes of Teacher Work Sample Portfolio Assessment Form
1 = Unacceptable
2 = Beginning
3 = Developing
4 = Capable
5 = Accomplished
Introduction to the Portfolio
Section Score
1 2 3
The purpose is defined.
1 2 3
The outcomes met by the candidate are described.
1 2 3
There are relevant connections made between the elements of the TWS and the outcomes.
1 2 3
There is a description of the organization of the TWS Portfolio
1 2 3
Philosophy Statement
Section Score
1 2 3
There is evidence that the candidate has the student as the focus.
1 2 3
The SPECTRUM Model is used as the framework.
1 2 3
The candidate understands theory and research.
1 2 3
The candidate has gained insight into teaching and learning through field experiences and coursework.
1 2 3
Contextual Factors
Section Score
1 2 3
Knowledge of community, school, and classroom factors.
1 2 3
Knowledge of characteristics of student, skills, and prior knowledge.
1 2 3
Knowledge of students’ varied approaches to learning.
1 2 3
Knowledge of students’ skills and prior knowledge.
1 2 3
Implications for instructional planning and assessment.
1 2 3
Learning Goals
Section Score
1 2 3
Significance, challenge, variety, and appropriateness for students.
1 2 3
Clarity.
1 2 3
Appropriateness for students
1 2 3
Alignment with national, state, or local standards.
1 2 3
Assessment Plan
Section Score
1 2 3
Alignment with learning goals and instruction.
1 2 3
Clarity of criteria for performance.
1 2 3
Technically sound multiple modes and approaches.
1 2 3
Adaptations based on individual needs of students.
1 2 3
Design for Instruction
Section Score
1 2 3
Alignment with learning goals.
1 2 3
Lesson and unit structure with accurate representation of content.
1 2 3
Use of a variety of instruction, activities, assignments and resources.
1 2 3
Use of contextual information and data to select appropriate and relevant activities, assignments, resources.
1 2 3
Use of technology.
1 2 3
Instructional Decision-Making
Section Score
1 2 3
Sound professional practice.
1 2 3
Adjustments based on analysis of learning.
1 2 3
Congruence between modifications and learning goals.
1 2 3
Analysis of Student Learning
Section Score
1 2 3
Clarity and accuracy of presentation.
1 2 3
Alignment with learning goals.
1 2 3
Interpretation of data.
1 2 3
Evidence of impact on student learning
1 2 3
Reflection and Self-Evaluation
Section Score
1 2 3
Interpretation of student learning.
1 2 3
Insights on effective instruction and assessment.
1 2 3
Alignment among goals, instruction, and assessment.
1 2 3
Implications for future teaching.
1 2 3
Implications for professional development
1 2 3
Writing Mechanics and Appearance
Section Score
1 2 3
Use of standard English is satisfactory (no more than 8 errors).
1 2 3
Syntax and word choice is satisfactory, and the writing is cohesive.
1 2 3
Appearance is adequate with section dividers and a table of contents.
1 2 3
36
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5
Processes of Teacher Work Sample Portfolio
Additional NASPE Assessment Form
1 = Unacceptable
2 = Acceptable
Introduction to the Portfolio
N/A
3 = Target
Section Score
1
2
3
Section Score
1
1
2
2
3
3
Contextual Factors
N/A
Section Score
1
2
3
Learning Goals
Section Score
1
1
2
2
3
3
1
2
3
1
2
3
1
2
3
Section Score
1
1
2
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Section Score
1
1
2
2
3
3
1
2
3
1
2
3
1
1
2
2
3
3
Philosophy Statement
1.4 Identify historical, philosophical, and social perspectives of physical education issues and
legislation.
1.1 Describe and apply physiological and biomechanical concepts related to skillful
movement, physical activity and fitness.
1.2 Describe and apply motor learning and psychological/ behavioral theory related to
skillful movement, physical activity, and fitness.
1.3 Describe and apply motor development theory and principles related to skillful
movement, physical activity, and fitness.
3.1 Design and implement short and long term plans that are linked to
program and instructional goals as well as a variety of student needs.
3.2 Develop and implement appropriate (e.g. measurable, developmentally appropriate,
performance-based) goals and objectives aligned with local, state, and/or national standards.
Assessment Plan
5.1 Select or create appropriate assessments that will measure student
achievement of the goals and objectives
Design for Instruction
1.1 Describe and apply physiological and biomechanical concepts related to
skillful movement, physical activity and fitness.
1.2 Describe and apply motor learning and psychological/ behavioral theory related to
skillful movement, physical activity, and fitness.
1.3 Describe and apply motor development theory and principles related to skillful
movement, physical activity, and fitness.
3.3 Design and implement content that is aligned with lesson objectives.
3.7 Demonstrate knowledge of current technology by planning and implementing learning
experiences that require students to appropriately use
technology to meet lesson objectives.
38
Instructional Decision Making
4.4 Recognize the changing dynamics of the environment and adjust instructional
tasks based on student responses.
Section Score
1
2
3
1
2
3
Analysis of Student Learning
5.2 Use appropriate assessments to evaluate student learning before, during, and after
instruction.
Section Score
1
1
2
2
3
3
Reflection and Self-Evaluation
Section Score
1
1
2
2
3
3
1
2
3
1
1
1
1
2
2
2
2
3
3
3
3
5.3 Utilize the reflective cycle to implement change in teacher performance, student learning,
and instructional goals and decisions.
6.2 Participate in activities that enhance collaboration and lead to professional growth and
development.
Writing Mechanics and Appearance
Section Score
39
Teacher Work Sample
Integration of Teacher Work Sample Processes and COE Learning Goals
TEACHING PROCESSES ASSESSED BY THE KEAN COE TEACHER WORK SAMPLE
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, school, and classroom factors (K-C,D) (S-G) (D-C)
Knowledge of characteristics of students (K-B,C) (S-B,E) (D-A)
Knowledge of students’ varied approaches to learning (K-A,C) (S-A,B) (D-A)
Knowledge of students’ skills and prior learning (K-A,C) (S-A,B) (D-A)
Implications for instructional planning and assessment (K-E) (S-A,E) (D-B)
Learning Goals
The teacher sets significant, challenging, varied and appropriate learning goals.
Significance, Challenge and Variety (K-A,B,C) (S-A,B,C) (D-A,B)
Clarity (S-A,B,C)
Appropriateness for students (K-B,C) (S-B,C) (D-A,B)
Alignment with national, state or local standards (K-A,B) (S-A)
Assessment Plan
The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before,
during and after instruction.
Alignment with learning goals and instruction (K-A,B,E) (S-A,B,E)
Clarity of criteria for performance (K-E) (S-E)
Multiple modes and approaches (K-D,E) (S-E) (D-A)
Technical soundness (K-E) (S-D,E)
Adaptations based on the individual needs of students (K-B,C,E) (S-A,B,C,E) (D-A)
Design for Instruction
The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.
Alignment with learning goals (K-A,B,E) (S-A,B,E)
Accurate representation of content (K-A) (S-A,C,D) (D-C)
Lesson and unit structure (K-A,B,C,D,E) (S-A,B,C,D,F) (D-B,C)
Use of a variety of instruction, activities, assignments and resources (K-B,C) (S-B,C,G) (D-A,B,C)
Use of contextual information and data to select appropriate and relevant activities, assignments and resources (KB,C) (S-A,G) (D-B,C)
Use of technology (S-B,D)
Instructional Decision-Making
The teacher uses ongoing analysis of student learning to make instructional decisions.
Sound professional practice (K-A,B,C,D,E) (S-A,B,C,D,E,G) (D-A,B,C,D)
Adjustments based on analysis of student learning (K-B,C,E) (S-E)
Congruence between modifications and learning goals (K-A,B,E) (S-A,B,E)
Analysis of Student Learning
The teacher uses assessment data to profile student learning and communicate information about student progress and
achievement.
Clarity and accuracy of presentation (K-E) (S-D,E)
Alignment with learning goals (K-A,B,E) (S-A,B,E)
Interpretation of data (K-B,C,E) (S-D,E) (D-B,C)
Evidence of impact on student learning (K-B,C,E) (S-B,C,E,G) (D-A,B)
Reflection and Self-Evaluation
The teacher reflects on his or her instruction and student learning in order to improve teaching practice.
Interpretation of student learning (K-B,E) (S-C,E,F,G) (D-A,B,C,F)
Insights on effective instruction and assessment (K-B,E) (S-B,E,F) (D-B,F)
Alignment among goals, instruction and assessment (K-A,B,E) (S-A,B,E,F)
Implications for future teaching (S-F) (D-F)
Implications for professional development (S-F) (D-F)
● Letters in parentheses refer to COE Learning Outcomes: K = Knowledge, S = Skills, D = Disposition
See pages 4, 5 & 6
40
RESOURCES
Unit Assessment System: Report to the Indiana Professional Standards Board (1999, December).
Muncie, IN: Ball State University, Teachers College.
Bernhardt, Victoria (2002). The School Portfolio Toolkit; A Planning, Implementation and Evaluation
Guide for Continuous School Improvement. Larchmont, NY: Eye on Education.
Bullock, A. and Hawk, P., (2001). Developing a Teaching Portfolio; A Guide for the Preservice and
Practicing Teacher. Englewood Cliffs, NJ: Merrill Prentice Hall.
Campbell, D., Cignetti, P., Melenyzer, B., Nettles, D., & Wyman, R. (1997). How to Develop a
Professional Portfolio: A Manual for Teachers. Boston, MA: Allyn and Bacon.
Danielson, C, (1996). Enhancing Professional Practice: Framework for Teaching. Alexander, VA:
Association for Supervision and Curriculum Development.
Knight, M. & Gallero, D. (1994). Portfolio Assessment, Applications of Portfolio Analysis. Lanham,
MD: University Press of America.
New Jersey Journal of Supervision and Curriculum Development: Standards and Assessment for Student
Achievement. (2001). New Brunswick, NJ: Downtown Printing.
Phi Delta Kappa International & Ball State University Teachers College, (2000). Student Teacher’s
Portfolio Handbook, Bloomington, IN: Phi Delta Kappa International.
Rakow, S. (1999). Involving Classroom Teachers in the Assessment of Preservice Intern Portfolios.
Action in Teacher Education.
Spence, R. and Graham, Shari (2000). The High Performance Toolbox. Evergreen CO: Peak Learning
Systems.
Wile, I. (1999). Professional Portfolios: the “Talk” of the Student Teaching Experience. The Teacher
Educator 34 (3), 215-23 1.
Wolf, K. (1996). Developing an Effective Teaching Portfolio. Educational Leadership 53(6), 34-37.
Wyatt, R., III & Looper, S. (1999). So You Have to Have a Portfolio: A Teacher’s Guide to Preparation
and Presentation. Thousand Oaks, CA: Corwin Press, Sage. 16
TEACHER WORK SAMPLE REFERENCES
•
•
http://www.uni.edu/itq/Scored_TWS/index.htm
http://education.csufresno.edu/rengroup
41