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Teacher Work Sample (TWS) 4 & 5

The Teacher Work Sample 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, directions, and a Rubric that defines various levels of performance on the standard.  The Standards and Rubrics will be used to evaluate your TWS.  The directions help you document the extent to which you have met the standard.

You are required to teach a comprehensive unit.  Before you teach the unit, you will describe contextual factors, identify learning goals based on your state or district content standards, create an assessment plan designed to measure student performance before (pre-assessment), and plan for your instruction.  After you teach the unit, you will analyze student learning and then reflect and evaluate your teaching as related to student learning.

TWS Format

            1.  Complete a cover page that includes:

                        (a)  your name,

                        (b)  date submitted,

                        (c)  grade level taught,

                        (d)  your university,

                        (e)  course number and title.

            2.  Provide a Table of Contents that lists the sections and attachments in your TWS document with page numbers.  Be sure to number each page of the entire document.

            3.  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.

            4.  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.

            5.  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 (not included in total page length).  You may use any standard form for references; however, the American Psychological Association (APA) style is a recommended format.

            6.  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.

TP 4.  Design for Instruction

TWS Standard:  The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

Indicators:

• 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

TP 5.  Instructional Decision-Making

TWS Standard:  The teacher uses ongoing analysis of student learning to make instructional decisions.

Indicators:

• Sound professional practice
• Adjustments based on analysis of student learning
• Congruence between modifications and learning goals

TP 6.  Analysis of Student Learning

TWS Standard:  The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.

Indicators:

• Clarity and accuracy of presentation
• Alignment with learning goals
• Interpretation of data
• Evidence of impact on student learning

TP 7.  Reflection and Self-Evaluation

TWS Standard:  The teacher reflects on his or her instruction and student learning in order to improve teaching practice.

Indicators:

• Interpretation of student learning
• Insights on effective instruction and assessment
• Alignment among goals, instruction and assessment
• Implications for future teaching
• Implications for professional development