Overview of the Teacher Work Sample (TWS)

The TWS Assignment You are required to develop and teach a comprehensive unit during student teaching. The instructional unit may be 2-4 weeks long, depending upon your instructional goals and the classroom context. (Your campus may have specific requirements. Follow your faculty member’s instruction.) You must consult with your cooperating/mentor teacher when designing the unit.

The TWS Format Your Teacher Work Sample will be based on seven standards. The Teacher Work Sample should be about 20 word-processed pages of narrative, not counting required charts, graphs, and attachments. Provide a Table of Contents and a Cover Page. Be sure to number the pages of your Teacher Work Sample. To ensure the anonymity of students in your class, do not include any student names or identification in any part of the Teacher Work Sample.

The Teacher Work Sample Standards

Standard 1: Contextual Factors The teacher uses information about the learning/teaching context and student individual differences to set learning goals and objectives, plan instruction, and assess learning.

Contextual Factors Community, school, and district factors include geographic location, community and school population, and demographics of the students. Classroom factors include classroom arrangement, availability of equipment and resources, parental involvement, classroom rules, and scheduling. Student characteristics include age, gender, race/ethnicity, special needs, culture, language, interests, and learning styles.

Standard 2: Learning Goals and Objectives The teacher sets significant, challenging, varied, and appropriate learning goals and objectives.

Learning Goals and Objectives Goals and objectives need to be justified based on type and level of learning; developmental appropriateness; and alignment with local, state, and/or national standards.

Standard 3: Assessment Plan The teacher uses multiple assessment modes and approaches aligned with learning goals and objectives to assess student learning before, during, and after instruction.

Assessment Plan Each assessment must be related to the learning goals and objectives in your instructional unit. You need to describe the format of each assessment (e.g., paper/pencil, demonstration). An adaptation plan for each assessment must be developed based on individual needs and/or contextual factors. You will use the results of your pre-assessment to guide instruction or modification of the learning goals and objectives.

Standard 4: Design for Instruction The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts.

Design for Instruction Use the block planning tool found in the TWS template to list topics, activities, assessments, and adaptations for each day of the instructional unit. Select 3-4 activities and describe each more fully based on how the content relates to the goals and objectives, how the activity stems from the pre-assessment data and instructional context, what materials you will use, and how student learning will be assessed.

Standard 5: Instructional Decision-Making The teacher uses on-going analysis of student learning to make instructional decisions.

Instructional Decision-Making You will analyze a time during instruction when a student’s learning or response caused you to modify your original instructional plan. You will describe the student’s learning or response, how analysis and interpretation informed your decision to modify, what you did, and why this will improve the student’s progress. You will do this for two individual students.

Standard 6: Analysis of Learning Results The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.

Analysis of Learning Results You will use visual representations and narrative to profile student performance. You will prepare a graph to compare pre- and post-assessment data, explain what the graph illustrates, and why students performed as they did. You will do this for the whole class, a sub-group based on one characteristic such as gender, and for two individual students.

Standard 7: Reflection and Self-Evaluation The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.

Reflection and Self-Evaluation You will write one narrative reflecting on instruction and student learning. You will include a description of what instructional strategies and activities contributed most to student learning. You will explain the greatest barriers to achieving learning results. You will discuss what you would do differently to improve student learning.

Reflection and Self-Evaluation You will write a second narrative evaluating your effectiveness as an instructor. You will assess the extent to which you met the standards, focusing on strengths and weaknesses. You will also analyze how your performance impacted student learning. You will reflect on your own abilities and identify what professional knowledge, skills, or dispositions would improve your performance. You will select and discuss your most significant learning insight from teaching this unit.

How the Teacher Work Sample Will Be Evaluated

The Teacher Work Sample Rubric Your Student Teaching Seminar instructor(s) will evaluate your sample, in collaboration with your faculty supervisor and cooperating/mentor teacher. Your instructor will use the Teacher Work Sample rubric to evaluate your work. The rubric is based on the seven Teacher Work Sample standards.

The Electronic Portfolio Your entire Teacher Work Sample must be posted to your electronic portfolio for final review and as a program requirement.