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Teacher Work

Sample

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Education Studies Department Table of Contents

Teacher Work Sample (TWS) Description .……………………………………………

Purpose and Levels of Performance ……………………………………………………

TWS Format ……………………………………………………………………………

TWS Component Descriptions ..………………….……………………………………

Big Ideas Description/Tasks ………………………………………………………….

Essential Questions Description/Tasks ……………………………………………….

Content Standards ……………………………………………………………………..

TWS Learning Objectives Description/Tasks ..………………………………………

Contextual Dynamics Description/Tasks...…………………………………………...

Funds of Knowledge and Accommodations Description/Tasks...................…………

Assessment Plan Description/Tasks ………………………………………………….

Instructional Design Description/Tasks …………………………………………........

Analysis of Student Learning Description/Tasks ……………………………………..

Reflection Description/Tasks ………………………….

APPENDICES

TWS Format Completion Form

Lesson Plan Template

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TWS Rubric

TWS Holistic Scoring Form

Teacher Work Sample Description

The TWS is an instructional unit developed, implemented, and analyzed by the during the student teaching semester. The TWS should

include a minimum of ten days of instruction, implemented with a single class.

The TWS can be taught at any point during the semester. However, the student teacher should align the instructional timing with the

curricular needs of the class. Therefore, the student teacher and clinical faculty (cooperating teacher) member should be in agreement

regarding the TWS content, scope, and timing of instruction.

Note: One who is enrolled in Education Studies certification programs at Berea College is commonly represented as a ‘candidate’ or

‘teacher candidate’ in program literature. However, since the TWS is developed during the student teaching semester, a candidate will

be referred to as the ‘student teacher’ henceforth in this document.

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The TWS guidelines and rubric are aligned with InTASC and the Framework for Teaching (2014), which was adapted from the

Charlotte Danielson (2011) Framework for Teaching for the Kentucky Department of Education.

Purpose and Levels of Performance

Purpose of the TWS

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As a performance-based program assessment, the TWS provides an opportunity for student teachers to demonstrate competency with

regard to:

- Establishing learning objectives

- Designing appropriate instruction which aligns with the learning objectives, is supported by stated content standards within the

curricular contexts, and differentiates according to student abilities, needs, and funds of knowledge.

- Developing an assessment plan which includes pre-assessment, formative and summative assessments to measure learning.

- Analyzing pre-assessment and post-assessment data for the purposes of driving instructional choices.

- Reflecting on the instructional process for the purpose of subsequent instruction and self-evaluation.

Levels of Performance

Four levels of performance are utilized for measuring the TWS: Insufficient Evidence, Passing, Target, and Exemplary. These levels

are evident on the rubric for each component criterion. Holistically, the levels indicate the overall performance demonstrated.

- Insufficient Evidence: The student teacher has provided little or no evidence of meeting the component criterion.

- Passing: The student teacher has provided sufficient, albeit limited, evidence of meeting the component criterion. The student

teacher has met the designated teacher standards according to InTASC standards.

- Target: The student teacher has met the Passing level and has consistently provided persuasive evidence of meeting the

component criterion with clarity.

- Exemplary: The student teacher has met the Target level with the initial submission of the TWS and exceeds the Target level

by demonstrating originality, theoretical connections to instruction and assessment and research applications.

TWS Format

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Cover Page

The cover page includes the student teacher’s name, date, the grade and content area for which the instruction is designed, and the title

of the unit. Berea College, the Education Studies Department, and the course number and title should also be included.

Table of Contents

The sections of the TWS and any Appendices should be listed with associated page numbers.

Content

The content includes the narrative for each component, the daily lesson plans, and a reference page/section for sources in APA format.

The components should be presented in order. Narratives should be well-written, with a logical and cohesive progression of ideas.

Tables, Graphs, and Related Attachments

Assessment (pre and post assessments) should be presented in a table or graph form to demonstrate and disseminate student learning.

Student work samples should also be included, providing samples pertaining to the stated TWS objectives and related content

standards from low proficiency to high proficiency.

Appearance

The TWS should look professional and be readable, with headings and subheadings for components, individual lesson plans, and

appendices. Pages should be numbered and the entire document presented in a three-ring binder.

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TWS Component Descriptions and Task Instructions

TWS List of Components (Descriptions and Tasks follow the list)

- Big Ideas

- Essential Questions

- Content Standards

- TWS Learning Objectives

- Contextual Dynamics

- Funds of Knowledge and Accommodations

- Assessment Plan

- Instructional Design

- Analysis of Student Learning

- Reflection

Big Ideas - InTASC Standards 4 and 5; CAEP Standard 1.1

The Big Ideas are the themes which run as threads though all of the lessons and make the objectives cohesive, unifying concepts. It is

these ideas which will help students ‘connect the dots’ for the content areas across each lesson’s context. Additionally, these ideas

transcend disciplines and content areas. Therefore, big ideas are applicable for an integrated unit.

TASKS:

1. State one or more big ideas which represent the unit. Consider what students should engage and explore throughout the unit

content. Big ideas should be stated clearly and succinctly in a bulleted list.

2. Provide a brief explanation for each idea on the list to fully communicate its purpose

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Essential Questions - InTASC Standards 4 and 5; CAEP Standard 1.1

Essential questions are broad and open-ended. They help in considering what the students will explore in the unit and even beyond it

(such as, what kinds of connections might be made months after the unit is implemented). The essential questions help in organizing

the ideas and connecting skills and actions with facts.

TASKS:

1. Provide a bulleted list of essential questions for the unit.

2. Organize the questions in a logical order of succession for the unit content.

Content Standards - InTASC Standards 4; CAEP Standard 1.3, 1.4

Standards should be identified for the instructional content. Standards must represent both the content area and appropriate literacy

objectives. Standards should provide an integrated structure (with the learning objectives – see below) to support the instructional

design and strategies.

TASKS:

1. Identify the appropriate standards for the content areas engaged within the unit.

2. State the standard reference, indicator, and provide the text for that standard.

3. Include relevant literacy standards.

TWS Learning Objectives - InTASC Standards 4 and 5; CAEP Standard 1.1

Learning objectives are performance-based and should be outlined for the unit as a whole. Subsequently, learning objectives should be

presented in each lesson plan. The scope and sequence of the learning objectives should be appropriate and logical for the content and

must align with the stated standards for the unit.

TASKS:

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1. Provide a list of learning objectives for the unit. These should be restated within individual lesson plans according to the

content and context for each lesson (i.e., all unit objectives must be addressed within the unit lessons, but all objectives will not

necessarily be addressed in every lesson). Further, no objectives should be stated in a lesson plan which are not presented with

the TWS Learning Objectives.

2. Remember that learning objectives differ from learning goals. Since learning objectives are performance-based, they should be

stated according to how students will demonstrate learning and be measurable. (Words to avoid in stated learning objectives

include understanding, explore, grasp, learn, know, and comprehend, as these are not measurable.)

Contextual Dynamics - InTASC Standards 1, 2, 3; CAEP Standard 1.1

While TWS lesson plans provide the contexts for each step of instruction, the contexts for the unit as a whole should be established.

Contexts are both academic and class-oriented:

• School Context – Addresses the school address and geographic information, school demographics, including socio-economic

status (SES), percentages of student who qualify for free and/or reduced meal programs, athletic programs and extra-curricular

opportunities, and any community resources available to the school.

• Classroom Context – Provides information related to the physical space, such as how the room is arranged, what technological

tools are available to the teacher and the students, and procedures, rules, and routines which are relevant for the TWS unit.

• Content Context – Speaks to how the TWS is situated within the curriculum and the scope of the unit content. The academic

context includes what has been taught previously and how the unit prepares students for subsequent content.

• Student Contexts – Provides details related to the students for whom the instructional unit is designed. Information such as

how many students are in the class, including sex, (males, females, transgender), gender identity, and demographics (race,

ethnicity, free or reduced lunch recipients) should be provided. Discussion which identifies ability levels (including any IEPs

and what those needs entail), and the language proficiency levels for English language learners is also essential when

explaining the class context. Note that personal information (such as students’ names) which could identify individual students

should be omitted.

TASKS:

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1. School Context: Describe the school within its community. Specific information which must be addressed includes: a) the

address, that is the geographic location of the school; b) the type of school and what grades are included (example:

Elementary school – preschool for ages 3 and up through grade five); c) demographics of the school population related to

race and ethnicity; d) socio-economic data; e) extracurricular programs such as athletics, clubs, band, etc. Specifically

address how any of these factors affect the instruction for the TWS. Discussion related to community partnerships, such as

local businesses or other institutions and how these resources may be utilized for the TWS is encouraged. Additional

discussion such as where the school is located and how the school’s location is affected by the surroundings may be

addressed.

2. Classroom Context: Describe the classroom environment, including a) the arrangement of furniture and materials used by

the teacher and students; b) other staff or educators who are regularly in the classroom; c) technology and other classroom

resources available; d) family involvement in the classroom; e) routines, rules, and procedures. Explain how two or more

of these factors affect the instructional design of the TWS.

3. Content Context: Provide a narrative which explains how the unit supports the curriculum plan for the year. Consider the

following questions: Where does the unit fit within the instruction? What has already been learned? How does the unit

prepare students for subsequent content?

4. Student Context: Provide a narrative which introduces the reader to the class for which the unit is designed. Include

accurate information for the following questions: How many males and females? What are the racial and ethnic identities

of the students? Are there students for whom English is not the first language? If so, how many English language learners

are in the class and what are their first languages? Also, what levels of English proficiency do the students currently have

and how will this affect learning for them? What special needs in terms of ability levels and/or physical challenges are

represented in the classroom? Beyond these concerns, are there other factors which may affect how students engage the

content? Why might these considerations be relevant? NOTE: Consider what additional instruction accommodations may

be needed for students whose pre-assessment scores exceed or fall below the target score.

Funds of Knowledge and Accommodations - InTASC Standards 1, 2, 3

In this section, the student teacher consider the resources available and the needs within the class population, providing specific

information for the unit as a whole here. Repeat relevant information in individual lessons within the unit.

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• Funds of Knowledge – Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez (2001) define funds of knowledge as

that which refers “to the historically accumulated and culturally developed bodies of knowledge and skills essential for

household or individual functioning and well-being” (p. 133). In other words, funds of knowledge are the pieces of one’s

identity which not only make an individual unique, but also inform how the world is experienced. Further, funds of knowledge

support learning and the contributions students make to the learning environment. The student teacher should think creatively

about how to connect students’ and families’ strengths, experiences, and ways of knowing with the TWS content.

• Accommodations – Accommodations are the products of differentiated instruction. Consider each student’s needs, abilities,

and strengths when determining what will be required to support learning during the unit study so that every student can not

only successfully meet the objectives, but will perform at the highest potential. Additionally, one or more students may meet

the criteria for receiving special instruction if a gap of performance is identified in the pre-assessment phase. Such students

should be identified as a subgroup and receive consideration for planning purposes.

TASKS:

1. Describe how different students’ and/or families’ funds of knowledge can be incorporated into the unit by employing what is

known about students and families. This can be anything from utilizing students’ strong relational skills (as part of their family

culture) to inviting parents to participate as class ‘experts’ for a lesson. If a family member is particularly handy, he or she

might help with preparing materials for the unit (such as cutting out game pieces in advance or doing some type of wood work

to make a piece of simple equipment). All of the students in the class should be considered in terms of how funds of

knowledge support the unit content. Provide a bulleted list with narratives for all funds of knowledge applications.

2. Accommodations must be developed for all sub-groups: students with Individual Education Plans (IEPs), English language

learners (ELLs), students with special physical challenges or limitations, students who function at ability levels which

substantially exceed that of peers, and students who do not qualify for special education services but whose pre-assessment

data indicate that accommodations are required during the unit. The student teacher must identify and explain how the pre-

assessment is measured in order to identify any special sub-groups as described above. Provide a bulleted list with brief

narratives for each accommodation anticipated. Also include any special instructional accommodations for students identified

by the pre-assessment as being outside of the target range of performance.

Assessment Plan - InTASC Standard 6; CAEP 1.2, 1.3

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A strong assessment plan includes several types of assessments, giving students opportunities to demonstrate learning in multiple

ways. The unit should include a pre- and post-assessment to measure overall learning. This assessment should be essentially the same

in order to provide valid data. Additionally, daily formative assessments should provide learning data for every student. These data

inform instructional decisions for the unit and subsequent instruction.

TASKS:

1. Describe the pre-assessment and provide a copy with correct answers. The pre-assessment should address all objectives for the

unit and align with the post-assessment (*see additional details regarding the post-assessment below).

2. Explicitly identify a range of scores or percentage which constitutes mastery with regard to assessments (i.e. – what percentage

must be reached or what number of correct answers are the minimum and what may be needed to support students below that

point; what percentage or score would indicate a student exceeds the target range and may require enriched instruction).

3. Based on the target range for mastery or remediation, identify any ‘gap’ groups who exceed mastery or may benefit from special

instruction.

4. Describe a plan to formatively assess students’ mastery of the learning objectives multiple ways daily during the unit. It should

include samples of the assessment instruments and charts or tables used to keep track of the data.

5. Also describe plans to summatively assess student achievement at the end of the unit. The summative assessment must include

both the objective-based *post-assessment and a performance or project with a rubric.

6. Develop a table which will be utilized to record individual students, each learning objective, standards, and all assessments.

Instructional Design - InTASC Standards 5, 6, 7, 8; CAEP 1.1, 1.2, 1.3, 1.4, 1.5

This section is divided into two parts:

I. Lesson Plans: TWS lessons, provided in chronological order.

II. Instructional Design Narratives: A separate set of sections with narratives which describe the flow of instruction during the

unit implementation. The instructional design reflects the decisions made by the candidate in response to the pre-

assessment data and subsequently throughout the unit. Additionally, the instructional design should explain how

assessment data were analyzed and how data provided guidance for subsequent instruction during and following the unit.

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TASKS:

I. Lesson Plans

1. Provide a cover page to delineate this section from Part II.

2. Place all TWS lesson plans in the order of instruction.

3. Provide comment boxes (see the Review tab in Word) to explain changes made in lessons. For example, if formative

assessment during a lesson indicated that students needed additional support prior to moving forward with the next

lesson component, provide a comment to explain how instructional adjustments were made. Note that instruction

should align with information provided throughout the TWS. Any discrepancies should be explained in a comment box

and then be addressed in subsequent sections of the Instructional Design (Part II).

II. Instructional Design Narratives

A. Provide an overview of the TWS unit goals and ideas engaged during the unit.

a. Include the focus for daily lessons, including performance-based objectives, standards, and activities.

b. Provide a list of key vocabulary terms.

c. Include a list of materials required for the unit.

d. Include a list of assessments, identifying how assessments were presented and what adjustments were made

during instruction.

e. Describe differentiated instructional strategies employed for students for whom accommodations were

provided, including those identified in any subgroups.

f. Describe differentiated formative assessment strategies employed for students for whom accommodations were

provided (ability, IEP, language differences, etc.).

g. Describe how real world connections are made within the TWS.

B. Describe the pre- and post- assessments and the process of implementing them.

a. Provide a description of how the pre-assessment informed instructional choices.

b. Explain how adjustments were made to accommodate students who may have demonstrated mastery at the pre-

assessment level.

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c. Describe strategies employed during pre- and post-assessments to accommodate students identified in all areas

of special needs (ability, IEP, language differences, etc.).

d. Explain how one or more students were identified who fell below or exceeded established mastery percentages

or point values, indicating a need for special instruction.

C. Describe the instructional strategies which were employed for each learning objective. Include at least two instructional

strategies for the stated unit objectives. The strategies should speak to how instruction was differentiated to

accommodate various student needs and reflect best-practices in education. The latter may include, but not be limited

to:

a. How technology was incorporated.

b. How the learning strategy supported the learning objective according to Bloom’s levels of learning.

c. How student discourse and collaboration were supported.

d. How student voice was incorporated into instruction.

e. How inquiry-based instruction promoted student research and/or discovery.

f. The questioning strategies which were employed.

g. The inclusion of real world connections.

h. The strategies which were employed to accommodate multiple ability levels simultaneously.

Analysis of Student Learning - InTASC Standards 1, 2; CAEP 1.3

The analysis of student learning is comprehensive, including the pre-assessment, all formative assessments, and summative post-

assessments. Analysis includes reporting of assessment data and examination of the data to measure student learning and better

understand how students learn. Analysis of assessment data should drive instructional choices, including whether or not going forward

with planned instruction is appropriate. The student teacher must be able to scrutinize assessment data to identify which students are

ready to proceed, who requires additional support and/or re-teaching, and what instructional and assessment strategies may or may not

be effective.

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TASKS:

Include the following tables/graphs:

A. Objectives aligned with stated standards and daily lessons.

• The objectives should appear in the sequence for the unit instruction.

• This chart should indicate which objectives are essential (if some are more essential than others).

B. Data gathered from formative assessments and a column in which notes related to how subsequent daily instruction was

adjusted based on formative assessment data.

C. A graph demonstrating data which illustrate student learning during the TWS unit instruction. This graph should have a non-

identifiable indicator (numeral or letter) for each student, including any subgroups, identified (by additional symbols or

color-coded).

Evaluate the Instruction:

A. Provide a narrative summarizing the learning for the unit. Explain apparent successes and explore teaching strategies which

may have supported learning.

B. Examine assessment data specific to any subgroups identified following the pre-assessment. Specifically address objectives

met or not met, with discussion related to how various strategies may or may not have been affected and possible reasons for

the results.

C. Examine data which indicate students did not master objective(s). Consider why mastery was not established, including

contextual factors, as well as instructional and assessment strategies which may not have been the best choice for the objective.

D. Describe any re-teaching plans which have been put in place in response to evaluating the instruction, including what

objectives will be revisited, what strategies will be employed, for what length of time, and how re-assessment of learning will

occur.

E. Finally, explore what might be done differently if the same unit is taught in the future.

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Reflection - InTASC Standards 1, 2; CAEP 1.3

The student teacher should take a comprehensive view of the teacher work sample experience, considering what has been learned and

how the TWS might inform future growth.

TASKS:

Develop a narrative which addresses the bulleted areas below. The narrative should include subheadings.

A. Identify what went well and what did not during the TWS unit. Discuss the positive and negative aspects of the unit.

B. Identify and discuss teaching strengths which have been emerged during the TWS.

C. Identify and discuss areas for growth which have come to light during the TWS.

D. Based on the list for item C, identify two areas of professional growth and discuss two possible strategies to support

professional development for each area of growth.

E. Reflect on how the inevitable hurdles that occurred during the daily instruction were navigated and what has been learned in

the process.

REFERENCES

Danielson, C. (2014). Framework for teaching (adapted for Kentucky Department of Education).

https://education.ky.gov/teachers/PGES/TPGES/Documents/Kentucky%20Framework%20for%20Teaching.pdf.

Funds of knowledge inventory matrix. (n.d.). Funds of knowledge. State of Washington Office of Superintendent of Public Education.

http://www.k12.wa.us/MigrantBilingual/HomeVisitsToolkit/FundsofKnowledge.aspx

González, N., Moll, L., and Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and

classrooms. New York: Routledge.

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Powell, R. & Rightmyer, E. (2011). Literacy for all students: An instructional framework for closing the gap. New York: Routledge.

WKU Teacher work sample. (2011). Western Kentucky University.

https://www.wku.edu/educatorservices/student_teaching/documents/teacher_work_sample.pdf

APPENDICES

Lesson Plan Template

TWS Rubric

Funds of Knowledge Inventory Matrix

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APPENDIX A – LESSON PLAN TEMPLATE

LESSON PLAN FORMAT and PLANNING GUIDE

Note: This lesson plan format and planning guide corresponds with the Culturally Responsive Instruction Observation Protocol (CRIOP) framework. PLANNING PHASE

Content Standard/s Grade level Kentucky Academic Standard(s)

Content Literacy Standard/s or Connections Grade level Kentucky Academic Standard(s) or connections to content area literacy

Content Objective(s) Specify what students should know and be able to do at the end of the lesson. Example: The student will be able to use constructions to explore attributes of geometric figures and to make conjectures about geometric

relationships. (SW Educational Development Laboratory)

Language Objective(s) Specify how students will show that they meet the content objective. Example: The student will be able to use mathematical vocabulary to explain orally or in writing attributes of geometric figures. (SW Educational

Development Laboratory)

Context Consider the cultural and linguistic backgrounds of your students and their families.

- How will you make connections to their cultural knowledge/cultural “data sets”? - Are there any ways that you can incorporate families’ “funds of knowledge”? - What are the language stages of your ELLs that you will need to consider in your planning?

- What accommodations are needed for students with IEPs or other learning differences/needs?

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Key Vocabulary What terms are critical for student understanding? How will you teach those terms in ways that are engaging and that will assist students in

remembering the words and their meanings? (Note: After explicitly teaching them, it’s helpful to post all academic terms on a “word wall” or

some other medium and refer to them often as you discuss new concepts.)

Materials

- What materials and equipment will be required?

- Can you use multicultural literature? Artifacts from popular culture (or other materials from the world of your students)? Pictures

representing diversity? Technological resources that will promote student engagement? Other media?

- Can you include materials that explore current issues or events that are important to the community? IMPLEMENTATION PHASE

Instruction List your procedures. Considerations

- How much time is anticipated for each procedure? (This may be provided to the left of each procedure.) - How the students are engaged in the lesson from the beginning

- Introducing academic terms - Introducing significant ideas, important characters, historical events, etc. that would be important for meeting the content objective - Explicit teaching (explaining, modeling, thinking aloud, etc.)

- Student grouping strategies/collaboration (students work together to answer challenging questions or to solve challenging problems—

emphasis on group versus individual success; also see the Discourse considerations below related to grouping strategies)

- Student inquiry (students questioning, investigating) - Student choice (choice of problem, topic, reading selection etc.) and teacher choice (why required materials/sources are needed) - Active involvement (activities that will promote active participation)

Cultural Considerations Consider as many aspects of culture as possible, including race, ethnicity, ability levels, learning differences, socio-economics, and even family

culture. Also explore how students’ funds of knowledge inform the planning, as well as how anticipated student responses could affect the learning

experience.

- Exploring important issues - Presenting various perspectives, differing points of view

- Deconstructing negative stereotypes; challenging the status quo

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Discourse Considerations Discourse is more than student responses to single-answer questions. Instead, discourse should be encouraged by creating a safe place for student

input and discussion.

- Consider what discourse protocols will be used in the lesson, e.g., “shout it out,” “discussion web,” “call and response,” “musical shares,”

“read around,” etc. and explain how/when these protocols will be used.

- How will student talk be promoted? - How will grouping strategies will be employed to promote equitable discourse?

- What other equitable discourse practices will be employed so that all students have the opportunity to participate in discussion?

Assessment Considerations Formative

- Describe how individual student demonstration of learning will be identified throughout the lesson so in order to scaffold student learning.

- Explain how formative assessment data will be recorded during the lesson (clipboard with a checklist, digital data from a SmartBoard

activity, etc.).

- Describe how students’ language use will be assessed while they are actively engaged in reading, writing, speaking, and listening. Summative

- Describe how the content and language objectives are to be met. Other (formative and/or summative)

- Describe how English language learners and/or students with IEPs will be assessed by using visual or other forms of representation.

- Describe any forms of self-assessment to be used. POST-INSTRUCTION PHASE Results Provide specific information on student learning. How many students met the content objective(s)? How many students met the language

objective(s)? How do you know?

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APPENDIX B: TWS RUBRIC

Unit Plan Component

Exemplary

4

Target 3

Passing

2

Insufficient Evidence

1

Big Ideas InTASC Standards

1b, 1d; 4j, 4n; 5i

CAEP Standard 1.1

All aspects of the Target level are met. Additionally, the big ideas are consistently presented in the lessons and most students will be able to identify and articulate the big ideas in written and verbal responses according to the students’ ability levels.

All aspects of the Passing level are met. Additionally, the big ideas run as a thread through all of the lessons in the unit, creating a cohesive theme. The big ideas are restated in the lessons according to the content context of each lesson.

Big ideas are identified and are relevant for the entire unit of study. The big ideas align with the unit objectives related to content are supported by the content standards. The big ideas are developmentally appropriate for the designated student grade level(s). The big ideas are restated in the lessons according to the content context of each lesson.

No big ideas are identified or the big ideas are not relevant for all of the unit content. The big ideas do not align with the standards consistently.

Essential Questions InTASC Standards

1b, 1d; 4b, 4j, 4n; 5a, 5i; 8j

CAEP Standard 1.1

All aspects of the Target level are met. Additionally, the essential questions are engaged by students at a depth that reflects opportunities for higher thinking skill development in the unit.

All aspects of the Passing level are met. Additionally, the essential questions are reflected in all of the unit lesson and are developmentally appropriate for the designated student grade level(s). The essential questions can be addressed by most students by the end of the unit in written and verbal responses according to the students’ ability levels.

The essential questions are sufficiently identified and align with the big ideas of the unit. The essential questions align with stated learning objectives and standards. The essential questions are reflected in the content of most of the lessons.

The essential questions are not identified, do not fully reflect the TWS unit content, or do not align with the big ideas. They do not align with the stated standards and/or learning objectives consistently.

Content Standards InTASC Standard

4a, 4n; 7g CAEP Standard 1.3, 1.4

The Target level is met on the first submission of the TWS. Additional standards for students who excel are provided and align with appropriate performance-based learning objectives for this student population.

Standards are provided for both content and literacy. The standards align accurately with the stated learning objectives. The standards are delineated by each lesson in the unit.

Standards are provided for both content and literacy. The standards align marginally well with the stated learning objectives.

Standards for content and/or literacy are not provided, incomplete, or do not accurately align with the learning objectives.

TWS Learning Objectives

InTASC Standards 2a; 4m; 5b, 5d

CAEP Standard 1.1

The Target level is met on the first submission of the TWS. Additional learning objectives for students who excel are provided and align with stated standards or additional ones designated for this student population.

Connections to students background knowledge and funds of knowledge with the objectives are clear. Learning objectives are clearly stated and performance-based. Bloom’s taxonomy of verbs are applied and the behaviors indicated in the objectives are measurable and align with the standards.

All of the learning objectives are provided, clearly stated and measurable. The objectives align with the standards. A connection to students’ background knowledge and/or funds of knowledge is made in at least one objective.

Learning objectives are omitted, are incomplete, lack clarity, or are not stated according to behavioral language (i.e.,, are not measurable, such as ‘the student will understand’ – which cannot be measured).

Contextual Dynamics The descriptions for all areas related to the school meet the

The description of the school meets the Passing level in terms

The description of the school addresses all of the required

The information provided about the school or the geographic

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InTASC Standards (provided below by area

of context) CAEP Standard 1.1 (as it relates to InTASC 1,2,3)

School Context

(no clear InTASC)

Target level, with the candidate including relevant information related to the school which exceeds the required areas and addresses or exceeds any suggested areas. Clear connections are made to the TWS regarding the additional information provided.

of addressing all of the required areas accurately and in an unbiased way. An additional area, beyond the required information is addressed accurately, providing a sense of why this matters for the TWS.

information accurately and in an unbiased way.

area is inaccurate or incomplete. The description of the school and/or community seems to be biased.

Classroom Context 3a, 3c, 3d, 3e, 3k, 3l, 3m

The descriptions for all areas related to the classroom meet the Target level, with the candidate including relevant information related to the classroom environment which exceeds the required factors and addresses how all of the factors affect the TWS.

The description of the classroom meets the Passing level in terms of addressing all of the required areas accurately and in an unbiased way. One or two additional factors affecting the TWS are discussed in the narrative.

The description of the classroom addresses all of the required informational factors accurately and clearly. The narrative includes the minimum of two of these factors in relation to how the TWS instructional plan is affected.

The information provided about the classroom is inaccurate or incomplete. The required factors are not all addressed and/or the discussion related to how at least two of the factors affect the TWS is omitted or not clearly articulated.

Content Context 2c; 4d, 4f, 4j; 5c, 5e, 5f,

5h, 5i, 5l, 5m

A detailed description of how the unit supports previous and upcoming concepts is provided. This information includes any special focus based on previous learning successes or challenges. Identifies whether the unit builds on a previous concept and provides additional instruction and/or introduces new content.

Clearly situates the unit within previous learning and explains how this lesson supports upcoming concepts.

A general connection to past and subsequent learning is provided.

How the unit connects to previous or subsequent learning is not provided, incomplete, or unclear.

Student Context 1a-g

The Target level is met with the first submission. Other student context factors which are relevant for the TWS are addressed with equal amounts of detail and clarity given to all of the previous student context elements presented.

The Passing level is met. Additionally, the narrative includes detailed information related to what aspects of the student context might need to be considered as it relates to the TWS content in order to meet all student needs.

All of the required questions pertaining to students in the class are addressed accurately and clearly. At least two aspects of student context are considered with regard to the TWS and how the student needs should be met.

Information related to student identity is omitted or incomplete. A bias is evident in the descriptions of one or more students. Personal information, such as student names, is included.

Funds of Knowledge InTASC Standards

1c, 1g; 2a, 2cc, 2h, 2j, 2k

The student teacher provides evidence of specifically identifying students’ funds of knowledge in a systematic way. The students’ funds of knowledge are clearly considered in developing the TWS unit. All essential information that is pertinent to the unit related to individual

The Passing level is met. Additionally, information about various groups of students, such as those who function at high, middle, or low academic levels, as well as information related to any specific aspects of the unit has been provided.

How students learn and the overall class information pertaining to students’ backgrounds, cultures, skills, language proficiency, interests, and special needs is presented in the context.

No information is provided regarding what students could bring into the learning environment as strengths specific to the TWS are addressed. How families could be involved is minimal or not provided at all.

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students’ interests, families’ connections to the content, cultures, skills, language proficiency, and special academic needs is provided. Contributions students or student groups make to the learning environment specific to this unit are addressed. How families will be involved and to what degree is provided.

What students bring into the learning environment as strengths specific to this unit are addressed. How families will be involved is provided, including specific areas of expertise or support.

Some information regarding what students bring into the learning environment as strengths specific to the TWS is addressed. How families could be involved is provided.

Accommodations InTASC Standards

2a-k

The Target level is met with the first submission of the TWS. Additionally, families have been provided TWS-related materials and/or guidance for family activities to be done at home. All activities are family user-friendly, including bilingual materials when needed.

The Passing level is met, with the student teacher fully addressing all identified needs with strategies and materials which accommodate learning differences of all kinds. This would include, but not be limited to: materials in English and the languages of English language learners according to their proficiency level; additional one-on-one or small group instruction for students who benefit from re-teaching; additional authentic and engaging activities to support accelerated learners.

Information related to students’ background, culture, skills, language proficiency, and/or special needs is provided. There are clearly defined strategies for accommodating identified learning needs and some attention to needs related to cultural identities.

Little or no information is provided regarding students’ needs according to background, culture, skills, language proficiency, and/or special needs. Some needs are identified, but no means of differentiating instruction are provided or the differentiated strategies do not align with the needs.

Assessment Plan InTASC Standard

1a; 6a-p CAEP Standard 1.2, 1.3

The Target level is met on the first submission. Assessments are “fully aligned with the instructional outcomes (objectives) that show evidence of student contribution to their development. Assessment criteria and standards are clear. Methodologies have been adapted for individual students, as needed” (Danielson, 2004, p. 14).with specific information related to previously identified subgroups. Formative assessment information has been utilized by both the student teacher and the students. There is evidence that students have shared the responsibility of creating formative assessment rubrics

Systematically assesses all objectives, providing opportunities for multiple forms of performance. Assessments are “aligned with the instructional outcomes (objectives); assessment methodologies may have been adapted for groups of students. A well-developed strategy for using and recording formative assessment is evident,” as are well-designed approaches for authentic formative and summative assessment (Danielson, 2004, p. 14). Additionally, all assessments are justified regarding content and student contexts.

The pre and post-assessments align and are presented clearly, but may be minimally aligned with the objectives. . Most of the unit objectives are assessed formatively throughout the unit. Clear evidence of how assessments are used to measure learning and inform instruction is limited.

The pre- and post-assessments do not align or have not been implemented. Assesses few objectives or content that was not the focus of instruction. There is little or no assessment or monitoring of student learning with formative assessments.

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and applied self-assessment throughout the TWS unit.

Instructional Design InTASC Standards (provided below by

specific area, beginning with Part II)

CAEP Standard 1.1, 1.2, 1.3, 1.4, 1.5

Part I: Lesson Plans - See the Lesson Plan Rubric for assessment of individual lesson plans.

Part II: Instructional Design Narratives

A. TWS Unit Overview InTASC Standards

1g; 2a, 2b; 4a, 4h, 4m, 4n; 5b, 5d; 6a, 6b, 6g, 6j, 6k, 6l, 6o, 6p;

7b, 7g

The Target level is met with the first submission. Additionally, analysis of the effectiveness of at least three of the elements described is included.

A detailed description of the following elements presented in the TWS is provided: The topic, standards, learning objectives, at least one activity for each lesson; The vocabulary words which are relevant for the TWS and when each word is introduced during the unit: A list of materials and when the materials are utilized within the TWS; A list of formative assessments, when the assessments are presented and how the assessments inform instructional decisions;

A complete list of the following elements presented in the TWS is provided: The topic, standards, learning objectives, at least one activity for each lesson; The vocabulary words which are relevant for the TWS and when each word is introduced during the unit: A list of materials and when the materials are utilized within the TWS; A list of formative assessments, when the assessments are presented and how the assessments inform instructional decisions;

Limited or no information related to the elements presented in the TWS is provided. The essential elements are: The topic, standards, learning objectives, at least one activity for each lesson; The vocabulary words which are relevant for the TWS and when each word is introduced during the unit: A list of materials and when the materials are utilized within the TWS; A list of formative assessments, when the assessments are presented and how the

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What differentiated formative assessments have been employed and for whom, including which assessments are selected for specific sub-groups; What differentiated strategies are employed and for whom, including which strategies are selected for specific sub-groups; Real world connections made for each TWS lesson.

What differentiated strategies are employed and for whom, including which strategies are selected for specific sub-groups; What differentiated formative assessments have been employed and for whom, including which assessments are selected for specific sub-groups; Real world connections made for each TWS lesson.

assessments inform instructional decisions; What differentiated strategies are employed and for whom, including which strategies are selected for specific sub-groups; What differentiated formative assessments have been employed and for whom, including which assessments are selected for specific sub-groups; Real world connections made for each TWS lesson.

B. Pre and post-assessment Narrative

InTASC Standards 6c, 6j, 6k, 6l

The Target level is met with the first submission of the TWS, beyond which discussion related to any or all of the elements exceeds designated requirements.

The Passing level is met. Additionally, the appropriateness of the assessments according to the content and student contexts is justified.

All of the elements below are addressed, providing basic and clearly stated information in a systematic way. An explanation of scoring criteria. A description of how pre-assessment data informed instructional choices, including an explanation of how adjustments were made to the TWS instructional plan to accommodate students who demonstrated mastery of the contact in the pre-assessment. A description of the strategies employed during pre- and post-assessments to accommodate all students identified with special needs (ability, IEP, language proficiency differences, etc.). An explanation of subgroups identified from pre-assessment data.

One of more of the elements below has been omitted or the information is not clear. An explanation of scoring criteria. A description of how pre-assessment data informed instructional choices, including an explanation of how adjustments were made to the TWS instructional plan to accommodate students who demonstrated mastery of the content in the pre-assessment. A description of the strategies employed during pre- and post-assessments to accommodate all students identified with special needs (ability, IEP, language differences, etc.) An explanation of subgroups identified from pre-assessment data.

C. Instructional Strategies Narrative

InTASC Standards 2b; 2f; 3a, 3h, 3j, 3k; 4c, 4j; 5b, 5d, 5e, 5i, 5n; 6a, 6i; 7b; 8g, 8h,

8o

All instructional strategies, the corresponding learning objectives, and the relevant criteria below are described fully and clearly. The incorporation of technology for the student teacher and/or the students; How the instructional strategies provided met student needs through appropriate accommodations and differentiated instruction based on pre-assessment data;

At least one strategy for each lesson as it related to a corresponding learning objective is described, addressing all of the relevant criteria below. The descriptions are clearly articulated, with the strategies and all criteria easily identified. The incorporation of technology for the student teacher and/or the students; How the instructional strategies provided met student needs through appropriate

A description of at least three instructional strategies from the TWS for corresponding learning objectives is provided and at least three of the criteria below are addressed. The description is clearly articulated, with the strategies and criteria easily identified. The incorporation of technology for the student teacher and/or the students; How the instructional strategies provided met student needs

A description of no more than two instructional strategies for corresponding learning objectives is provided using no more than two of the criteria below. Or, the description is unclear, making the identification of the strategies and criteria difficult to identify. The incorporation of technology for the student teacher and/or the students; How the instructional strategies provided met student needs

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The inclusion of student discourse and/or collaboration; How student voice was incorporated. The use of inquiry-based instruction for student research/discovery; Questioning strategies incorporated which show evidence of support for higher level thinking; Evidence of real world connections; How multiple ability levels and student needs were met within each lesson.

accommodations and differentiated instruction based on pre-assessment data; The inclusion of student discourse and/or collaboration; How student voice was incorporated. The use of inquiry-based instruction for student research/discovery; Questioning strategies incorporated which show evidence of support for higher level thinking; Evidence of real world connections; How multiple ability levels and student needs were met within each lesson.

through appropriate accommodations and differentiated instruction based on pre-assessment data; The inclusion of student discourse and/or collaboration; How student voice was incorporated. The use of inquiry-based instruction for student research/discovery; Questioning strategies incorporated which show evidence of support for higher level thinking; Evidence of real world connections; How multiple ability levels and student needs were met within each lesson.

through appropriate accommodations and differentiated instruction based on pre-assessment data; The inclusion of student discourse and/or collaboration; How student voice was incorporated. The use of inquiry-based instruction for student research/discovery; Questioning strategies incorporated which show evidence of support for higher level thinking; Evidence of real world connections; How multiple ability levels and student needs were met within each lesson.

Analysis of Student Learning

InTASC Standard 6c, 6l, 6o

CAEP Standard 1.2, 1.3

The Target level is met, with additional details for each criterion, providing a well-written narrative regarding student learning for the TWS, including suggestions for any ongoing support for students as a result of the analysis of student learning.

Tables reporting required aggregate achievement data are provided and are complete, with no identifiable information for students. A narrative is provided which fully meets the criteria below and is clearly articulated. Explains apparent learning, connecting assessment data to specific learning objectives and strategies employed; Examines possible reasons students fail to meet a learning objective, including factors related to student contexts and the instructional strategies employed; Provides specific discussion related to any subgroups, noting apparent learning or failure to meet objectives and how strategies employed may have affected learning outcomes; Describes re-teaching strategies utilized to address unmet learning objectives; Describes adjustments needed for teaching the TWS unit in the future.

Tables reporting required aggregate achievement data are provided and are complete, with no identifiable information for students. A narrative is provided which minimally meets the criteria below, but may lack clarity in some parts of the narrative. Explains apparent learning, connecting assessment data to specific learning objectives and strategies employed; Examines possible reasons students fail to meet a learning objective, including factors related to student contexts and the instructional strategies employed; Provides specific discussion related to any subgroups, noting apparent learning or failure to meet objectives and how strategies employed may have affected learning outcomes; Describes re-teaching strategies utilized to address unmet learning objectives;

Tables reporting required aggregate achievement data are not provided, are incomplete, or include information making students identifiable. A narrative is provided which attempts to meet the criteria below, but fails to address any of the criteria clearly: Explains apparent learning, connecting assessment data to specific learning objectives and strategies employed; Examines possible reasons students fail to meet a learning objective, including factors related to student contexts and the instructional strategies employed; Provides specific discussion related to any subgroups, noting apparent learning or failure to meet objectives and how strategies employed may have affected learning outcomes; Describes re-teaching strategies utilized to address unmet learning objectives;

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Describes adjustments needed for teaching the TWS unit in the future.

Describes adjustments needed for teaching the TWS unit in the future.

Unit Plan Component

Exceeds Expectations Target Performance Marginal Performance Insufficient Performance

Reflection InTASC Standard

9d, 9g, 9h, 9k, 9l, 9n CAEP Standard 1.2, 1.3

The Target level is met, with additional details reflecting on aspects of the TWS not required in the guidelines.

A full and clearly articulated narrative related to reflection is provided, addressing the elements below: Explores the positive and negative aspects of the TWS, such as what strategies were most effective, marginally effective, or ineffective; Identifies what areas of the TWS emerged as professional strengths; Identifies what areas of the TWS emerged as professional areas for growth; Identifies at least two areas of growth and provides suggested strategies for supporting professional growth in those areas; Provides an analysis of the daily challenges of teaching and how those challenges were navigated during the TWS; A conclusion which provides a summary, including the student teacher’s own sense of professional learning during the TWS experience

A narrative related to reflection is provided, minimally addressing the elements below, albeit with some issues related to the flow of ideas or mechanics: Explores the positive and negative aspects of the TWS, such as what strategies were most effective, marginally effective, or ineffective; Identifies what areas of the TWS emerged as professional strengths; Identifies what areas of the TWS emerged as professional areas for growth; Identifies at least two areas of growth and provides suggested strategies for supporting professional growth in those areas; Provides an analysis of the daily challenges of teaching and how those challenges were navigated during the TWS; A conclusion which provides a summary, including the student teacher’s own sense of professional learning during the TWS experience.

A narrative related to reflection is omitted or addresses three or fewer of the elements below: Explores the positive and negative aspects of the TWS, such as what strategies were most effective, marginally effective, or ineffective; Identifies what areas of the TWS emerged as professional strengths; Identifies what areas of the TWS emerged as professional areas for growth; Identifies at least two areas of growth and provides suggested strategies for supporting professional growth in those areas; Provides an analysis of the daily challenges of teaching and how those challenges were navigated during the TWS; A conclusion which provides a summary, including the student teacher’s own sense of professional learning during the TWS experience.

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APPENDIX C: FUNDS OF KNOWLEDGE INVENTORY MATRIX Funds of Knowledge Home/Community Practices Classroom Application

Economics Geography

Politics Agriculture

Sports Technology

Religion Language

Health Childcare

Art Cooking

Entertainment ¿……………?

APPENDIX C: FUNDS OF KNOWLEDGE INVENTORY MATRIX

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Funds of

Knowledge Home/Community Practices Classroom Application

Economics

Geography

Politics

Agriculture

Sports

Technology

Religion

Language

Health

Childcare

Art

Cooking

Entertainment

¿……………?