Northern State University

Pre-Student Teaching Experience

ELED/SPED/SEED 496
Teacher Work Sample
Fall 2016

Candidate Name: Courtney Weber

Candidate Phone Number:

Candidate ID Number:

Name of School where data

was collected:

Subject/Content Area: Reading and Phonics

Grade Level: 3rd Grade

Date Submitted: December 9th, 2016

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.

I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.

Signature of Candidate Submitting the TWS: Courtney Weber (electronic submission)

Description

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 A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates instruction on
students learning as well as provide evidence of candidates teaching performance during the Pre-
Student Teaching Experience. The TWS assignment includes the following tasks:

I. Professional Goal Setting and Reflection

II. Contextual Information
III. Instructional Design and Implementation

Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.

References and Credits: If you refer to another persons ideas or material (such as theorists), cite
these in a separate section at the end of the TWS under References and Credits. (APA is
recommended)

Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both
sides.

Anonymity: Do not include the names of individual students, teachers, or staff as well as
participating schools in any part of the work sample in order to insure the anonymity of all involved.

Submission
An electronic copy of your completed TWS must be submitted to:

D2L for ELED/SPED/SEED 496

Your electronic portfolio/professional website (please remember to remove the cover page with
identifying information before posting).

A paper copy of your TWS must be submitted to the Office of Field Experiences (Gerber 111)

Task I: Professional Goal Setting

Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
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Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.

NSU Conceptual Potential Category Outcomes Description

Framework (You will choose one of these
Categories outcomes as the basis for your
goal)
Knowledge of Self as Respect and Concern for Students Knowledge of Self as an
an Individual Individual recognizes the
educators influence in the lives
Commitment to Health and Safety of students and emphasizes the
importance of building trust
relationships, and setting
positive examples.
Knowledge of the Developmental Needs Knowledge of the learner
Learner focuses on an understanding of
growth and development of
Student Diversity learners in the contexts in
which development takes place
and an understanding of how
student diversity interacts with
the learning process.
Knowledge of Understanding Subject Matter Knowledge of Content implies a
Content broad understanding of the
centrality of content knowledge
for teaching, and ability to
organize central concepts and
principles of a subject matter,
and a responsibility for
acquiring new knowledge.
Knowledge of Planning Pedagogical Knowledge
Pedagogy Implementation includes those principles and
Assessment strategies necessary for
Classroom Management and
effective teaching, including the
Organization
planning, implementation, and
Instructional Materials and
assessment of instruction,
Technology
classroom management and
organization, knowledge of
curriculum and instructional
materials, and integration of
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 technology.

Knowledge of Self as Parent and Community Involvement Knowledge of Self as a Teacher

a Teacher and Commitment to Teaching and Member of a Learning
Member of a Learning Interpersonal Relations Community calls for a
Professional Growth and
Community collaboration among teachers,
Development
students and their families and
communities that embraces
diversity, promotes a positive
sense of personal identify, and
enhances the possibilities for
academic success.

1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy

b. Identify the specific Category Outcome you will use to determine your goal:

Classroom Management

c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.

During this experience, my goal is to develop a clear classroom management

procedure. Students can easily get off task or refuse to listen when doing homework or
lesson tasks. I will make it clear to students what they are expected to do and what will

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 happen if they do not listen or if they misbehave whether the regular classroom teacher
is present or there is a substitute teacher.

I chose this goal because from my past experiences in other classrooms that once one
student gets off task or misbehaves, the rest of the students are affected by it. Creating
a clear classroom management plan that all students understand, it will help prevent the
interruptions and will create a better learning environment right from the beginning for
everyone.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:

In order to accomplish this goal, I will observe and discuss the many strategies that my
cooperating teacher implements in her classroom throughout her lessons and uses on
her students. I will study the students behaviors and actions as they are working and
learning to find multiple ways to keep the distractions to a minimum. I will also try other
strategies and approaches that I have gained throughout my college career.

e. Reflect on your progress/growth toward achieving this goal:

After this experience, I learned many strategies on how to obtain great classroom
management. My cooperating teacher provided me with many strategies to keep the
students engaged and keep the distractions down. Many students dont like reading and
when others are reading, it is hard to pay attention and follow along. One strategy that I
will always remember from my cooperating teacher is telling the students to get their
fingers ready. This lets the students know that we are going to be reading and they need
to pay attention at all times. If they have their fingers ready, they will follow along with
their peer that is reading. They may also have their fingers ready to follow when they
are reading to stay on track and know where they are so they dont lose their spot. This
strategy helped keep the students engaged and know that if they arent following along,
they could potentially read aloud to the group. I believe I gained many new strategies
that I can implement in my future classroom to gain a clear Classroom Management
Plan.

Task II: Contextual Information (see rubric for scoring details)

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Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.

Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/

**The below information and resource is taken from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights
reserved.

Contextual Information: This chart is designed to help you understand the many factors that affect
teaching and learning. Such factors include the community, classroom procedures, student
demographics, and the physical environment in which teaching takes place. Understanding these
factors as they relate to your teaching will help you determine the instructional strategies and
approaches that will support your students learning. In this chart, address any factors listed as they
pertain to your teaching assignment. The subcategories listed under each category are just
suggestions; there may be other subcategories that you would like to address, or there may be a
subcategory listed that does not apply to your situation.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students

(All subcategories listed in this box are 3rd 5th Grade
required.) Age: 8- 11 years old
Content area being taught:
Students grade and developmental levels; the o Reading
age range of students; the content area being o Writing
taught; any other factors that are pertinent to o Math
understanding your class assignment o Social skills
o Organization skills

Community
(e.g., whether the area is urban, suburban, or Aberdeen:
rural; socioeconomic information; census data o Population- 27,333
for the community) o Urban
o Economic Disadvantage: 45%

District
(e.g., enrollment; percent of students receiving PK-12 Enrollment: 4,554 students
free or reduced-priced lunches; graduation Free and reduced lunches: average
rates; ethnicities; percent of students with IEPs; percentage of 36%

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 percent of students who are ELLs; per-pupil Gradation Rates:
expenditures) o Four- year Cohort Graduation-
91.61%
o High School Completion-
90.85%
Ethnicities:
o Asian- 142 students
o Black- 102 students
o Hispanic- 195 students
o Native American- 291 students
o Pacific Islander- 17 students
o Multiple Races- 154 students
o White- 3,637 students
Students on IEPs: 632 students
(14.09%)
ELL Students: 31.1%

School
(e.g., enrollment; percent of students receiving K-5 Enrollment: 417 students
free or reduced-priced lunches; ethnicities; Free and reduced lunches: 42%
percent of students with IEPs; percent of Ethnicities:
students who are ELLs; teacher-to-student ratio) o Asian- 8 students
o Black- 9 students
o Hispanic- 16 students
o Native American- 28 students
o Pacific Islander- 3 students
o Multiple Races- 19 students
o White- 334 students
ELL Students: 3.8%

Classroom Demographics
(e.g., ethnicities; gender ratios; special needs, Gender Ratios:
including those of gifted students, those of o Boys- 16
students physical needs, and those due to o Girls- 8
cultural characteristics). Special Needs:
o 17 students with learning
disabilities
o 2 students with autism
o 4 students with Other Health
Impairments
o 1 student with Emotional
Disturbance

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 Knowledge of Students Language Needs
(in terms of the whole class and individual o 6 students that meet with
students) speech pathologist twice or
more a week
(e.g., language needs; approaches to learning; o 1 ESL student
prior learning and experiences; academic All students are engaged and receive a
proficiencies/behavioral differences; areas of positive reinforcement when they get
interest). their homework done on time.

Task III: Instructional Design and Implementation

Objective: Candidates design, implement, and assess one lesson. (see rubric for scoring on each
component)
To complete this task use the Common Lesson Plan Template (see below). You will complete this
template for the lesson that your university supervisor formally observes.

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Ms. Weber
Grade Level: 3rd Grade
Subject: Reading and Phonics
Date: November 28th, 2016

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

3.RL.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details in the
text.

3.RF.3 Know and apply grade- level phonics word analysis in decoding words.

3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.

3.RI.2 Determine the main idea of a text, recount the key details and explain how they support
the main idea.
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 List the Learning Objective(s) to be addressed in this lesson. Use the following format:
Students will be able to

Students will be able to build concepts and vocabulary.

Students will be able to blend and read words with long o: oa and ow.

Students will be able to read connected text and practice fluency with oral reading.

Describe how the objective is relevant to students lives.

Anita Archers Explicit Instruction is very direct, engaging and success oriented. It is essential
for students with learning disabilities. This relates to our lesson because the students are
actively engaged throughout, reading out loud and learning to blend and read words with long
o.

List the words relevant to the content area that you will either introduce and/or review during
your lesson.

discover
explain
myth
nature
scientist

List the materials you will need to teach the lesson.

People and Nature: Reading Street book

White board
Individual white boards and EXPO markers
Vocabulary cards

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 ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students level of
understanding toward the learning objective(s) prior to teaching the lesson.

To assess the students prior knowledge of long o, I will present the students with a pre-test
containing 15 questions. Then, I will verbally ask the students to provide me with one word that
contains the long o vowel sound.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

X Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-assessment?

(Recommended timeline is a minimum of two days prior to teaching your lesson).

I administered the pre-assessment on the Thursday before my lesson. I reviewed the material
that I administered for the pre-assessment on Monday before implementing my lesson.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if
applicable)

Pre-Assessment Results

10 10

9 9

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 Describe how the results of the pre-assessment (what the students have demonstrated they
know) will be used to design the lesson objectives, instruction, and post-assessment.

The pre-assessment 15 question worksheet will help me gain a better understanding of what
level each student is at. This will inform me of how much the students know and what needs to
be covered throughout the lesson in greater detail. This will also help me know if I need to
spend more time and go into more detail on a certain part of the lesson or just spend a short
amount of time refreshing the concept and moving on. After reviewing the results from the pre-
assessment, I noticed the students have very little understanding on concept long o". The
highest score was an 66% and the lowest score was a 60%, meaning the students got 6 wrong
at the most.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will
use to measure students level of understanding toward the learning objectives after teaching
the lesson.
x Is your post-assessment included at the end of this lesson plan?

After the lesson, the students will be evaluated on their understanding of vocabulary and their
knowledge of long o. They will also be assessed on the completion of their worksheets. The
students will also do a vocabulary worksheet and be evaluated on the knowledge they gained
through vocabulary and the connecting the words to the story.

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a
model of the desired outcome.

x Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.

- If necessary, we will listen to the book on tape rather then read out loud.
- The students will be allowed to use a whisper phone to better hear themselves read, if
need be.
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 ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students learning, culture, language, etc. * Be sure
that these accommodations are based on what you identified/described in your contextual
information (Task II).

- Students will be allowed to use vocabulary cards with the definition on the back to assist
them while completing their post-assessment worksheet.
- If a student needs help reading a question, I will assist them by reading their question
allowed for better understanding.
- If behaviors arise, I will redirect the student back to the lesson and keep them on task.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

All students will be sitting around a u-shaped table and I will be seated on the inside of the u-
shaped table. This allows all students to be able to hear their peers and the teacher, as well as
allowing good classroom management. At the start of our lesson, we will go over classroom
rules. For example, students will be asked to raise their hand before answering questions.
Students will be constantly reminded to stay on task throughout the lesson.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).

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 I will present a vocabulary word to the students, asking if anyone could tell me what the word
was and then explaining what the word means. We will go over all vocabulary words: scientist,
myth, discover, nature, and explain forming a concept map on the board connecting it to the
story we will be reading). Next, I will introduce the blending strategy of long o: oa and ow. I
will write the word stove on the whiteboard. Then, I will ask the students what vowel sound
they hear when they pronounce this word. We will discuss the reasoning behind the vowel-
consonant e. I will write the word ocean on the whiteboard. We will discuss the long o
sound that is heard at the beginning of this word. I will then present the students with two other
ways the long o can be spelled. (write oa and ow on the board). I will provide the students
with a few example words such as: low and goat.

Describe how you will communicate (to students) how the objective is relevant to their lives.

I will state the objectives for the students and inform the importance of how we use a wide
range of vocabulary in our every day lives to communicate with our families, friends, teachers,
and other important people that we may encounter throughout our lives.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective. (cite theories/theorists)

Vygotskys Social Learning Theory believes that children learn better from peers and adults.
This relates to my lesson because the students will be discussing as a class about the blending
of letters and forming words such as the blending sound of long o.

Describe how you will check for students understanding before moving on to guided practice.

During this portion of the lesson, I will be checking for students understanding of the letters
blending together to form the sound long o. We will discuss the different ways to spell words
with the long o sound. Another way I can check for students understanding is having the
students identify the vowel sound they hear in multiple words. For example, asking the
students what vowel sound they hear in the word toast. Students should respond with the long
o sound. I will ask frequent questions to check on the students understanding throughout.

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

The students will be asked for examples of words that contain the long o sound with an oa
or ow spelling. Each student will receive a whiteboard and an EXPO marker. I will have the
students write the word boast on their whiteboards, asking a student to spell it for the class.
Once each student has it written down, we are going to change the word by replacing a letter

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 or adding more letters. I will ask the students to change the b in boast to a t. We will review
the word that we created and I will then ask the students to add the letters er to the end of
their word, creating toaster. Finally, I will ask the students to change the first letter of their
word to a c, creating the word coaster.

After reviewing many words that have the two different ways the long o is spelled, we will
move on to the reading portion of the lesson. The short story we will be reading is Secrets of
Nature. We will start by looking at the first two pages of our story. I will ask the students what
they see in the pictures. I will also ask them what they think is strange or different about these
pictures. For example, on page 34, a woman is walking on a rainbow. I will ask the students if
people can actually walk on a rainbow. (This will connect to the vocabulary word, myth). We
will go through each page and briefly discuss what is happening in the pictures and why they
think this is happening before reading the short story. We will read as a group in order for
students to practice reading fluently. This also helps with students comfort levels because
reading individually causing anxiety for one of the students.
- As we are reading the short story together, I will ask multiple questions such as:
What myths are described in this section?
What is the scientific explanation for each of the myths?

After reading, I will ask:

o What did you learn about nature?
o Why do you think people made up myths to explain the natural world?
o What event or thing in nature would you like to explore as a scientist?

Describe how you will check for students understanding before moving on to independent
practice.

During this portion of the lesson, I will review the vocabulary words we went over at the
beginning of the lesson and discuss how they connect to certain parts of our short story. I will
also check for students understanding while reading by asking questions and discussing words
that they might not hear on a regular basis or know the meaning. This will help them widen their
vocabulary and understanding of the short story and its meaning.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required
by the lesson objectives? (this is the post-assessment)

Students will individually or work with a partner on their worksheet involving the long o sound.
If time permits after the student has finished their worksheet, they can practice reading the
short story Secrets of Nature that we finished. Practice makes perfect.

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 APPENDIX: Include a blank copy of your post-assessment.
X Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were taught
in an interactive manner (whole/small group, etc.).

We will review the five vocabulary words and the two main ways we learned long o can be
spelled. I will answer any questions the students may have about all the content that was
presented throughout the lesson.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will require re-
teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If
you used the same document for both the pre and post assessments, it is strongly encouraged
that you show the comparison.

Pre-Assessment vs. Post-Assessment

15
14 14
13

10 10
9 9

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 Series 1 = Pre-Assessment
Series 2 = Post-Assessment

The results from the pre and post assessment showed that the students learned and
understood the material. We practiced many examples of words that contained the long o
sound and combination of either oa or ow. Throughout the practice, the students improved
and understood more after each word. With these results, I dont feel the need to reteach the
material to these students.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

One thing that I feel went very well during my lesson was introducing the blending of
letters to make the long o sound. I gained the students attention and had them
engaged throughout the entire lesson.
I also think that I was quite organized throughout my entire lesson. I had their reading
books marked to the page we were going to be reading. I had whiteboards set off to the
side and in arms length so I could quickly grab them and get started with the activity. I
also had their workbook pages marked so they were easy to find when we needed them.
Having these things ready, made the lesson go a lot smoother than if I would have had
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 the students get up and grab each of those materials when we needed them.
Classroom management was another thing that I feel I did well on when it came to the
implementation and instruction portion of the lesson. One specific time that I can
remember where my classroom management was strong, was when a student kept
blurting out the answers without raising his hand. Rather then just accepting his answer
and moving on, I reminded the group that we need to raise our hand and wait to be
called on before we say the answer.

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

A student was fine throughout almost the entire lesson and with about 8 minutes left, this
student shut down completely. This student wouldnt even look at their worksheet or
answer to any of my questions. I offered to help this student read through the questions
and this student wouldnt budge. This was a challenge for me because I didnt know how
I should handle the situation, but after talking to him for about 5 minutes, he started
answering me and we got the post-assessment completed.
When going into my lesson, I knew that I was on a tight schedule and I only had 35
minutes with the students. It was a challenge trying to figure out if my activities were
long enough and when we should move on to the next activity after they had a better
understanding of the material.
One of the most challenging things I faced when writing my lesson plan was getting my
ideas and thoughts on paper and putting it into my lesson plan. I have so many ideas
and it is difficult to find the correct words.

List and describe two ideas for redesign you would make if you were to teach this lesson again.

I would change the way I did the pre- and post-assessments. I would have more
challenging questions to see how much the students know about the long o sound.
One thing I noticed I did during my lesson after watching my recording was using a lot of
slang terms with the students. For example, I used the slang term, were gunna do this
and when I made a mistake I used the slang term, my bad. I should have said we are
going to do this next and I should have told my students that I had made a mistake. I
need to work on using professional language when teaching my students.
Another thing I would redesign for my lesson is to incorporate some type of technology.
Instead of using the white board, I could have used the Smart Board. We could also use
the Smart Board for a matching game to review the vocabulary words.

Attached:
**Long o: oa, ow Post - Assessment- workbook page 56 and KEY
**Vocabulary Post Assessment- workbook page 59 and KEY
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 ELED/SPED/SEED 496 Teacher Work Sample Scoring Rubric
Pre-Student Teaching Experience
Teacher Candidate Name: Courtney Weber
Semester: Spring Fall Year 2016
Grade/Subject Area: 3rd Grade Reading and Phonics

Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate identifies one Candidate identifies one Candidates identifies one Candidate does not
well-planned goal and goal and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.

Candidate provides a
detailed action plan for the
achievement of the goal and
Professional Goal cites any specific resources
Setting and Reflection s/he will use to enhance goal
achievement efforts.
Candidate is highly effective
at communicating any
progress/growth made
toward the goal in the
reflection.
Candidate provides an
action plan for the
achievement of the goal and
cites resources s/he will use
to enhance goal
achievement efforts.
Candidate effectively
communicates any
progress/growth made
toward the goal in the
reflection.
Candidate provides an Candidate does not
action plan for the provide an action plan for
achievement of the goal the achievement of the
but needs to work to goal.
develop a more specific
list of resources to be Candidate is not clearly
used for achievement of able to reflect on his/her
that goal. performance in the area
of goal
Candidates reflection on setting/achievement.
goal achievement is
minimal and needs
development.

Task II: Contextual Information

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact which prohibits his/her factors.
instructional strategies, the strategies, approaches, ability to fully recognize
approaches, and and assessments used to any impact those factors
Contextual Factors assessments used to support support their students would have had on
their students learning. learning. potential strategies,
approaches, and
assessments used to
support their students
learning.
Task III: Instructional Design and Implementation
Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1

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 All lessons contains
evidence of setting
measurable objectives that
are clearly aligned with
specific state and/or national
standard(s).
Lessons allow for numerous
Standards/Objective connections across the
s curriculum which serve to
build understanding, and
encourage application to real
world issues.
Incorporates a well-aligned
pre-assessment to measure
students prior knowledge of
the learning objective and
purposefully utilizes the
results to inform
planning/instruction for the
lesson and post assessment.
Assessment Includes copies of the Pre-
and Post-Assessments used.
Includes a copy of a high
quality key/product to show
desired outcome.
Purposefully and consistently
incorporates the use of
available technology to
further enhance instruction in
ways that authentically
engage all students in the
Technology learning experience. For
cases where technology is
not utilized, candidate
provides a logical
explanation.
Purposefully adjusts
instruction during lesson
planning and implementation
in order to significantly meet
Differentiation, all of the identified needs of
Accommodations, individuals, small groups or
and Modifications the class by including
specific methods of
differentiation,
accommodations and
modifications.
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Most lessons contains
evidence of setting
measurable objectives that
are aligned with specific
state and/or national
standard(s).
Lessons allow for
connections across the
curriculum which serve to
build understanding, and
encourage application to real
world issues.
Incorporates a pre-
assessment to measure
students prior knowledge of
the learning objective and
somewhat utilizes the results
to inform planning/instruction
for the lesson and post
assessment.
Includes copies of the Pre-
and Post-Assessments
used.
Includes a copy of a
key/product to show desired
outcome.
Incorporates the use of
available technology to
somewhat enhance
instruction in ways that
engage most of the students
in the learning experience.
For cases where technology
is not utilized, candidate
provides an explanation.
Adjusts instruction during
lesson planning and
implementation in order to
meet some of the identified
needs of individuals, small
groups or the class by
including general methods of
differentiation,
accommodations and
modifications.
Lessons contain minimal
evidence of setting
measurable objectives
that are only somewhat
aligned with specific
state and/or national
standard(s).
Lessons allow for very
few connections across
the curriculum which do
not build understanding,
nor encourage
application to real world
issues.
Incorporates a pre-
assessment which
partially measures assessment to measure
students prior students prior knowledge
knowledge of the
learning objective but
fails to adequately utilize
the results to inform
planning/instruction for
the lesson and post
assessment.
Includes copies of the
Pre- and Post-
Assessments used.
Includes a copy of a
key/product to show
desired outcome.
Is still developing the
ability to incorporate the
use of available
technology to enhance
instruction in ways that
engage the students in
the learning experience.
For cases where
technology is not utilized,
candidate provides an
explanation.
Attempts to adjust
instruction during lesson
planning and
implementation but the
differentiated instruction,
accommodations and
modifications used do
not fully meet the
identified needs of
individuals, small groups
or the class.
Lessons contain no
evidence of setting
measurable objectives
and are not aligned with
specific state and/or
national standard(s).
Lessons allow for no
apparent connections
across the curriculum;
students are not able to
build an understanding or
apply to real world issues.
Does not incorporate
evidence of a pre-
of the learning objective.
Does not include copies
of the Pre- and Post-
Assessments used.
Does not include a copy
of a key/product to show
desired outcome.
Does not incorporate the
use of available
technology to enhance
instruction nor provide an
explanation for why
technology is not utilized.
Does not adjust
instruction during lesson
planning and
implementation in order to
meet the identified needs
of individuals, small
groups or the class. No
differentiation,
accommodations and
modifications present.
 Numerous
management/motivational
strategies are clearly
identified and rationale
Management provided for how these
strategies serve to
significantly enhance both
student engagement and
learning.
Purposefully activates
student interest by
consistently including a
highly-effective/engaging
introduction and closing.
Effectively introduces and
repeatedly reinforces the
learning objective(s) so that
students are cognizant of
expected outcomes.
Presents all content in a
sequential manner and
provides numerous
opportunities for modeling
and practicing the skills and
content needed to meet the
learning objective(s).
Lesson
Implementation Consistently checks for
(I Do/We Do/You Do) student understanding
throughout the entire lesson
cycle and provides detailed
evidence of re-
teaching/remediation where
necessary.
Includes numerous detailed
reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are supported by
relevant theory/research that
is clearly cited).
24 | Page
Management and
motivational strategies are
identified and rationale is
provided for how these
strategies enhance student
engagement and learning.
Activates student interest by
including an
effective/engaging
introduction and closing.
Introduces and reinforces
the learning objective(s) so
that students are cognizant
of expected outcomes.
Presents all content in a
sequential manner and
provides opportunities for
modeling and practicing the
skills and content needed to
meet the learning
objective(s).
Checks for student
understanding throughout
most of the lesson cycle and
provides evidence of re-
teaching/remediation where
necessary.
Includes reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are somewhat
supported by relevant
theory/research that is
cited).
Management and Management and
motivational strategies motivational strategies to
are not clearly identified enhance student
and rational is lacking engagement and learning
evidence of how these are not identified.
strategies fully serve to
enhance student
engagement and/or
learning.
Attempts to activate There are no clear
student interest but attempts to activate
needs to work to develop student interest.
a more effective lesson Candidate does not
opening and closing. include evidence of an
effective opening and/or
closing.
Needs to be more
purposeful about
introducing and Learning objective is not
reinforcing the learning reinforced throughout the
objective so that the lesson.
students are cognizant of Content is not presented
expected outcomes. in a sequential manner
and candidate does not
provide evidence of
Content is not always
allowing opportunities for
presented in a sequential
modeling and practicing
manner and candidate
the skills and content
needs to provide more
needed to meet the
opportunities for
learning objective(s).
modeling and practicing
the skills and content
needed to meet the Candidate does not check
learning objective(s). for student understanding
throughout the lesson
cycle and there is no
Checks for student
evidence of re-teaching
understanding
/remediation.
throughout most of the
lesson cycle and
provides little evidence of Does not includes
re-teaching/remediation reasons for why the
where necessary. instructional strategies
and learning activities
chosen for the lessons
Includes reasons for why
are developmentally
the instructional
appropriate (claims are
strategies and learning
not at all supported by
activities chosen for the
relevant theory/research
lessons are
nor sufficiently cited).
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
 Includes professional-quality
table/charts/graphs which
clearly show post
assessment results (and pre-
post comparison if
applicable)
Provides detailed description
of the post assessment
results which thoroughly
addresses all of the following
items :
students progress toward
Analyzes mastery of the objectives
from pre-to-post
factors that may have
affected the post assessment
results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
Identifies, describes, and
explains more than two
relevant successful teaching
Lesson Reflection:
strategies and provides
Successes detailed supporting evidence
for why they were effective.
Identifies and describes
more than two challenges
Lesson Reflection: encountered throughout
Challenges lesson.
Identifies and describes
more than two significant
Lesson Reflection: ideas for redesigning the
Improvements lesson and provides full
details to support the
redesign.
Overall Professional Quality of Teacher Work Sample
Components Advanced/Excellent
4 3
Writing Skills Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is well organized with
clarity of thought and
purpose.
25 | Page
Includes average-quality
table/charts/graphs which
show post assessment
results (and pre-post
comparison if applicable)
Provides a description of the
post assessment results
which somewhat addresses
most of the following items:
students progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
Identifies, describes, and
explains two successful
teaching strategies and/or
provides supporting
evidence for why they were
effective.
Identifies and describes two
challenges encountered
throughout the lesson.
Identifies and describes two
ideas for redesigning the
lesson and provides details
to support the redesign.
Proficient/Competent
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is organized.
Includes poor-quality
table/charts/graphs
which do not clearly
show post assessment
results (or pre-post
comparison if applicable)
Provides a weak
description of the post
assessment results
which does not does not address all of
adequately address the
following items:
students progress students progress toward
toward mastery of the
objectives from pre-to-
post
factors that may have
affected the post
assessment results
how the results of the
post assessment
highlight what areas of
the lesson will require re-
teaching (if any)
Identifies, describes, and
explains only one
successful teaching
strategy and/or provides
only minimal supporting
evidence for why it was
effective.
Identifies and describes
only one challenge
encountered throughout
the lesson.
Identifies and describes
one idea for redesigning
the lesson and provides
very minimal details to
support the redesign.
Basic/Developing
2 Needs Work
Content Organization:
Most formatting
requirements followed:
(Cover page,
references/credits, font
and spacing, anonymity)
Paper is somewhat
organized but candidate
needs to continue to
No quality
table/charts/graphs which
show post assessment
(and/or pre) results.
Does not provide a
description of the post
assessment results is
weak and illogical and
the following items:
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the
post assessment highlight
what areas of the lesson
will require re-
Fails to adequately
identify, describe, or
explain successful
teaching strategies and
provides no supporting
evidence.
Fails to adequately
identify, describe, or
explain challenges
encountered throughout
lesson.
Fails to identify and
describe an idea for
redesigning the lesson
and/or provides no details
to support the redesign.
Below Basic/
1
Content Organization:
Few formatting
requirements were
followed: (Cover page,
references/credits, font
and spacing, anonymity)
Paper requires much
better organization of
content and candidate
 communicating thought
and purpose.

Conventions: Conventions: Conventions: Conventions:

Writing has very few errors in
spelling, grammar,
punctuation, and/or sentence
structure.
Overall Quality:
Writing has only occasional
errors in spelling, grammar,
punctuation, and/or
sentence structure, but does
not significantly detract from
overall quality.
Overall Quality:
Writing has frequent Writing has numerous
errors in spelling, errors in spelling,
grammar, punctuation, grammar, punctuation,
and/or sentence and/or sentence
structure, and this structure, errors which
somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality:

Professionally written, high-
quality paper.
Adequately written, average
quality paper.
Writing and quality of Poorly written, low-quality
paper are in paper. Resubmission
development but required.
resubmission is not
required.

26 | Page