A Guide to the Teacher Candidate Work Sample - · PDF fileBy using The Guide to the Teacher Candidate Work Sample, Teacher ... (writing the ideas of another person in your own words

FEINSTEIN SCHOOL OF EDUCATION

AND HUMAN DEVELOPMENT

A Guide to the Teacher Candidate Work Sample

CONTENTS OF THE GUIDE

1. Purpose of the Guide

2. Overview

3. Preliminaries

a. Title Page

b. Table of Contents

c. Abstract

4. Main Text

a. Part 1. Contextual Factors and Implications

b. Part 2. Goals

c. Part 3. Assessment System

d. Part 4. Design for Instruction – The Unit

e. Part 5. Assessment Results

f. Part 6. Learning from Practice – The Reflection

5. End Matter

a. References

b. Appendices

6. Length of Report

7. Header for the Report

8. Glossary

9. General Advice for Writing Style and Formatting

10. Resources

11. Evaluation

12. Mentoring and Instruction

13. Suggested Pacing Guide

14. Form – Title Page

15. Form – Table of Contents


Summer 2014 2

PURPOSE OF THE GUIDE

By using The Guide to the Teacher Candidate Work Sample, Teacher Candidates can improve

their understanding of six teaching processes. And, they can improve their academic writing

needed for professional teaching. Course instructors and cooperating teachers can improve their

mentoring. Evaluators can improve inter-rater reliability.

OVERVIEW

During the student teaching semester, Teacher Candidates (TCs) complete the Teacher Candidate

Work Sample (TCWS). TCs compose a report documenting six teaching processes. The teaching

processes are aligned with Feinstein School of Education and Human Development’s Conceptual

Framework Developing Reflective Practitioners, Rhode Island Professional Teaching Standards

(RIPTS), Rhode Island Department of Education Educator Evaluation.

Here are the six parts of TCWS aligned with six teaching process and RIPTS:

TCWS PARTS SIX TEACHING PROCESSES RIPTS

1. Contextual Factors Teacher Candidate (TC) uses contextual factors to plan

goals, assessment and instruction.

1,3,4

2. Goals TC sets significant goals and translates them into

rigorous, attainable, measurable student learning

objectives.

2,5,3,4

3. Assessment System TC uses formal and informal assessments aligned with

student learning objectives that measure student growth

before, during, and after instruction.

9

4. Design for Instruction

– The Unit

TC designs instruction based on contextual factors and

aligned with student learning objectives and the

assessment plan.

2,6,8

5. Assessment Results TC presents and analyzes assessment data and

communicates key findings about student growth.

9

6. Learning from Practice

– The Reflection

TC reflects on key findings about student growth,

formulates conclusions, makes instructional decisions

to improve teaching practice, and self-assesses.

9, 10

Purpose of the TCWS

The TCWS is an exhibit of teacher performance. Teacher Candidates (TCs) will be able to:

1. Demonstrate the ability to facilitate student learning and document student growth related to

student learning goals.

2. Design and implement a standards-based unit, assess student learning, and reflect on the

TCWS process.

3. Relate the six teaching processes to Rhode Island Department of Education educator

evaluation.

4. Develop higher-order, critical thinking and academic writing abilities needed for professional

teaching and graduate studies.

http://www.ric.edu/feinsteinschooleducationhumandevelopment/pdf/Conceptual%20Frameworkrevsp06.pdf


https://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Certification/Cert-main-page/RIPTS-with-preamble.pdf


https://www.ride.ri.gov/TeachersAdministrators/EducatorEvaluation.aspx


Summer 2014 3

5. Present tangible evidence to employers of understanding six teaching processes and effective

academic writing during their teacher job search.

Pre-Requisite Knowledge/Skills

Teacher Candidates (TCs) develop understanding of the six teaching processes during their

teacher education program courses preceding their student teaching semester. To prepare for the

TCWS requirement, TCs complete a mini-version of the TCWS called the Teacher Candidate

Mini-Work Sample during an advanced practicum experience.

TCWS Process

Here is an overview of TCWS process:

1. Teacher Candidates (TCs) apply a “backwards design approach” to unit planning (Wiggins

and McTighe, 1998). TCs develop an understanding of contextual factors that affect

assessment and instruction. Mentors (cooperating teachers and course instructors) guide TCs

in developing an understanding of contextual factors influencing teaching and learning and

deciding important content and skills for instruction.

2. TCs set student learning goals and develop a coherent, coordinated system for assessment

and instruction.

3. TCs collect, represent and analyze assessment results.

4. TCs present key findings about student growth related to learning goals and make

instructional decisions using the assessment results. TCs also self-assess by monitoring their

growth as teachers and setting goals for professional learning.

5. TCs compose a report classified as academic writing.

6. Faculty from the TCs’ teacher education program evaluate the TCWS. Other possible readers

include course instructors, TCs’ cooperating teacher in their student teaching field placement,

peers, assistant dean - FSEHD Office of Partnerships and Placements, and other FSEHD

faculty.

7. TCs upload the report in Chalk and Wire (C&W) electronic portfolio platform. Faculty enter

scores for different indicators. TCs purchase a subscription code at the bookstore and

register at Chalk and Wire – RIC website. TCs access C&W technical support at Chalk and

Wire Student Support. Faculty access C&W technical support at Chalk and Wire Faculty

Support.

Academic Writing – A Research Report The TCWS is a genre of academic writing – a research report. The goal of academic writing is to

inform readers, not entertain them. Academic writing is linear, relatively formal, precise,

accurate, objective, and explicit. Writers are responsible by citing sources of information in-text

and on a “References” page, and attributing quotations or paraphrasing (writing the ideas of

another person in your own words to support your own view) in-text and on a “References” page

(Gillett, 2014).

Through academic writing, Teacher Candidates (TCs) develop higher-order thinking and writing

abilities needed for professional teaching and graduate studies - genres such as teacher

evaluation reports, activity reports, grant proposals, action research reports, articles for

professional journals, and research theses and dissertations. TCs summarize, sequence,

exemplify, elaborate, compare and contrast, analyze data, reason, detect patterns and

http://chalkandwire.com/ric

http://www.ric.edu/studenttoolbox/chalk_wire/index.htm

http://www.ric.edu/studenttoolbox/chalk_wire/index.htm

http://www.ric.edu/toolbox/chalk_wire_index.htm

http://www.ric.edu/toolbox/chalk_wire_index.htm


Summer 2014 4

relationships, formulate conclusions, persuade, relate cause and effect, support claims with

evidence, prioritize and evaluate.

TCs write a clear, concise, organized research report. They use language called metadiscourse to

help their readers navigate the text, create structure, and express logical connections. They apply

American Psychological Association (APA) writing style, formatting, and citations.

Organization

The TCWS report is organized with three components: preliminaries, main body, and end matter.

The table below compares the TCWS and research report.

Comparison of TCWS and Research Reports

COMPONENTS TCWS REPORT RESEARCH REPORT

Preliminaries

Title Page

Abstract

Table of Contents

Title Page

Abstract

Table of Contents

Main Body Part 1. Contextual Factors Introduction

Part 2. Learning Goals Methodology

Part 3. Assessment System Methodology

Part 4. Design for Instruction – The Unit Methodology

Part 5. Assessment Results Results

Part 6. Learning from Practice – The Reflection Discussion

Conclusion

End Matter References

Appendices

References

Appendices

The TCWS Abstract will serve as a brief introduction to the report.

Language

Writers use language called metadiscourse to engage readers in the text. Metadiscourse is a

feature of good professional writing inside and outside of academia. Writers apply metadiscourse

to

1. Help readers understand the writer’s intentions or thinking (e.g., to summarize, on the

contrary, I believe).

2. Help readers create structure of the text (e.g., first, second, more importantly).

3. Direct the reader (e.g., note that, consider now, in order to understand).

4. Help readers understand the writer’s level of confidence (e.g., It seems that, perhaps, I

believe, probably) (Michaud, M., 2014)

(Michaud, M., 2014)

Writers carefully choose words and phrases to

1. Signal to the readers that they will explain, show, argue, claim, deny, describe, suggest,

compare, contrast, add, expand, summarize.

2. Create structure of the text, such as listing the parts or sequencing steps in a procedure:

first, second, third, finally.

http://www.apastyle.org/manual/


Summer 2014 5

3. Express logical connections: infer, support, prove, illustrate, therefore, in conclusion,

however, on the other hand.

4. Add ideas: Furthermore, In addition, Moreover.

5. Elaborate: By extension, In short, In other words.

6. Exemplify: For instance, For example, As an illustration.

7. Compare: Likewise, Similarly, In contrast.

8. Relate cause and effect: Accordingly, Consequently, Hence, As a result.

9. Hedge how certain they are: It seems that, perhaps, I believe, probably.

Here are two writing resources:

1. John Morley’s Academic Phrasebank, a general resource of common transitional words

and phrases according to different components of a research report.

2. University of Richmond Writing Center’s Writer’s Web – Transitional Words and

Phrases.

TITLE PAGE

Insert the title page at the front of the report. The page includes an author note with department

and institutional affiliations, acknowledgements, contact information, and a statement about

insuring confidentiality by using pseudonyms for school, district, and students. See the Title

Page form at the end of this guide.

TABLE OF CONTENTS

Insert the table of contents after the title page. See the Table of Contents form at the end of this

guide.

ABSTRACT

Write the abstract after completing the entire report. The abstract is 150-250 words. Insert the

abstract after the table of contents page. The abstract introduces the reader to the report. There

are three parts:

Purpose. State the central purpose of reporting on the TCWS process.

TCWS Process. Briefly summarize the TCWS process.

Conclusion. Present some key findings about student growth in achieving learning objectives.

http://www.phrasebank.manchester.ac.uk/

http://writing2.richmond.edu/writing/wweb/trans1.html



Summer 2014 6

PART I. CONTEXTUAL FACTORS

TEACHING PROCESS

Teacher Candidate (TC) uses contextual factors to plan goals, assessment and instruction.

TASK

1. Describe the context for teaching and learning. Describe the contextual factors of

demographics and culture, learners, policy environment, and previous assessment data.

Explain how the knowledge of these factors influences the instruction of students.

2. Explain instructional implications for each category of factors.

3. To insure confidentiality, identify the school and community using fictitious names, age of

students, grade level, and subject area. Assign IDs for students’ names.

4. Create a Tiered Groups Requiring Accommodations and Modifications table.

Groups

Number and IDs of

Students Belonging

to Group

Brief Description

Instructional Implications

Indicate the number of students in each group. Identify the IDs for students belonging to the

group.

5. Suggested length: three to five pages of text. Embed the above table.

RUBRIC PERFORMANCE STATEMENTS

1. TC will be able to identify several contextual factors that influence assessment and

instruction of students in the field placement.

2. TC will be able to explain instructional implications for the contextual factors.


Summer 2014 7

INDICATORS LEVELS OF PERFORMANCE

0

Unaccep-

table

1-2

Developing

3-4

Acceptable

5-6

Target

1. Demographics

and Culture

Not

submitted

or

incomplete.

Minimal,

irrelevant, or

biased

understanding

of and

presentation

of

characteristics

and

instructional

implications.

General

understanding

of

characteristics

and

instructional

implications.

Comprehensive understanding of several

characteristics and instructional

implications.

a. Identifies several demographic and

cultural characteristics.

b. Describes instructional implications.

c. Relates contextual factors and

instructional implications to

professional standards.

d. Relates contextual factors and

instructional implications to theory

or research-based practices.

2. Learners Not

submitted

or

incomplete.

Minimal,

stereotypical,

or irrelevant

knowledge of

student

differences

and

instructional

implications.

General

knowledge of

student

differences

and

instructional

implications.

Comprehensive understanding and

presentation of several student

differences and instructional

implications.

a. Identifies several different learner

factors.


c. Explains basis for identifying

“tiered” groups and individuals

requiring accommodations and

modifications.

d. Describes instructional implications.

e. Relates contextual factors and



f. Relates contextual factors and




Summer 2014 8

3. Policy

Environment

Not

submitted

or

incomplete.

Minimal or

irrelevant

understanding

and

presentation

of policies and

instructional

implications.

General

understanding

of policies and

instructional

implications.

Comprehensive understanding and

presentation of several policies and

instructional implications.

a. Identifies several federal, state, and

/or local policies.








4. Previous

Assessment

Data

Not

submitted

or

incomplete.

Minimal or

irrelevant

prior

knowledge/

skills based on

previous

assessment

data and

instructional

implications.

Some general

prior

knowledge/

skills based on

previous

assessment

data and

instructional

implications.

Comprehensive knowledge of students’

prior knowledge/skills based on previous

assessment data and instructional

implications.

a. Identifies condition based on current

and historical assessment data.









Summer 2014 9

ADVICE FOR IMPROVING ACADEMIC WRITING

A. Insure confidentiality. Use pseudonyms for school, district, and school personnel to insure

confidentiality. Use student’s first name only or initials. Sources should be cited

anonymously. This includes school websites and RIDE website information. For instance,

“According to the school system website,” However, keep notes of the actual sources.

B. Useful Words and Phrases:

- Create structure: There are several contextual factors that affect instruction. First, Second,

Third …

- Exemplify: For instance, For example, As an illustration

- Relate cause and effect: Accordingly, Consequently, Hence, As a result

C. Demographics and Culture

1. Research the percent of students in your field placement school receiving Subsidized

Lunch, Racial Ethnic Backgrounds, ESL/Bilingual Education Services, and Special

Education Services. See RIDE InfoWorks>School and District Data> Family and

Communities>Student Characteristics. Compare these percentages with the students in

your classroom.

2. Learn about how your field placement school is classified according to RIDE’s

“Composite Index Measures.” Compare the school’s performance with other schools in

the district and state. See RIDE InfoWorks>School and District Data> Student

Achievement>Accountability.

3. Consider the school’s traditions, history and organizational culture. Summarize your

findings and identify instructional implications. Include information that is relevant to

your population of students.

4. Include instructional implications.

D. Learners

1. Learn about the characteristics of the students you are teaching. Consider age, gender,

developmental level, and interests.

2. Research the percent of students who are proficient in different content areas. See RIDE

InfoWorks>School and District Data> Student Achievement>NECAP Assessments.

Compare these percentages with the students in your classroom.

3. Ask your cooperating teacher if any internal data (e.g., Dynamic Indicators of Basic Early

Literacy Skills, STAR) are available about students’ skills, prior knowledge,

achievement, and proficiency levels. Summarize your findings and identify instructional

implications.

4. Use current and historical pre-assessment data to support formation of the tiered

grouping. Provide names and dates of assessments.

5. Include instructional implications.

6. Explain the basis for establishing “tiered groups” of students and individuals who require

accommodations and modifications. Tiered groups can be established according to

instructional needs for language development (ELL students), specific learning needs

(students with RTI intervention programming based on IEPs and 504 Plans), and/or pace

of learning (students who are early finishers). Create a table to identify groups and

instructional implications:

http://infoworks.ride.ri.gov/






Summer 2014 10

Table 1

Tiered Groups and Individuals Requiring Accommodations and Modifications

Groups or

Individuals

Number of Students

ID of Students

Belonging to Group

Brief

Description

Instructional

Implications

E. Policy Environment

1. Reflect:

a. Consider the school/district’s improvement priorities, strategies, standards, and

curriculum.

b. What initiatives have been implemented recently?

c. What professional development training did your cooperating teacher receive?

d. Consider rules and routines, grouping patterns, and scheduling. Summarize your

findings and identify instructional implications.

2. Examples of policies that impact instruction and assessment of students are curriculum,

allocated time, and decisions from collaborative planning (grade level and across grade

level).

F. Previous Assessment Data

1. Ask your cooperating teacher if any internal data are available (e.g., Dynamic Indicators

of Basic Early Literacy Skills testing, STAR). What skills, prior knowledge,

achievement, and proficiency levels do your students have?

2. Provide dates of pre-assessment data.

3. Summarize your findings and identify instructional implications.


Summer 2014 11

PART 2. GOALS

TEACHING PROCESS

TC sets significant goals and translates them into rigorous, attainable, measurable SLOs.

TASK

1. Create the following Goals table.

SLO 1 (SLO statement)


SLO # Stan-

dards

Students Target Criteria Assessment

Evidence:

Type of

Assessment

Assessment

Evidence:

How Measured

SLO 1

SLO 2

Note: In Part 3 and 4, TC will have an opportunity to modify SLOs for tiered groups.

2. Develop a rationale justifying the selection of the SLOs and target criteria.

3. Suggested length: two to four pages of text. Embed the Goals table in the text.

RUBRIC

PERFORMANCE STATEMENTS

1. TC will be able to develop significant goals and translate them into rigorous, attainable and

measurable SLOs.

2. TC will be able to align SLOs with standards and curriculum, set targets for achievement of

SLOs and identify methods of assessing SLOs.

3. TC will be able to justify the selection of SLOs.


Summer 2014 12


0

Unaccept-

able

1-2

Developing

3-4

Acceptable

5-6

Target

5. Student

Learning

Objectives

- Priority of

Content

- Scope

Not

submitted or

incomplete.

Few SLOs

are clear

and

appropriate.

Most SLOs

are clear and

appropriate.

SLOs are clear and appropriate - significant,

rigorous, attainable, measurable, aligned

with standards.

a. Aligns with school/district standards

and curriculum.

b. Selects the most important content and

skills to teach and assess.

c. Attainable within time interval for unit;

not too broad, not too narrow.

d. Explains reasons the SLO content/skill

is important, developed in response to

contextual factors.

6. Target

Criteria

Not

submitted or

incomplete.

Few target

criteria are

clear and

appropriate.

Most target

criteria are

clear and

appropriate.

Target criteria are clear and appropriate -

rigorous, attainable, and measurable.

a. Describes highest level of performance

by end of unit.

b. Rigorous; students demonstrate higher-

order thinking.

c. Explains reasons for modification of

target criteria for tiered groups of

students and individuals with different

learning needs.

7. Assessment

Evidence

Not

submitted or

incomplete.

Few

assessments

are validity

and

measurable.

Most

assessments

are valid

and

measurable.

Assessments are valid and measurable.

a. Selects appropriate types of assessment

for measuring student growth related to

SLOs.

b. Scoring system measures student growth

in achievement of SLOs.


Summer 2014 13

ADVICE FOR IMPROVING ACADEMIC WRITING 1. Learning goals include student learning objectives (SLO) with related target criteria and

assessment.

2. Create a table to convey the learning goals. Use this form for the table:

Table

Learning Goals



SLO # Standards Students Target Criteria Assessment

Evidence:

Type of Assessment

Assessment

Evidence:

How Measured

SLO 1

SLO 2

A. Student Learning Objectives (SLO)

1. Consult with your cooperating teacher about standards and curriculum related to the unit.

Relate the SLOs to school/district standards and curriculum.

2. Determine the priority of content and scope. Reflect: Why did you select the SLO? Does

the SLO represent primary content - a big idea or skill, worthy of developing during the

unit? Are the SLO the most important knowledge/skills to be assessed? Is the SLO too

broad or too narrow? Can students achieve this SLO during the time interval for the unit?

3. To engage students in higher-order thinking, apply Bloom’s Taxonomy or Webb’s Depth

of Knowledge when developing an SLO.

B. Standards

A. Align SLOs to your district/school’s standards, Rhode Island Grade Level Span

Expectations (GSE) and/or the Common Core State Standards (CCSS).

B. Scope: SLO may be broad and aligned with many standards or they may be narrower and

aligned with just a few. If the standards are priority for instruction in the school/district,

relate SLO to these standards.

C. Students

1. Indicate the number and grade/class of students and tiered groups of students and

individuals.

2. Reflect:

a. What are the different tiered groups of students and individuals? Tiered groups could

be established according to reading levels (e.g. Fountas and Pinnell), language

proficiency levels (e.g., English Language Learners), specific learning needs

(students with IEPs) or performance on pre-assessments.

b. Which students in the class will achieve the target criteria with and without

modifications?

D. Target Criteria

1. Describe the highest level of performance expected of students at the end of the unit. If

appropriate, target criteria are rigorous and attainable for students at various levels.

2. Use pre-assessment data to set rigorous target criteria.

http://www2.ride.ri.gov/Instruction/gle.aspx

http://www2.ride.ri.gov/Instruction/gle.aspx

http://www.corestandards.org/


Summer 2014 14

3. Reflect:

a. How are target criteria “rigorous?” What higher-order thinking will be assessed?

Apply Bloom’s Taxonomy or Webb’s Depth of Knowledge.

b. Are the target criteria measureable? How will targets be measured with an

assessment?

c. Identify students who will achieve the target criteria with and without modifications.

d. Are the target criteria rigorous and attainable for students at different levels?

E. Assessment Evidence

1. Type of Assessments

a. Provide one or more sources of assessment evidence.

b. Determine the type of formal and informal assessments that relate to scoring system

for measuring students’ progress.

c. Assessments should cause students to apply higher-order thinking.

d. The type of assessments can include constructed response (essay), selected response

(multiple choice, TF), performance, presentation, portfolio, project, and personal

interview.

2. How Measured

a. Determine a scoring system – a method of measuring student growth towards

achieving the SLO.

b. To collect numerical data that measures student growth, develop rubric and criteria

checklists for scoring student responses to assessments.

3. Reflect:

a. What types of assessments will you use? Is the type of assessment aligned with SLO

content and skills?

b. What scoring system will you use to collect numerical data? Will you use a rubric or

criteria checklist? How will you “code” qualitative data from informal assessments?

II. Rationale

A. A rationale is defined as a set of reasons for a particular belief or course of action. Present

a set of reasons for selecting the SLO, target criteria, and modifying the expectations for

different learners. Relate thinking to professional standards, theory, and/or research-based

strategies.

B. Refer to school, district, and state standards and curriculum. Validate your reasons by

referring to pre-assessment data, personal observations, conversations with school

personnel and other contextual factors from Part 1.

C. Useful words and phrases:

- Relate cause and effect: As a result of reviewing pre-assessment data….The pre-

assessment data suggests….

- Express logical connections: infer, support, illustrate, therefore, however, on the other

hand

- Reasoning – The SLO is rigorous because….; There are two reasons for selecting the

SLO…First, second,

D. Reflect:

1. What are essential questions and big, powerful ideas central to student learning and

instruction (Wiggins and McTighe, 1998)?


Summer 2014 15

2. Why were the SLOs selected? Why is the content and/or skills important? Why is the

content/skill relevant to their education and preparation for life?

3. Relate to learner factors in Part 1 Contextual Factors and pre-requisite knowledge,

skills and experience (e.g., pre-test data, baseline data, historical data for current

students, rate of progress norms). Why are the SLOs appropriate for your learners?

4. How does previous assessment data inform you in setting the SLOs and target

criteria?

5. What makes the target criteria appropriately rigorous and measureable?

6. How will you modify the target criteria for tiered groups and individuals with

different learning needs? Justify the need for accommodations and modifications.

7. Are the unit SLO aligned with your cooperating teacher’s SLO? If so, how?


Summer 2014 16

PART 3. ASSESSMENT SYSTEM

TEACHING PROCESS

TC uses formal and informal assessments aligned with SLOs that measure student growth before,

during, and after instruction.

TASK

1. Create the following Assessment Plan table.

Type of Assessment SLO #

Assessed

How Assessment

Measures Student

Growth

Accommodations and

Modifications per Tiered

Group(s)

2. Create a scoring system that measures student growth related to SLOs.

3. Insert original teacher copy of the formal assessments and scoring systems (instructions,

response forms, rubrics, checklists) in the Appendix A.

4. Write a one to two page explanation of the scoring system and a two to four page rationale

for the assessment system.

5. Suggested total length: three to six pages of text. Embed the Assessment Plan table in text.

RUBRIC PERFORMANCE STATEMENTS

1. TC will be able to design an assessment system that includes different types of assessments,

accommodations and modifications, and a scoring system that measures student growth

related to SLOs.

2. TC will be able to explain how assessments are appropriate for measuring student growth,

how assessments are aligned to SLOs, and reasons for the scoring system.


17


0

Unaccep-

table

1-2

Developing

3-4

Acceptable

5-6

Target

8. Planning

Not

submitted

or

incomplete.

Assessment

plan lacks

validity,

purpose,

coordination,

and

coherence or

includes few

of the

criteria listed

under

Target.

Most of

assessment

plan is valid,

purposeful,

coordinated,

and coherent

and includes

some of the

criteria listed

under Target.

Assessment plan is valid, purposeful,

coordinated, and coherent.

a. Plan is logical, sequential.

b. Uses multiple forms of formal and

informal assessments.

c. Assessments are aligned with SLOs.

d. Assessments and scoring system measure

student growth.

e. Justifies selection of formal and informal

assessments.

f. Relates plan for assessment system to


g. Relates plan for assessment system to

theory or research-based practices.

h. Includes evidence: assessment plan table,

rationale, rubric/checklists, and

assessment instruments.

9. Differen-

tiated

Assessments

Not

submitted

or

incomplete.

Few

accommoda-

tions and

modification

s are

included and

are not

appropriate

and not

based on the

needs of

most

students.

Accommodat

ions and

modification

s are

included and

are

appropriate

and based on

the needs of

some

students who

need

accommodati

ons and

modifica-

tions.

Accommodations and modifications are

included and based on the needs of all

students who need accommodations and

modifications.

a. Justifies accommodations and

modifications.

b. Relates accommodations and

modifications to professional standards.

c. Relates accommodations and

modifications to theory or research-based

practices.


18


0

Unaccep-

table

1-2

Developing

3-4

Acceptable

5-6

Target

10. Scoring

System

Not

submitted

or

incomplete.

Scoring

procedures

and method

of measuring

student

growth are

confusing

and unclear,

and includes

weak

evidence of

the criteria

listed under

Target.

Scoring

procedures

and method

of measuring

student

growth are

clear and

includes

some

evidence of

the criteria

listed under

Target.

Scoring procedures and method of measuring

student growth are clear includes strong

evidence of the following criteria:

a. Scoring system relates to SLOs and

measures student growth.

b. Includes method of measuring and

assessment instruments (e.g., rubric,

criteria checklist) in Appendix A.

c. Justifies scoring system.


19


1. Assessment Plan

a. Create a table similar to the example below.

Table

Assessment Plan

Type of Assessment SLO #

Assessed

How Assessment

Measures Student

Growth

Adaptations and

Modifications

1. Pre-Assessment

Dolch Reading Word List

Gray Oral Reading Tests

Curriculum-based

assessment on class book

#1

#1-3

Multiple pre-test

measures: chosen to

assess reading readiness

and grade level

performance

Preferred seating for 2

students with attentional

and/or relational needs.

Separate setting for 3

students during quizzes

2. Formative Assessment

Daily Read Aloud

Q & A Class Discussion

#1-5

Ongoing assessment of

decoding

skills/strategies

Timely questioning &

answering & class

discussion designed to

inform ongoing

instruction

Varied classroom settings

available for students:

large class or separate

classroom; individual,

small or whole group

options as well

3. Summative Assessment

End of chapter

comprehension questions

based on class book

Reader’s Theater

#4-5

Pencil-paper quiz to

assess comprehension

Active application of

story learned

Two students need

assignment directions

and/or assessments read to

them. Scribing is also

provided as needed

4. Post-Assessment

Dolch Reading Word List

Gray Oral Reading Tests

Curriculum-based

assessment on class book

#1-5 Multiple post-test

measures: chosen to

assess reading progress

and grade level

performance

Extended time for writing

can be given to 3 students

who are struggling to

complete assignments

and/or assessments in the

time allowed

Varied participation:

talking, drawing, writing,

checklist, role play

b. Use multiple forms of assessment. It’s appropriate to use one consistent assessment if

appropriate for student needs.

c. If possible, match pre-assessments and post-assessments.

d. Include opportunities for learner self-assessment.

e. Align assessments with SLO numbers.

f. The assessment plan should be developed to monitor student progress on SLO and

included in Unit Plan and calendar block.

g. Refer in text to Part 1: SLO table for information about evidence (type of assessments

and how measured).


20

2. Scoring System

a. Explain how the assessments were administered, how data was collected, and student

growth was monitored.

b. Include rubric or criteria checklist in appendices.

c. Include pre-assessment and post-assessment instruments in appendices.

3. Rationale

a. A rationale is defined as a set of reasons for a particular belief or course of action.

Explain the reasons your assessments are appropriate for measuring student growth.

Relate thinking to professional standards, theory, and/or research-based strategies.

b. Useful words and phrases:

- Relate cause and effect: As a result of reviewing (contextual factors) in this field

placement….The (contextual factors) suggest….


hand.


- Reasoning – An analytic rubric was used because….; There are two reasons for using

an analytic rubric …First ... Second

c. Explain how pre-assessments are matched with post-assessments to demonstrate student

growth. Or, explain why you can’t match pre-assessments with post-assessments to

demonstrate student growth.

d. Explain your reasons for choosing the scoring system.

e. Explain possible challenges you face in assessing student learning.


21

PART 4. DESIGN FOR INSTRUCTION – THE UNIT

TEACHING PROCESS

TC designs instruction based on contextual factors and aligned with SLOs and the assessment

plan.

TASK

1. Analyze pre-assessment data.

2. Develop a Unit Plan table.

Lesson # and Topic Key SLO Standards Instructional

Procedures/Key

Activities

Strategies for

Differentiating

Instruction

3. Develop a Calendar Block table.

WEEK MON TUES WED THUR FRI

Week of

(Dates)

4. Develop three lesson plans for the unit. Insert the lesson plans in Appendix B.

5. Develop a two to four page rationale for planned learning experiences.

6. Suggested length: two to four pages of text. Embed Unit Plan and Calendar Block tables.

RUBRIC


1. TC will be able to design a coherent, coordinated unit that includes five to seven lessons.

2. TC will be able to develop three authentic lesson plans for the unit.

3. TC will be able to design instruction relating learner factors with pre-assessment data.


22


0

Unaccep-

table

1-2

Developin

g

3-4

Acceptable

5-6

Target

11. Design Not

submitted

or

incomplete.

Design is

inappro-

priate with

weak

evidence

of criteria

under

Target.

Design is

appropriate

with some

evidence of

criteria

under

Target.

Design is appropriate (purposeful, coordinated,

and coherent) with strong evidence of considering

contextual factors and instructional implications.

a. Design is logical, sequential.

b. Develops content/skills reflected in SLOs.

c. Integrates assessment with instruction.

d. Includes opportunities for formal and

informal assessments.

e. Considers contextual factors and pre-

assessment data.

f. Develops student ownership of learning.

g. Is authentic - relates content/skills to lives of

students, lifelong learning.

h. Engages students in learning and holds their

attention.

i. Uses available technical resources to enhance

student learning.

j. Supports individual and cooperative learning.

k. Supports student learning with instructional

materials and resources support.

l. Relates planned learning experiences to


m. Relates planned learning experiences to

theory or research-based practices.

n. Includes evidence: unit plan and calendar

block tables, rationale, three formal lesson

plans.


23


0

Unaccep-

table

1-2

Developin

g

3-4

Acceptable

5-6

Target

12. Lesson

Planning

Not

submitted

or

incomplete.

Planning is

inappropri

ate with

weak

evidence

of criteria

listed

under

Target.

Planning is

appropriate

with some

evidence of

criteria listed

under

Target.

Planning is appropriate (purposeful, coordinated,

and coherent) with strong evidence of considering

contextual factors and instructional implications.

a. Clear, relevant lesson SLO; aligned with

standards and curriculum.

b. Achievement of lesson SLO causes students

to demonstrate higher-level thinking.

c. Includes a variety of assessments that align

with the assessment plan.

d. Uses modeling and visual, oral, and written

scaffolding to differentiate instruction.

e. Presents logical, sequential set of teacher and

student actions; time is planned well; varies

mode of learning.

f. Includes teacher questioning that causes

learners to use a wide ranging of thinking.

g. Supports student learning with instructional

materials and resources.

h. Inserts three lesson plans in Appendix B.

13. Differen-

tiated

Instruction

Not

submitted

or

incomplete.

Accommo

dations and

modificati

ons are

inappropri

ate,

inadequate,

or

unjustified.

Accommoda

tions and

modification

s are based

on the needs

of all

students and

meet most of

the criteria

under

Target.

Accommodations and modifications based on the

needs of all students who will need

accommodations and modifications.

a. Includes extensive, specific, targeted

accommodations for tiered groups and

individual students.

b. Justifies strategies for differentiated

instruction.

c. Relates differentiated instruction to


d. Relates differentiated instruction to theory or

research-based practices.


24


1. Tables - Unit Plan with Calendar Block

a. A unit is defined as a series of connected lessons that focuses on important content and/or

skills and includes opportunities for informal and formal assessments. The time interval

for instruction is approximately 5-7 hours.

b. Create a Unit Plan table (landscape page orientation). Use this form for the table:

Table

Unit Plan

Lesson # and Topic Key SLO Standards Instructional

Procedures/Key

Activities

Strategies for

Differentiating

Instruction

c. Create a Calendar Block table (landscape page orientation) with dates of assessments,

lessons, time period of day, lesson # and topic in each cell. Here are two forms:

Table

Calendar Block

WEEK MON TUES WED THUR FRI

Week of

(Dates)

Week of

(Dates)

Week of

(Dates)

2. Rationale

a. A rationale is defined as a set of reasons for a particular belief or course of action. Relate

thinking to professional standards, theory, and/or research-based strategies.

b. Useful Words and Phrases:

- Relate cause and effect: As a result of reviewing (contextual factors) in this field

placement….The (contextual factors) suggest….


hand.


- Reasoning – Students will be engaged in learning because….; There are two reasons

for planning a hands on, inquiry approach to learning …First ... Second

c. Explain the reasons for some of the following:

1. How are the lessons organized and sequenced to improve student learning?


25

2. How is pre-assessment data used as a basis for planning instruction of different

groups of students?

3. What learner factors and learning environment supports student learning (e.g.,

physical/psychological safety)?

4. What differentiated instruction (e.g., Universal Design for Learning,

visual/oral/written scaffolding, assistive technology) will assist in

a. Developing student ownership of learning - strong sense of purpose and relevance

of learning experiences.

b. Engaging students in learning and holding their attention.

c. Causing students to self-assess and reflect.

d. Supporting individual and/or cooperative learning.

5. How do instructional materials and resources (e.g., instructional/assistive technology,

hands on materials, manipulatives, printed and electronic texts, other equipment)

support student learning?


26

PART 5. ASSESSMENT RESULTS

TEACHING PROCESS

TC presents and analyzes assessment data and communicates key findings about student growth.

TASK

1. Organize your assessment data (e.g., pre-assessment, post-assessment, summative) in tables

and figures (e.g., graphs, charts).

2. Analyze assessment data. Examine distribution of scores on indicators in rubric or other

scoring systems.

3. Determine key findings based on data in tables and figures.

4. Present several key findings about student growth and refer to the tables and figures. Include

tables and figures that compare performance of tiered groups.

5. Suggested length: two to four pages of text. Embed relevant tables and figures.

RUBRIC


1. TC will be able to describe the findings from assessing student learning.

2. TC will be able to analyze assessment results and present key findings about students’

growth related to SLO.

3. TC will be able to compare the performance of tiered groups.

4. TC will be able to represent assessment data in tables and figures.


27


0

Unaccep-

table

1-2

Developin

g

3-4

Acceptable

5-6

Target

14. Presentation

of Data

Not

submitted or

incomplete.

Presentatio

n is

inaccurate

and

confusing

or lacks the

criteria

under

Target.

Presentation

is accurate

and

understanda

ble and

includes

most of the

criteria

under

Target.

Presentation is accurate, clear and easy to

understand and includes these components.

a. Organized around SLO.

b. Measures student growth; provides

evidence of assessing all students.

c. Relates to key findings.

d. Compares time series data (pre and

post).

e. Compares tiered groups of

students/individuals with all students

f. Well-formatted, self-explanatory tables

and figures (graphs).

15. Analysis of

Results

Not

submitted or

incomplete.

Inappropri

ate or

missing

key

findings or

are not

supported

by data.

Appropriate

key findings

are

supported

by the data

and

includes

most of the

criteria

under

Target.

Meaningful and appropriate key findings

are supported by the data.

a. Identifies key findings on the whole

class and tiered groups.

b. Relates key findings to evidence in

tables and figures (graphs).

c. Identifies confusing or inconsistent

data and provides possible

explanations.

d. Includes evidence: tables, figures, and

text.


28

ADVICE FOR IMPROVING ACADEMIC WRITING 1. Presentation of Data Using Tables and Graphs

a. Embed table and figures in text for data analysis.

b. Refer to source of assessment results, e.g., “See Appendix X for rubric used to score

student performance.”

c. Include tables and figures (e.g., graphs, diagrams, photographs, drawings) related to key

findings. Present additional data in appendix. Organize data around SLO.

d. For each SLO, present a table of data comparing all students. Columns: Use three

columns: pre-assessment, post-assessment score, and change in student performance.

Rows: List of all students’ by first names and last initial.

e. Tables and figures should be self-explanatory - using appropriate row and column

headings and title for easy interpretation and organizing data in tables (e.g., highest to

lowest).

f. Use tables for structured numeric information (e.g., assessment results based on scoring

performance using a rubric).

g. Use graphs for making comparisons between pre- and post-assessment results and/or

showing relationships between tiered groups. Use bar graphs for comparison of time

series data (pre-post assessment). Use clustered bar graphs for comparing tiered groups

within a time series data.

h. See APA Tables and Figures 1 and APA Tables and Figures 2 for preparing tables and

figures and creating captions.

2. Analysis of Results – Key Findings

a. Useful words and phrases:

- Comparing: Likewise, Similarly, In contrast

- Location and Summary:

Table 1 shows 75 % of all students demonstrated growth in performance on SLO 1.

From Table 1, it can be seen that 25 % of all students demonstrated no growth in

performance on SLO 1.

- Highlighting Significant Data:

It is apparent from Table 1 that all students…

An interesting observation…

The differences in X and Y are highlighted in Table 1.

- Statements of Result – Level of Confidence:

As seen in Table 1, there is (strong/weak/no) evidence of (positive/negative) student

growth

There is (strong/weak/no) evidence to support…

The results (indicate, suggest) …

There was (increase, decrease, no change) in student growth associated with SLO1

There are several key findings … First, Second, Third

Another key finding…

b. The text should be brief and succinct. Minimize explanations of the data.

c. Use a mixture of text, tables and graphs.

d. Identify key findings for all students and tiered groups. For example:

e. Relate the key findings to specific tables and graphs.

75 % of all students demonstrated growth in performance on SLO 1 (Table 2).

https://owl.english.purdue.edu/owl/resource/560/19/



29

It can be seen in Table 1 that (75 % of all students demonstrated growth in performance

on SLO).

From Table 1, it can be shown that

Table 1 shows that….

f. Present the facts objectively without using judgmental language (e.g., “The student

growth was excellent.”)

g. When presenting results based on a rubric scoring system, provide work samples (e.g.,

scanned samples of student work, quotes from their work) for different levels of

performance. Place work samples in an appendix. Refer to the appendix in the in the text.

h. Spell out whole numbers between one and nine and use digits for all other numbers, e.g.

100 rather than one hundred. Nine instead of 9.

i. Use percent symbols in narrative. Use percentages without decimals. “49% of students

were males.” instead of “49.2% of students were males.”

j. Use appendices for tables and figures that are not essential in explaining the key findings.

However, tables and figures are related and provide additional support. Refer to the

appendix in the text. “Students were scored on the pre-and post-assessment using an

analytic rubric (see Appendix A for the rubric).”


30

PART 6. LEARNING FROM PRACTICE – THE REFLECTION

TEACHING PROCESS

TC reflects on key findings about student growth, formulates conclusions, makes instructional

decisions to improve teaching practice, and self-assesses.

TASK

1. Formulate conclusions and explain results.

2. Make instructional decisions related to key findings and assessment results.

3. Write about two to three pages for conclusions and instructional decisions.

4. Self assess. Identify one strength and one area for growth and relate to teaching processes.

Set a goal for improving teaching practice. Consider opportunities (resources) and obstacles

to achieving goal.

5. Write about two to three pages for the self-assessment.

6. Suggested total length: four to six pages of text.

Alternate Method of Communication - Instead of writing Part 6, develop a “digital teaching

story” – a slideshow presentation with video clips and voice-over narration - using available

technical resources (iPad apps, PowerPoint, Prezi). Talk with your instructor about qualities of

slides voice over-narration and other specifications for length, number of slides, types of images

(still photos, video clips).

RUBRIC


1. TC will be able to use assessment results to formulate conclusions and make instructional

decisions.

2. TC will be able to self-assess by monitoring their growth as a teacher and setting a goal for

future professional learning based on TCWS process.


31


0

Unaccep-

table

1-2

Developing

3-4

Acceptable

5-6

Target

16. Conclusions

and

Instructional

Decisions

Not

submitted or

incomplete.

Conclusion

s and

instruction

al

decisions

are

confusing

or

unrelated

to

assessment

results and

SLOs.

Conclusions

and

instructional

decisions

are clear

and mostly

related to

assessment

results and

SLOs.

Conclusions and instructional decisions are

explained clearly and relate to assessment

results and SLOs.

a. Relates key findings and instructional

decisions to assessment results, contextual

factors, assessment system, and design for

instruction and assessment.

b. Explains reasons for inconsistent or

confusing assessment results.

c. Includes new questions for inquiry about

student learning and instruction.

d. Relates conclusions and instructional

decisions to professional standards.

e. Relates conclusions and instructional

decisions to theory or research-based

practices.

17. Self-

Assessment

Not

submitted or

incomplete.

Does not

explain

strength

and area

for growth

or does not

set a goal

for

improving

teaching

practice;

lacks

insight.

Explains

strength and

area for

growth and

sets a goal

for

improving

teaching

practice.

Clearly explains strength and area for growth

and sets a clear goal for improving teaching

practice; insightful.

a. Monitors personal growth as teacher by

explaining a strength and an area for

growth; relates to a particular situation.

b. Sets a goal for improving learning as a

teacher and presents possible actions;

anticipates opportunities and obstacles.

c. Relates self-assessment to professional

standards.

d. Relates self-assessment to theory or

research-based practices.


32


1. Conclusions



hand.


- Reasoning - Relate Cause and Effect:

This key finding suggests that ....

The most interesting finding was that …

Another significant finding…

Surprisingly, there was no evidence of student growth…

There are several possible explanations for this key finding…

It is difficult to explain this result, but it might be related to ....

This inconsistency may be due to ...

The reason for this is not clear but it may have something to do with ....

It may be that these students benefitted from .... X (contextual factor, design for

instruction/assessment, teaching/learning strategy, accommodation) …

It is possible that X (contextual factor, design for instruction/assessment,

teaching/learning strategy, accommodation) (positively/negatively) affected student

growth on SLO ....

It is possible that X (contextual factor, design for instruction/assessment,

teaching/learning strategy, accommodation) (positively/negatively) affected student

growth on SLO ....

Therefore, X (contextual factor, design for instruction/assessment, teaching/learning

strategy, accommodation) could be a major factor causing ....

a. Explain possible reasons for key findings related to all students and different tiered

groups and individual students requiring accommodations and modifications.

b. Explain whether the assessment results were expected or unexpected.

c. Relate key findings to contextual factors.

d. Explain any problems with the design of the unit (e.g., SLO and target criteria,

assessment system, and planned learning experiences).

2. Instructional Decision-Making


As a result of X (problems with design/implementation of instruction/assessment), future

plans can include…

As a result of X, the following accommodations are needed for…First, second, third

b. Make instructional decisions to improve teaching and student learning.

c. Use assessment results as a basis for instructional decisions. Instructional decisions can

relate to:

- Contextual factors.

- Learning goals.

- Assessment system.

- Design for instruction.


33

3. Self-Assessment


- Reasoning - Relate Cause and Effect:

One of my strengths related to (specific Teaching Processes, RIPTS) is … I selected

this strength because …

An area for growth that related to (specific Teaching Processes, RIPTS) is … I selected

this area for growth because …

A personal goal related to improving (teaching practice) is…I selected this goal

because…

Here are some possible actions I can take to improve my teaching practice: First, Next,

Then…

To achieve the goal I can access these (opportunities, resources)…

An obstacle I may face in achieving the goal is …

b. Select and analyze a strength and an area for growth. Relate to a particular situation

during the TCWS process.

c. Propose a goal for improving your teaching practice, possible actions for achieving the

goal, factors (e.g., opportunities, resources, obstacles) that may affect your ability to

achieve the goal. Relate your thinking to one or more or the teaching processes.

d. Relate self-assessment to professional standards,

e. Relate self-assessment to theory and research-based strategies.


34

REFERENCES

1. List references used to complete TCWS.

2. Apply formatting style in American Psychological Association (APA) Formatting and Style

Guide.

APPENDICES

1. Include supporting materials such as additional tables, graphs, three lesson plans, and teacher

copy of original assessment instruments.

2. Label each appendix Appendix A, Appendix B, etc. in the order that each item appears in the

report. In the text, refer to the Appendices by their labels.

3. Apply formatting style in American Psychological Association (APA) Formatting and Style

Guide.

LENGTH OF THE REPORT

The estimated number of pages for the preliminaries (3 pages), main text (20-25 pages),

references (1) is 26-29 pages. Additional pages are required for tables and figures embedded in

main text, appendices that include teacher copy of original assessment instruments, three lesson

plans, and other supporting material.

HEADER FOR THE REPORT

In the header area, include a running head with page numbers:

a. Running Head: TEACHER CANDIDATE WORK SAMPLE (left justified)

b. Page numbers (right-justified)






35

GLOSSARY

Here are explanations of useful terms:

Student Growth

Student growth is the result of measuring the extent to which students have achieved learning

goals during instruction. Student growth is measured by assessing student learning related to

learning goals. Student growth can increase, decrease, or remain unchanged as a result of

instruction.

Unit

A unit is defined as a series of connected lessons that focuses on important content and/or skills

and includes opportunities for informal and formal assessments. The time interval expected for

the unit of instruction is approximately 5-7 hours.

Student Learning Objectives

Student learning objectives (SLOs) are defined as measurable statements of what students will

know and be able to do as a result of a unit of instruction. SLOs are clear and appropriate -

significant, rigorous, attainable, measurable, and aligned with standards. SLOs represent primary

content - a big idea or skill, worthy of learning for the time interval of instruction.

Goals

Goals include student learning objectives, specific targets for achieving SLOs, and assessment

evidence.

Targets

Targets or target criteria describe the specific performance for achieving the learning objective.

Target criteria are clear, rigorous, measurable, and attainable. Teachers plan assessment methods

to measure students’ performance, provide data for the related content/skills, and judge the

extent to which the target criteria have been achieved.

Priority of Content

“Priority of content” is a term used by educators when examining the quality of a student

learning objective. Indicators of priority of content include importance (i.e., identified as big

ideas/skills that worthy of learning- driven by an essential question); scope (i.e., not too broad,

not too narrow – attainable in the time interval for the unit of instruction), and coherent (i.e.,

aligned with standards and district/school priorities for curriculum and standards).

Rigor of Target

“Rigor of target” is a term used by educators when examining the quality of criteria describing

the target. A target is rigorous if the criteria are aligned with student learning objective and are

attainable by students during time interval for instruction. A target is rigorous if achieving the

target prepares students’ knowledge and skills required for the next unit of instruction for the

curriculum.

Rubric


36

A rubric is a tool for measuring student growth. Analytic rubrics can contain a performance

statement, a list of dimensions (indicators) to be evaluated, levels of gradation of quality and

point values, criterion and points for each level of quality. Scoring a students’ performance using

a rubric is "criterion referenced.” A student’s performance is compared with a standard or target

rather than compared with other students (“norm-referenced”).

Formal Assessments

Formal assessments help teachers determine whether students are prepared to proceed to the next

unit of instruction. Formal assessments include quizzes/tests, exhibits, performance tasks,

portfolios, and projects. Traditional quizzes and tests are pencil-and-paper and include selected

response (multiple choice, T/F) and constructed response types of assessments. Performance

tasks and projects are more complex, open-ended and authentic. Formal assessments are scored

using an analytic rubric or answer sheet. Formal assessments occur less frequently than informal

assessments. The results of formal assessments are used to communicate students' achievement

of learning goals on a report card.

Summative Assessments

Summative assessments are formal assessments often scheduled midway or at end of a unit of

instruction. The results are used to determine the extent to which students have achieved a

particular learning goal.

Informal (or Formative) Assessments

Informal assessments are informal checks for understanding, oral questions and hand signal

responses (thumb's up and down) during discussions, observations of students at work, and

informal dialogues. Informal assessments can elicit prior knowledge and determine readiness to

learn. Informal assessment results are used to monitor student growth during instruction, provide

helpful feedback, and improve student learning. When teachers informally assess, they often

maintain running records that include anecdotal notes or ratings from checklists. And, teachers

review written communications such as KWL charts, notebook or journal entries, activity sheets,

and exit cards.

Differentiated Instruction

Differentiated instruction is recognizing and responding to students' varying background,

language, cognitive abilities, preferences in learning and interests. The purpose of differentiated

instruction is to help all learners be successful in achieving learning goals. When teachers

differentiate instruction, they provide multiple options for learning content, thinking, and skills.

For instance, when teaching writing in science, they model and provide visual scaffolding (e.g.,

cue students to word banks and graphic organizers), oral scaffolding (repeat useful phrases and

sentence starters; echo and choral reading), and written scaffolding (provide writing frames

related to type of scientific writing). They model less and remove scaffolding as students become

more independent.

RESOURCES

Writing Style and Formatting

American Psychological Association (APA) Formatting and Style Guide

http://www.apastyle.org/manual/


37

Purdue Online Writing Lab

Morely, John. (n.d.) Academic Phrasebank. University of Manchester UK

Taraba, Joanna (n.d.) Writing Center’s Writer’s Web – Transitional Words and Phrases.

University of Richmond

Standards Documents - Rhode Island Department of Education

Instruction and Assessment Documents – RIGSE, Common Core State Standards

Educator Standards - Rhode Island Professional Teaching Standards

Contextual Factors

Rhode Island DataHUB – data sets from multiple sources used by leaders to present reasons

for decisions for policies or programs.

Rhode Island Department of Education InfoWorks – RI Education Data Reporting

Curriculum, Assessment, Instruction

Understanding by Design Grant Wiggins and Jay McTighe. Framework for designing units

using a “backwards design approach.”

Online Modules (Understanding SLOs, Writing an Objective Statement)

Renaissance Teacher Work Sample - Exemplars

Renaissance Teacher Work Sample Consortium Exemplars

RIDE Educator Evaluation

Feinstein School of Education and Human Development’s Conceptual Framework Developing

Reflective Practitioners


http://www.phrasebank.manchester.ac.uk/



https://www.ride.ri.gov/InstructionAssessment/Overview.aspx


http://www.ridatahub.org/


http://www.ascd.org/Publications/Books/Overview/Understanding-by-Design-Expanded-2nd-Edition.aspx?gclid=CjkKEQjw_N-cBRD2k73X3OjJ8eMBEiQAbdPicxqZFYmphK6Rg8Fe3v4OoPfoT_djmrFBkfxvT-JOvf_w_wcB

https://www.ride.ri.gov/TeachersAdministrators/EducatorEvaluation/OnlineModules.aspx

http://www.wku.edu/rtwsc/exemplars.php

https://www.ride.ri.gov/TeachersAdministrators/EducatorEvaluation.aspx




38

GENERAL ADVICE FOR WRITING STYLE AND FORMATTING

1. Proofread for typographical errors and writing conventions - spelling, grammar, punctuation,

sentence and paragraph construction, and other writing conventions.

2. Writing Style

a. See APA Stylistics: Basics.

b. Organization

Include a title page and table of contents. To improve help the reader skim the report,

include an opening paragraph (2-3 sentences) that explains the purpose of the information

represented in each part.

c. Voice – Point of View

Generally, use a third person point of view (e.g., The students, cooperating teacher,

educators, school personnel and pronouns such as they, he, she) to maintain a formal

tone. Refer to yourself in third person as “the teacher candidate.” Use first person point of

view (pronouns such as I, we, me, us) when describing activities you performed (e.g.,

assessing students, prioritizing content/skills for SLO).

d. Confidentiality

To insure confidentiality, use pseudonyms for school, district, and school personnel to

insure confidentiality. Use student’s first name only or initials. Sources should be cited

anonymously. This includes school websites and RIDE website information. For

instance, “According to the school system website,” However, keep notes of the actual

sources.

e. Other Writing Style Recommendations

Change verb tenses and active/passive voice as needed.

Use strong action verbs.

Vary your choice of words.

Use precise education-specific vocabulary and language.

Use objective, non-judgmental terms to describe student behaviors.

Use gender-neutral pronouns.

Cite sources (standards and curriculum documents, baseline data, personal

conversations) using APA style. Include sources in References section.

Provide dates for all assessments.

Use full name for all acronyms followed by acronym in parentheses, e.g., Common

Core Standard Standards (CCSS). Thereafter, use acronym.

Avoid colloquial language, e.g., use “students” instead of “kids.”

3. Formatting

a. Create a single electronic file. Hyperlink major sections.

b. Use bold section titles.

c. Start a new section on the next page.

d. Use one-inch margins.

e. Use consistent fonts (type = Times New Roman; size = 12 point).

f. Label all tables and figures (graphs), e.g., Table 1, Figure 1.

g. Use “landscape” page orientation for complex tables.



39

h. Include a title at top of tables/figures, e.g., “Table 1 Student Learning Objectives.” Refer

to Table 1 or Figure 1 without title in narrative.

i. For graphs, use the term “Figure” in the title, e.g., “Figure 1 Comparing Three Ability

Groups of Students. ”

EVALUATION

The Teacher Candidate Work Sample (TCWS) is an opportunity for Teacher Candidates (TCs)

to exhibit their knowledge of six teaching processes, demonstrate student growth and compose a

technical report. Course instructors evaluate the TCWS using rubrics in this guide.

Here are evaluation guidelines:

1. TCs are required to earn a minimum of a score of 3 or better on each indicator to satisfy the

TCWS requirement.

2. TCs can submit a draft and revise one time before instructors’ score the report.

3. TCs are required to achieve acceptable or target levels of performance for effective academic

writing to satisfy TCWS requirement.

4. Evaluators can reduce score on TCWS indicators to “unacceptable” levels if writing style and

formatting are unacceptable. Here is a scoring system for assessing writing style and

formatting.

SCORING SYSTEM FOR ACADEMIC WRITING

INDICATORS 0

Unacceptable

1-2

Developing

3-4

Acceptable

5-6

Target

1. Proofreading

No evidence

of

proofreading.

Weak evidence of

proofreading.

Evidence of

proofreading.

Strong evidence of

proofreading.

2. Writing

Conventions

No evidence

of applying

writing

conventions.

Many errors in

writing

conventions that

require major

revisions.

Several noticeable

errors in writing

conventions that can

be revised easily.

Nearly error free in

writing conventions.

3. Effective

Academic

Writing

No evidence

of applying

advice for

effective

academic

writing.

Weak or no

evidence of

applying advice

for effective

academic writing.

Evidence of

applying advice for

effective academic

writing.

Strong evidence of

applying advice for

effective academic

writing.


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MENTORING AND INSTRUCTION

Mentoring

Student teaching course instructors (CI) and cooperating teachers (CT) can serve as mentors.

Mentors use their understanding of the big picture to guide Teacher Candidates (TCs) through

the TCWS process. They facilitate Teacher Candidates’ understanding of the six teaching

processes and effective written communication. The quality of TCs’ understanding of the six

teaching processes and academic writing relate directly to quality of their instruction prior to and

during the student teaching semesters. Mentors can take the following actions with TCs during

the TCWS process.

1. Model the six teaching processes.

2. Relate the six teaching processes to professional educator evaluation.

3. Use the Pacing Guide to facilitate the process.

4. Encourage, listen, pose questions, and respond to TCs’ thinking.

5. Ask questions to promote critical and reflective thinking. Encourage dialogue about:

a. Contextual factors and instructional implications.

b. Setting learning goals.

c. Planning assessment.

d. Designing instruction.

e. Analyzing assessment results.

f. Formulating conclusions and instructional decision-making.

g. Self-assessing.

6. Assess TCs’ prior knowledge and skills required for successful completion. Identify TC

challenges.

7. Problem-solve and help remove obstacles in the field placement.

8. Locate information and data related to contextual factors.

9. Provide resources needed for planning and implementation.

TCWS Instruction

Understanding the Requirement and Type of Writing

Here are actions you can take to help TCs understand the TCWS requirement and type of

writing.

1. Introduce the TCWS process and Pacing Guide.

2. Explain the qualities of academic writing - organization (e.g., preliminaries, main body, end

matter), metadiscourse (e.g., transitions, useful words and phrases), and voice (e.g., active,

passive) used by academic writers to help readers navigate the text.

3. Present an example of professional academic writing (e.g., a journal article) that is similar to

TCWS academic writing.

4. Direct students to Purdue Online Writing Lab resources for APA writing style and

formatting.

5. Present the TCWS Exemplar – an example of a report that represents the target level of

performance.

6. Define a unit and student growth (See Glossary). Share ideas for units.

Process Writing Approach

Use a process writing approach to help Teacher Candidates (TCs) achieve target levels of

performance.



41

1. Pre-writing

a. During the first week, CIs can confer with TCs on proposed learning goals, big ideas

and essential questions for unit.

b. Prior to writing a draft of one of the six parts, TCs and instructor can review the

indicators and target levels in the rubric, the task, and advice for improving academic

writing.

c. TCs can work in pairs identify qualities of target level of achievement and effective

writing communication in the TCWS Exemplar.

2. Writing Drafts

a. TCs develop drafts for a part and bring to class for peer editing.

3. Revising, Editing, and Proofreading Drafts

a. TCs peer edit. They exchange drafts of the part and talk together about the content -

what’s working and what can improve.

b. The whole class and instructor can talk together about some of the challenges and

possible adjustments.

c. TCs submit drafts. CIs provide helpful feedback – preliminary scores, commentary

and advice for improving writing.

d. TCs consider instructor’s feedback on the draft and revise, edit, and proofread.

4. Publishing

a. TC’s upload revised report in Chalk and Wire for final scoring.


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SUGGESTED PACING GUIDE

Instructors can improve their Teacher Candidates (TCs)’s understanding of the teaching

processes and effective written communication during the semester through direct instruction,

conferring one to one or in small groups, peer editing, and providing regular, helpful feedback on

drafts. Here is a suggested pacing guide for TCs, course instructors, and cooperating teachers

with dates and actions:

DATE ACTIONS

Teacher Candidates

(TCs)

ACTIONS

Course Instructors

(CI)

ACTIONS

Cooperating Teachers

(CT)

Week 1 Discuss the

TCWS schedule

and requirement

with CI and CT.

Consider unit

themes.

Learn about the

“priority and

scope” of

content/skills.

Meet with

Cooperating

Teacher to

discuss the

TCWS schedule

and requirements.

Develop Part 1

Contextual

Factors and

Instructional

Implications

Explain TCWS

requirement review the

Pacing Guide with

TCs.

Explain priority and

scope in judging

quality of SLOs.

Show an example of

professional writing

(e.g., a journal article)

that is similar to TCWS

academic writing.

Provide TCWS

exemplar.

Examine contextual

factors and

instructional

implications with TCs

in their field

placements.

Learn about TCWS.

Review this TCWS

Pacing Guide with

TCs.

Discuss contextual

factors and

instructional

implications.

Tentatively schedule

dates for pre/post

assessments and

implementation of the

unit.

Weeks 2-3 Submit Part 1

Contextual

Factors to CI.

Confer with CI

and CT on

proposed goals.

Develop Part 2

Goals and Part 3

Assessment

System

Schedule pre-

assessment with

CT.

Confer with TCs on

proposed goals.

Schedule a date for the

pre-assessment with

CT.

Develop understanding

of Part 2 Goals and Part

3 Assessment System.

Provide exemplars.

Confer with TCs on

proposed unit – theme,

SLOs.

Schedule a date for the

unit pre-assessment

with TCs.


43

Week 4 Submit Part 2

Goals and Part 3

Assessment

System

Administer pre-

assessment to

students; save

student work;

analyze data.

Use pre-

assessment results

to design

instruction.

Develop Part 4

Design for

Instruction – The

Unit.

Return feedback on

Part 1 Contextual

Factors and

Instructional

Implications.

Develop understanding

of Part 4 Design for

Instruction – The Unit.

Provide exemplars.

Confer with TCs on pre-

assessment results and

implications for

instruction.

Weeks 5-6 Submit Part 4

Design for

Instruction – The

Unit Plan

Return feedback on

Part 2 Goals and Part 3

Assessment System.

Confer with TCs on design

for instruction.

Weeks 7-

10 Teach the unit.

Collect student

work as needed.

Take anecdotal

notes.

Administer post-

assessment.

Analyze

assessment pre

and post and

formative

assessments.

Develop Part 5

Assessment

Results.

Return feedback on

Part 4 Design for

Instruction – The Unit.

Develop TCs

understanding of Part 5

Assessment Results.

Provide exemplars.


Assessment

Results.

Develop Part 6

Learning from

Practice.

Develop TCs

understanding of Part 6

Learning from Practice

– The Reflection

Provide exemplars.

Confer with TCs on

analysis of assessment

results and instructional

decision-making.


Learning from

Practice – The

Return feedback on Part 5

Assessment Results.


44

Reflection.

Week 13 Revise entire

TCWS report.

Prepare report for

submission.

Return feedback on Part 6

Learning from Practice –

The Reflection

Week 14 Submit entire

TCWS in Chalk

and Wire.

Share TCWS with

CT.

Enter TCWS scores in in

Chalk and Wire.

Read final TCWS with

TCs.


45

FORM - TITLE PAGE

Running Head: TEACHER CANDIDATE WORK SAMPLE

Teacher Candidate Work Sample

(Your Name)

Feinstein School of Education and Human Development

(Your Department)

Rhode Island College

(Date)

Author Note

(Your Name), (Your Teacher Education Program Department), Rhode

Island College.

The Teacher Candidate Work Sample is a requirement for Feinstein

School of Education and Human Development teacher education programs.

Correspondence concerning the report should be addressed to (Your

Mailing Address). Contact: (Your email)


46

FORM - TABLE OF CONTENTS

Running head: TEACHER CANDIDATE WORK SAMPLE

Table of Contents

Abstract ...........................................................................................................................................

Part I. Contextual Factors With Instructional Implications .............................................................

Demographics and Culture ........................................................................................................

Learners......................................................................................................................................

Policy Environment ...................................................................................................................

Previous Assessment Data .........................................................................................................

Part II. Goals ....................................................................................................................................

Student Learning Goals..............................................................................................................

Rationale ....................................................................................................................................

Part III. Assessment System ............................................................................................................

Assessment Plan.........................................................................................................................

Rationale ....................................................................................................................................

Scoring System ..........................................................................................................................

Part IV. Design For Instruction – The Unit .....................................................................................

Unit Plan ...................................................................................................................................

Calendar Block Outline..............................................................................................................

Analysis of Pre-Assessment Data .............................................................................................

Rationale ....................................................................................................................................

Three Formal Lesson Plans ........................................................................................................

Part V. Assessment Results .............................................................................................................


47

Key Findings with Tables and Figures ......................................................................................

Part VI. Learning From Practice – The Reflection ..........................................................................

Conclusions ................................................................................................................................

Instructional Decisions...............................................................................................................

Self-Assessment .........................................................................................................................

References ........................................................................................................................................

Appendices .......................................................................................................................................

Appendix A ................................................................................................................................

Appendix B ................................................................................................................................