Brigham Young University

Educator PreparationProgram

SPANISH TEACHING• Performance Prompt• Teaching Process Standards• INTASC Standards• Scoring Rubrics

March 2007

The Renaissance PartnershipFor Improving Teacher Quality

The June 2002 Teacher Work Sample, prompt and scoring rubric was revised by representatives from the eleven Renaissance Partnership Project sites:

California State University at Fresno, Eastern Michigan University, Emporia State University, Idaho State University, Kentucky State University, Longwood College, Middle Tennessee State University, Millersville University, Southeast Missouri State University, University of Northern Iowa, Western Kentucky University.

Notice: The materials in this document were developed by representatives of the Renaissance Partnership Institutions and may not be used or reproduced without citing The Renaissance Partnership for Improving Teacher Quality Project http://fp.uni.edu/itq

The Renaissance Partnership for Improving Teacher Quality is a Title II federally funded project with offices at Western Kentucky University. Director: Roger Pankratz roger.pankratz@wku.edu

In September 2003, The Department of Teacher Education at Brigham Young University made some modifications to the original Renaissance Teacher Work Sample document to reflect the specific outcomes relative to the Educator Preparation Program (EPP) at BYU. In addition, the Interstate New Teacher Assessment and Support Coalition (INTASC, 1992) Principles/Standards have been incorporated in the Teacher Work Sample. Permission to modify was granted by Roger Pankratz, August 2003, in a verbal conversation and via email. In August 2006 the prompts and rubrics were further refined and the evaluation scale was broadened to 0-5.

This document represents a somewhat revised version of BYU’s Teacher Work Sample that was prepared by Dr. Blair Bateman specifically to address the needs of Spanish Teaching majors.

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Reference: INTASC’s Model Standards for Beginning Teacher Licensing, Assessment and Development:  A Resource for State Dialogue (1992). www.ccsso.org

Overview of Teacher Work Sample (TWS)Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following TWS standards:1. The teacher uses information about the learning-teaching context and student individual differences in setting learning goal(s) and

objectives and planning instruction and assessment.2. The teacher sets significant, challenging, varied, and appropriate learning goal(s) and objectives based on state/district standards.3. The teacher uses multiple assessment modes aligned with learning goal(s) and objectives to assess student learning before, during,

and after instruction.4. The teacher designs instruction for specific learning goal(s) and objectives, student characteristics and needs, and learning

contexts.5. The teacher uses regular and systematic evaluations of student learning to make instructional decisions.6. The teacher uses assessment data to report student learning and communicate information about student progress and

achievement.7. The teacher reflects on his or her instruction and analyzes student learning in order to improve teaching practice.

The TWS contains seven elements, identified by research and best practice as fundamental to improving student learning. Each of the seven elements contains a TWS standard, related INTASC standards, the task, prompts, and a rubric that defines various levels of performance on that element.

The TWS elements are interwoven. Decisions made for some elements will impact other elements. It is very important to follow the prompts carefully to successfully meet each standard.

A useful resource in developing and teaching the Teacher Work Sample may be found at the following website: http://fp.uni.edu/itq/ Under Project Resources select Scored TWS Exemplars.

The Assignment1. Identify a topic/unit that aligns with what you are expected to teach during student teaching or internship.2. Prepare a work sample by:

• describing the contextual factors that may influence student learning,• identifying learning objectives based on state and/or district content standards, • creating an assessment plan designed to measure student performance before (pre-assessment), during (formative

assessment) and after (post-assessment) the sample lessons, and• design instruction (lessons) based on your overall learning goal and objectives.

3. Teach the lessons you have prepared.4. Report results:

• describe your instructional decision-making,• report student learning using the results from the post-assessments, • reflect upon and evaluate your teaching and analyze what caused students to learn.

5. Required Format: Cover Page. Include (a) your name and BYU ID# (b) grade level and subject taught, (c) major, (d) date (e) your university. Table of Contents. List the sections and attachments in your TWS document with page numbers. Charts, Graphs and Attachments. Charts, graphs and assessment instruments are required as part of the TWS document. A few

samples of student work may also be included. Be selective and make sure your attachments provide clear evidence of your performance or student learning.

Length. A suggested page length is given at the end of each section. The total length of your document (excluding items in the Appendix) typically will be 16-18 pages, double-spaced, 12-point font, 1” margins.

References and Credits. If you referred to another person’s ideas or material in your narrative, you should cite these in a separate section at the end of your narrative under References and Credits. You may use any standard form for references; however, the American Psychological Association (APA) style is a recommended format (explained in the Publication Manual of the American Psychological Association).

Anonymity. To ensure the privacy of students in your class, do not include any student names in any part of your TWS.6. Upload an e-copy of the TWS, titled “Teacher Work Sample,” onto LiveText, listing you university supervisor as a “reviewer.”

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Seven Teaching Processes Assessed by the Renaissance Teacher Work Sample

Teaching Processes, TWS Standards, and Indicators

Contextual FactorsThe teacher uses information about the learning-teaching context and student individual differences in setting learning goal(s) and objectives and planning instruction and assessment.• Knowledge of community, school, and classroom factors• Knowledge of characteristics of students• Implications for instructional planning and assessment

Unit Overview and Learning ObjectivesThe teacher sets significant, challenging, varied and appropriate learning goal(s) and objectives based on state/district content standards.• Clarity of unit overview• Completeness of Unit Planning Grid• Alignment of objectives with Standards• Quality and clarity of objectives• Number and variety of objectives

Assessment PlanThe teacher uses multiple assessment modes aligned with learning goal(s) and objectives to assess student learning before, during and after instruction.• Multiple assessments with a variety of modes, including speaking• Clarity of scoring and performance criteria• Adaptations based on the individual needs of students

Design for InstructionThe teacher designs instruction for specific learning goal(s) and objectives that address characteristics and needs of students, and the learning context.• Use of pre-assessment and contextual information• Instruction based on best practice• Use of technology• Adaptations based on the individual needs of students

TEACH YOUR UNIT

Instructional Decision-MakingThe teacher uses ongoing analysis of student learning to make instructional decisions.• Modifications based on analysis of student learning• Sound professional practice

Report of Student LearningThe teacher uses assessment data to profile student learning and communicate information about student progress and achievement.• Clarity and accuracy of profile• Summary of the tables/charts• Evidence of impact on student learning

Reflection and Self-Evaluation The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.• Interpretation of student learning• Insights on effective instruction and assessment• Implications for future teaching• Implications for professional development

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Contextual Factors

TWS Standard: The teacher uses information about the learning-teaching context and student individual differences to set the learning goal and objectives and plan instruction and assessment.

INTASC Standards: #2, #3, #5, #7, #10

TaskIdentify relevant factors and how they may affect the learning-teaching process. Include any supports and challenges that affect instruction and student learning. (Caution: comments on the community or students that are negative, prejudicial, or stereotypical are not helpful in completing this assignment. Use good judgment in selecting and describing your contextual factors as this document may be reviewed in the licensure process.)

PromptRead the scoring rubric in advance and organize your Contextual Factors using the following subheadings:

A. Community, school, and classroom factors. Address school location, community and school populations, socio-economic profile and race/ethnicity. Other factors may include the community/parent support for education, school mobility rate and NCLB status of the school. Address relevant physical features of the school and classroom, availability of technology, equipment and other resources. Classroom factors may also include rules, scheduling and routines relevant to the content being taught.

B. Student characteristics. Identify student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, students’ skill levels, etc.

C. Instructional implications. Using the contextual factors you have recorded in A and B above identify and prioritize at least 4 implications for your teaching and assessment. In your written description, you may want to number the most important contextual factors and their matching implications to ensure community, school, classroom and student characteristics have been carefully considered in identifying implications. (NOTE: Contextual Factors are used in completing the Assessment Plan & Lesson Design elements of the TWS)

Suggested Page Length: 2-3

Contextual Factors RubricTWS Standard: The teacher uses information about the learning-teaching context and student individual differences to set the learning goal, plan instruction and assess learning.

Rating Indicator

5 Exceeds Expectation

4-3Meets Expectation

2-1Partially Meets Expectation

0Not Met/

Missing EvidenceScore

A.Community, School

& Classroom Factors

Candidate displays a thorough knowledge and understanding of the characteristics of the community, school, and classroom that may affect learning.

Candidate displays a very good knowledge of the characteristics of the community, school, and classroom that may affect learning.

Candidate displays some, knowledge or biased knowledge of the characteristics of the community, school, and classroom

Candidate displays minimal, irrelevant or no knowledge of the community, school, and classroom

B.Student

Characteristics

Candidate displays a thorough understanding of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning.

Candidate displays specific and general understandings of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning.

Candidate displays general or minimal understandings of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning.

Candidate displays stereotypical, irrelevant or no knowledge of student differences.

C.Instructional Implications

Candidate provides consistent and inclusive strategies for instruction and assessment based on student individual differences and community, school, and classroom characteristics

Candidate provides specific implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.

Candidate provides general implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics

Candidate provides inappropriate or no implications based on contextual factors.

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Unit Overview and Learning Objectives

TWS Standard: The teacher sets significant, challenging, varied and appropriate the learning goal and objectives based on state/district content standards.

INTASC Standards: #1, #2, #3, #7

TaskYou will plan a unit around a specific theme, such as sports, food, holidays, leisure activities, or family. (This may be taken from a unit in the textbook you are teaching from.) You will create a framework for your unit and provide and justify objectives that are logically organized and move students toward achieving the learning goal.

PromptRead the scoring rubric in advance and use the chart below to provide the following information:

a. Overview of unit—Write a paragraph giving an overview of the unit. Specify the level of the class (e.g., Spanish 2), and explain the overall theme of the unit and how the learning activities will tie into this theme. The overview should give the reader (and possibly your students, if you choose to share it with them) a good idea of what the unit will consist of.

b. Unit Planning Grid—Use the grid on page 7 to outline the content and activities for the unit. Be sure to give attention to all areas of the grid. Include enough variety in your activities so as to address the three communicative modes (Interpersonal, Interpretive, Presentation) and engage students of different learning styles.

The following should be described in table format (see the example on p. 8):

c. Objectives—Develop 5-6 objectives for the unit. The objectives should reflect not only the linguistic elements that you want students to master (grammar, vocabulary), but also the communicative functions or tasks you want them to learn, as well as the cultural knowledge, skills, or attitudes you want them to develop. Clearly state your objectives in terms of what you want your students to be able to do. Number each objective so you can reference them later in your Assessment Plan and Unit Outline.

d. Type of objective – For each objective, list whether the objective is communicative (focus on communicative functions such as greeting people or asking questions, or communicative tasks such as giving directions or making purchases), linguistic (focus on linguistic elements such as grammar, vocabulary, or pronunciation), or cultural (focus on understanding cultural products, practices, or perspectives). Again, you should have at least one objective of each type.

e. Alignment with Standards for Foreign Language Learning —Cite the national standard used as the basis for the unit outcome. Give the number of the standard as well as a very brief summary of it (e.g., “Standard 1.2, Students interpret email messages from their Spanish keypals”; “Standard 3.1, Students make connections between Spanish and science”).

Suggested Page Length: 2-3 pages (one paragraph for Unit Overview, one page for Unit Planning Grid, one page for Learning Objectives table)

Unit Planning Grid

Organizing principles for unit (from textbook)

Task / Function / TopicStudents will be able to . . .

CultureStudents will be able to . . .

GrammarStudents will be able to . . .

Vocabulary

Activities (from textbook, as well as supplemental activities)

Interpersonal Mode Interpretive Mode (reading and listening)

Presentational Mode(producing written texts, oral

presentations or projects)

Change of Pace (songs, games, etc.)

Assessments

Learning Objectives

C. ObjectivesD. Type of Objective

(Communicative, linguistic, or cultural)

E. Alignment with National Standards

1   

2     

3

4

5

6    

Unit Overview and Learning Objectives Rubric

TWS Standard: The teacher sets significant, challenging, varied and appropriate the learning goal and objectives based on state/district content standards.

Rating Indicator

5 Exceeds Expectation

4-3Meets Expectation

2-1Partially Meets Expectation

0Not Met/

Missing EvidenceScore

A.Unit Overview

Overview gives the reader an exceptionally good understanding of the unit as and how activities tie together into a central theme.

Overview gives the reader an good understanding of the unit and how activities tie in to a central theme.

Overview gives the reader some idea of the unit and how activities tie together; may lack a central theme.

Overview is inadequate or missing; fails to explain how activities tie together; no evidence of any thematic organization.

B. Unit Planning

Grid

All squares of the Unit Planning Grid are thoughtfully addressed; a variety of meaningful activities is included in each square.

All squares of the Unit Planning Grid are adequately addressed; sufficient activities of each type are included.

Most squares of the Unit Planning Grid are addressed, but may be lacking in detail or number of activities.

Unit Planning Grid is incomlete or missing.

C. Quality and Clarity of Objectives

Objectives represent exceptionally meaningful and appropriate learning outcomes, and are clearly stated in terms of measurable outcomes (e.g., what students will be able to do).

Objectives represent meaningful and appropriate learning outcomes, and are adequately stated in terms of measurable outcomes.

Objectives represent appropriate learning outcomes, but may lack clarity or not be stated in terms of measurable outcomes.

Objectives are inappropriate or missing.

D. Number and variety of objectives

An appropriate number of objectives are listed; objectives reflect a variety of communicative, linguistic, and cultural goals.

An appropriate number of objectives are listed; objectives reflect a variety of communicative, linguistic, and cultural goals.

Number of objectives may be too few (less than 5) or too many; objectives lack attention to one or more areas (communicative, linguistic, or cultural).

No objectives are listed that reflect communicative, linguistic, or cultural goals.

E.Alignment of

objectives with Standards

Objectives are unusually well aligned with national standards; textual explanation of how each standard is addressed is unusually informative and succinct.

Objectives align with national standards; textual explanation is given of how each standard is addressed.

Some objectives align with national standards; textual explanation of how each standard is addressed may be missing.

Objectives do not align with national standards, or alignment with standards is not listed.

Assessment Plan

TWS Standard: The teacher uses multiple assessment modes aligned with the learning goal and objectives to assess student learning before, during and after instruction.

INTASC Standard: #7, #8

TaskUsing the Assessment Plan Chart, plan your assessments using modes suited to your objectives to monitor student progress toward the learning goal and objectives. Identify a culminating assessment to be given at the conclusion of the unit to determine whether students attained the learning goal as stated. All assessments should authentically measure student learning.

PromptRead the scoring rubric in advance and use the chart below to provide the following information:

A. Assessments—Identify how you will assess students' learning related to each of your unit objectives, taking into consideration the following:

i. Pre-assessment (before instruction), formative assessment (during instruction), and post assessment (after instruction). Note: You need only pre-assess one of your unit objectives. However, this pre-assessment must be similar enough to the post-assessment for the same objective to allow you to do pre-post comparisons later.

ii. Choose a variety of assessment modes appropriate for your communicative, linguistic, and cultural objectives (e.g., tests, quizzes, projects, worksheets, observation, etc.). You should include at least one formal assessment of students’ speaking skills, as well as at least one other language modality (listening, reading, or writing).

B. Scoring—Identify how each form of assessment you have selected will be scored (e.g., 1-10 pts, + / -, A, B, C, pass/fail).

C. Performance Criteria—Determine the score that will be considered passing for each assessment in your plan (e.g., 8/10, 75%).

D. Adaptations—Based on your analysis of the Contextual Factors (Section 1), describe how you may need to adapt your assessments to meet the needs of some students in your class. Even if your class has no students with exceptional learning needs, consider how you might adapt the assessments for students with visual or hearing impairments, learning disabilities, etc.

Include copies of assessments and criteria for scoring student performance (e.g., scoring rubrics, observation checklist, rating scales, answer keys) in Appendix A, Assessments.

Suggested Page Length: 1-2 pages (depending on length of table), plus additional pages for the actual assessments in Appendix A.Assessment Plan Chart

Learning Goal and Objectives

A. Assessments (Modes matched to outcome types)

B. Scoring Methods C. Performance Criteria D. Adaptations

Objective 1: Pre-Assessment*FormativePost-Assessment

Objective 2: Pre-Assessment*FormativePost-Assessment

Objective 3: Pre-Assessment*FormativePost-Assessment

*if applicable

Assessment Plan Rubric

TWS Standard: The teacher uses multiple assessment modes and approaches aligned with the learning goal to assess student learning before, during and after instruction.

Rating Indicator

5 Exceeds Expectation

4-3Meets Expectation

2-1Partially Meets Expectation

0Not Met/

Missing EvidenceScore

A.Assessments

The plan includes multiple forms of assessment (including speaking and at least one other modality) that fit the comunicative, linguistic, and cultural objectives and provide exceptional insight into students’ attainment of the objectives.

The plan includes multiple forms of assessment (including speaking and at least one other modality) that fit the comunicative, linguistic, and cultural objectives.

The plan includes some assessments that fit the comunicative, linguistic, and cultural objectives; may be lacking an assessement of speaking skills or other language modalities.

Assessments are lacking or do not fit the comunicative, linguistic, and cultural objectives.

B.Scoring

C.Performance

Criteria

Scoring procedures are clearly explained and fit the assessments.

Performance criteria are clear and are provided for all assessments.

Most scoring procedures are clearly explained and fit the assessments.

Performance criteria are generally clear and are provided for all assessments.

Some scoring procedures are clear and mostly fit the assessments.

Some performance criteria are unclear or are only identified for some assessments.

Scoring procedures are unclear or are missing.

Performance criteria are unclear or are missing.

D.Adaptations

Based on Student Need

Adaptations identified to meet individual needs of students are unusually insightful.

A variety of adaptations are identified that are appropriate to meet the individual needs of students.

Some adaptations are identified that are appropriate to meet the individual needs students.

Few to no adaptations are identified to meet the needs of students or the adaptations are inappropriate.

Design for Instruction

TWS Standard: The teacher designs instruction for the specific the learning goal and objectives that address characteristics and needs of students, and the learning context.

INTASC Standards: #1, #2, #3, #4, #6, #7

TaskDesign the lessons for your unit based on the learning goal and objectives, students’ characteristics and learning context. Pre-assessment data must be used to guide development or modification of your unit. Include a minimum of five lessons (not including pre- and post-assessments). The number of lessons in your unit should ensure that students will be able to demonstrate achievement of the learning goal and objectives.

Prompt Read the scoring rubric in advance.

A. Results of Pre-Assessment and Contextual Information- After administering the pre-assessment, analyze student performance on the objective you selected. Refer back to your Contextual Factors to design relevant learning activities. Use a graph to depict the results of the pre-assessment in a format that shows patterns of student performance. Write a brief narrative to describe any patterns found in the pre-assessment that will influence instructional decisions or modifications of the learning goal and/or objectives.

Lesson Plans: In Appendix B, include your full lesson plans for each lesson in the unit. (A sample template can be found on p. 12.) Your plan for each lesson should include the following information:

B. Instructional Strategies/Activities—Explain these activities in enough detail for the reader to understand them. Be sure to include activities that address the three communicative modes, as well as the skills of speaking, listening, reading, and writing. Also give attention to culture learning activities.

C. Technology—Describe how you will improve student learning through student use of technology tools (word processing, spreadsheets, presentation software, internet, simulations, science probes, etc). The technology should be used by the students in higher level thinking activities that would be difficult or impossible without technology. Student use of technology is not required in every lesson, but when it is used, thoughtfully plan for and describe its use. (You may include a description and rationale for using technology that is not available to you in your school setting.)

D. Adaptations for special needs learners—Identify adaptations in instruction that will be used to assist students with special needs during the lesson.

Suggested Page Length: One page for the results of the pre-assessment, plus additional pages for the lesson plans in Appendix B.

Lesson Plan

Objectives:

Materials:

Activities:Time Procedure

Assessment of objectives:

Use of technology:

Adaptations:

Homework:

Design for Instruction Rubric

TWS Standard: The teacher designs instruction for the specific the learning goal and objectives that address characteristics and needs of students, and the learning context.

Rating Indicator

5 Exceeds Expectation

4-3Meets Expectation

2-1Partially Meets Expectation

0Not Met /

Missing EvidenceScore

A.Pre-assessment and Contextual

Information

Pre-assessment data are charted, analyzed, and insightfully used to fine tune instructional design and delivery.

Pre-assessment data are charted, analyzed, and patterns noted that influenced instructional design.

Pre-assessment data are charted, analyzed and some evidence is provided that the data influenced instructional design.

Pre-assessment data have not been charted and analyzed or there is no evidence that the information has been used in instructional design.

B.Instructional

Strategies

Complete lesson plans are included in Appendix B; lesson activities are described in detail and reflect best teaching practices; student engagement would be high.

Complete lesson plans are included in Appendix B; lesson activities are described in adequate detail; most activities reflect best teaching practices; student engagement would be good.

Lesson plans are included in Appendix B, but may be lacking in details; some activities reflect best teaching practices; student engagement would be moderately good.

Lesson plans are incomplete or not included; activities do not reflect best teaching practices; student engagement would be low.

C.Technology

Student use of technology is integrated throughout the entire unit to promote higher level thinking activities.

Students use technology in learning activities that would be difficult without technology OR a strong rationale for not using technology is given.

Technology is used only in the production or presentation of learning activities OR a limited rationale for not using technology is given.

Technology is inappropriately used OR not used.  Rationale for not using technology is weak.

D.Adaptations for

special needs learners

Needs of all individuals have been considered and adaptations identified and incorporated for students with special needs.

A variety of appropriate adaptations are identified to meet the individual needs of students.

Some appropriate adaptations are identified to meet the individual needs students.

Few to no appropriate adaptations are identified to meet the needs of students.

Instructional Decision-Making

TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.

INTASC Standards: #4, #8, #9

TaskDescribe two instances while teaching your unit when a student’s learning or response caused you to modify your original design for instruction. Be specific in what caused you to modify your teaching "midstream."

PromptRead the scoring rubric in advance and organize your Instructional Decision-Making using the following subheadings:

A. Incident #1 Title (e.g. Listening Activity Too Difficult, Inattentive Students, Low Scores, Lost Assignments etc.)a. Modifications Based on Analysis of Student Learning—Describe the incident and how you modified your

instruction or assessment.b. Sound Professional Practice—Explain why your modification should have improved student progress based on your

understanding of sound professional practice. Describe the outcome. Did you get the result you anticipated from making the modification?

B. Incident #2 Title (repeat using subheadings on incident #1)

Suggested Page Length: 1-2

Instructional Decision-Making Rubric

TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.

Rating Indicator

5 Exceeds Expectation

4-3Meets Expectation

2-1Partially Meets Expectation

0Not Met/

Missing EvidenceScore

A. Modifications Based on Analysis of Student Learning

Modifications of the instructional plan are related to contextual factors and an analysis of student learning.

Appropriate modifications of the instructional plan are made to address individual student needs.

Some modifications of the instructional plan are made to address individual student learning.

Modifications are inappropriate or are missing.

B. Sound Professional Practice

Extended explanations are provided for instructional decisions and modifications are based on best practices.

Instructional decisions reported are pedagogically sound (i.e., likely to lead to student learning)

Instructional decisions reported are mostly appropriate, but some decisions are not pedagogically sound.

Instructional decisions reported are inappropriate or not pedagogically sound.

Report of Student Learning

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

INTASC Standards: #8, #9, #10

TaskReport the results of your assessments, including pre/post assessments and formative assessments to determine students’ progress related to the learning goal and objectives. Use charts, graphs and narrative to identify the performance of the whole class, subgroup, and two individual students.

PromptRead the scoring rubric in advance and organize your Analysis of Student Learning using the following subheadings:

A. Whole class—Create a graph or table that shows every student and their performance on the post assessments on each learning objective. In addition, for the one objective that you chose to pre-assess, include pre-post comparisons for each student. Summarize what these data show about student learning in the whole class. How many students met the objectives? How many did not?

B. Subgroup—Select a subgroup based on a group characteristic (e.g., gender, performance level, language proficiency, etc.). Provide a rationale for your selection of this subgroup. Create a graph or table that shows the performance of each student in this subgroup on the pre and post assessments on the objective that you pre-assessed. Summarize what these data show about student learning in this subgroup.

C. Two Individuals—Select two students that demonstrated different levels of performance on the learning objective that you pre-assessed. Provide a rationale for your selection of these two students. Create a graph or table that shows the performance of the two individuals on pre and post assessments. Summarize what these data show about student learning for these individuals.

Note: You will provide possible reasons for why your students learned (or did not learn) in the next section, “Reflection and Self-Evaluation.”

Suggested Page Length: 3 pages (1 page per chart with summary)

Report of Student Learning Rubric

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

Rating Indicator

5 Exceeds Expectation

4-3 Meets Expectation

2-1 Partially Meets

Expectation

0 Not Met/ Missing

EvidenceScore

A.

Who

le C

lass

Profile Clarity

Data Summary

Provides a clear and thorough profile of student learning supported by data.

Summary is meaningful and many appropriate conclusions are drawn from the data.

Provides a clear profile of student learning supported by data.

Summary is meaningful and appropriate conclusions are drawn from the data.

Some parts of the profile are unclear.

Summary includes some meaningful and appropriate conclusions drawn from the data.

Profile is unclear.

Summary is inaccurate or conclusions are missing or not supported by data.

Impact on St.

Learning

Substantial evidence is provided on who achieved or made progress toward the learning goal and each objective.

Adequate evidence is provided on who achieved and made progress toward the learning goal and/or each objective.

Little evidence is provided on who achieved and made progress toward the learning goal/objectives.

No evidence is provided on who achieved and made progress toward the objective.

B.

Subg

roup

Profile Clarity

Data Summary

Provides a clear and thorough profile of student learning.

Summary is meaningful and many appropriate conclusions are supported by the data.

Provides a clear profile of student learning.

Summary is meaningful and some appropriate conclusions are supported by data.

Some parts of the profile are unclear.

Summary is inaccurate or conclusions were missed and/or not supported by data.

Presentation is unclear.

Summary is inaccurate or conclusions are missing or not supported by data.

Impact on St.

Learning

Substantial evidence is provided who achieved or made progress toward the objective.

Adequate evidence is provided who achieved and made progress toward the objective.

Little evidence is provided on who achieved and made progress toward the objective.

No evidence is provided on who achieved and made progress toward the objective.

C.

Indi

vidu

al S

tude

nts

Profile Clarity

Data Summary

Provides a clear and thorough profile of the students’ learning.

Summary is meaningful and appropriate conclusions are drawn for each student from the data.

Provides a clear profile of the students’ learning.

Summary is meaningful and some appropriate conclusions are supported by data.

Some parts of the profile are unclear.

Summary is inaccurate or conclusions were missed and/or not supported by data.

Presentation is unclear.

Summary is inaccurate or conclusions are missing or not supported by data.

Impact on St.

Learning

Substantial evidence is provided on each student’s achievement or progress toward the objective.

Adequate evidence is provided on the students’ achievement or progress toward the objective.

Little evidence is provided on the students’ achievement or progress toward the objective.

No evidence is provided on students who achieved or made progress toward the objective.

Reflection and Self-Evaluation

TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.

INTASC Standard: #9

Task Evaluate your performance as a teacher and link your performance to student learning results. Reflect on your performance and identify future action that could for improve your teaching and professional growth. Identify the learning activity where your students were most successful and the learning activity where your students were least successful.

Prompt Read the scoring rubric in advance and organize your Reflection and Self-Evaluation using the following subheadings:

A. Interpretation of Student Learning—Identify possible reasons for students’ success and lack of success based on your assessment results. Consider student characteristics, objectives, instruction, materials and assessment as well as other contextual factors.

B. Insights on Effective Instruction and Assessment—Identify the most successful and least successful learning activities based on student performance. Provide a rationale for your selections.

C. Implications for Future Teaching—Describe what you did well and what you could do differently or better in the future to improve your students’ performance.

D. Implications for Personal Professional Improvement—Identify at least two areas for improvement that emerged during this unit. List and describe specific professional activities you will engage in to improve your performance as a teacher in these areas.

Suggested Page Length: 2-4

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

Rating Indicator

5 Exceeds Expectation

4-3Meets Expectation

2-1Partially Meets Expectation

0Not Met/

Missing EvidenceScore

A.Interpretation of Student Learning

Explores multiple reasons for why students met or did not meet the learning goal and objectives.

Provides adequate reasons for why students met or did not meet the learning goal and objectives.

Provides few reasons for why students met or did not meet the learning goal and objectives.

No evidence or reasons provided to explain student performance

B.Insights on Effective Instruction and Assessment

Identifies multiple successful and unsuccessful activities and assessments and provides plausible reasons for their success or failure.

Identifies the most and the least successful activities and assessments and explores plausible reasons for their success or failure.

Identifies few activities and provides little rationale for why some activities or assessments were more successful than others.

Provides no rationale for why some activities or assessments were more successful than others

C.Implications for Future Teaching

Provides many ideas for redesigning instruction and assessment and offers a thorough explanation of why these changes would improve student learning.

Provides some ideas for redesigning instruction and assessment and explains why these changes would improve student learning.

Provides few ideas for redesigning instruction, and assessment or offers an inadequate explanation of why these changes would improve student learning.

Provides inappropriate or no ideas for redesigning instruction, and assessment.

D.Implications for Personal Professional Improvement

Identifies multiple areas for improvement with professional activities that show unusualinsight into teaching and teaching resources.

Identifies two areas for improvement and lists and describes specificprofessional activities to improve in these areas.

Identifies areas for improvement and describesgeneral activities to improve in these areas.

Does not clearly identify areas for improvement orprovides a poor plan or no plan to improve in these areas.

Quality of Presentation

Rating Indicator

5 Exceeds Expectation

4-3Meets Expectation

2-1Partially Meets Expectation

0Not Met/

Missing EvidenceScore

Mechanics of Writing

Few if any errors in spelling, grammar, capitalization, punctuation, sentence structure, and other mechanics of writing.

Occasional, non-distracting errors in spelling, grammar, capitalization, punctuation, sentence structure, and other mechanics of writing.

Frequent errors in spelling, grammar, capitalization, punctuation, sentence structure, and other mechanics of writing.

Distracting accumulation of errors in spelling, grammar, capitalization, punctuation, sentence structure, and other mechanics of writing.

Organization Sections are well organized. All information provided is clearly presented and easy to find.

Sections are well organized. Required information is clearly presented and easy to find.

Some sections are well organized. Some information presented is easy to find.

Few sections are well organized. Some information presented was difficult to find.

Overall TWS Quality

TWS exceeds the typical professional thought and effort expected in a culminating teacher education assignment.

TWS reflects the typical professional thought and effort expected in a culminating teacher education assignment.

TWS has sections that should be revised and improved before serving as a culminating assignment.

TWS does not reflect the typical professional thought and effort expected in a culminating teacher education assignment.