To show evidence of your effectiveness in having a positive effect on student learning we are requiring a Teacher Work Sample (TWS) during your student teaching experience. The purpose of the TWS is to connect your teaching to the learning of the students. It enables you to document the application of knowledge and skills to teaching a unit of study and to analyze and reflect upon both the teaching and learning that occurs. The TWS contains specific segments that are required components, and each teacher education candidate is responsible for preparing it as major evidence of professional competence.

  • Use the BLANK Electronic Submission Document for Submission. This document is found on the ST Website. Use the following specific directions for completion!
  • All Blue sections are due by Sunday, Feb 4. This will serve as a checkpoint for progress.
  • The complete TWS is due by Sunday, March 11. The Electronic Submission Document should contain ALL TWS components and should be emailed to your program director. (Elementary- Prof. Opfer, ML- Prof. Pester, Secondary- Dr. Nugent)

Introduction

Student Teacher:

Cooperating Teacher:

School:

Context of Teaching

Include the grade level, subject area of the unit, unique characteristics of the class, learning and behavioral needs of specific students, and other information that you deem important to understanding the situation. Also indicate how much leeway you have in creating a unit of your own in your student teaching setting. This will help us understand your teaching situation more fully.

Backwards Design Planning: Setting Desired Results

  1. Established Goals: (List specific state standard including code and text)
  1. What understandings are desired? (List 2-4 Big Ideas that will be emphasized consistently throughout your unit. Each statement should begin with “The student will understand that…”
  1. What key knowledge and skills will students acquire as a result of this unit?
  2. Students will know…
  3. Students will be able to do…

Backwards Design Planning: Pre-Assessment

  1. How does the pre-assessment address the learning goals of the unit?
  1. Copy/Paste pre-assessment and rubric, criteria sheet, etc here.
  1. Analyze and interpret the results of the pre-assessment, in light of the unit learning goals, for both the whole class and for individual students. Share these results in either narrative or chart form. Include reflection on things such as: What did you learn about student prior knowledge (in light of learning goals) as a result of your pre-assessment? What adjustments did you make in your unit prior to teaching in light of the pre-assessment results?

Backwards Design Planning:Evidence for Learning

  1. How will you know students understand the content? Define the Authentic Performance Task/Assessment: (Must be a hands-on, real-world, active learning assessment.)
  1. How does the Authentic Performance Task address the learning goals of the unit?
  1. Copy/Paste the Authentic Performance Task/Assessment AND grading criteria here.
  1. List other evidence that will be used to assess learning goals throughout the unit? (quizzes, tests, prompts, observations, dialogues, work samples):

Lesson Plans

Copy/Paste all long form lesson plans here. You must use the unprotected format for it to copy/paste correctly. Unprotected version is below.

At the end of each lesson plan (in the self-evaluation section), you should reflect on the content, methodologies used, and student performance, with special attention paid to potential modifications needed.

Include cooperating teacher feedback on each lesson plan or in a summative reflection at the end of all the lessons.

Name: / Grade Level:
Topic/Central Focus / Subject:
Time Frame:
Standard(s) to be met in the lesson:
Learning Objective: / Assessment Tool(s) and Procedures:
Research-Based Best Practice used in lesson and why it is appropriate/useful
Student Engagement used throughout the lesson
Key Vocabulary:
Materials: / Technology:
Faith/Values Integration:
Assets (Knowledge of Students: personal, cultural, community)
Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)
Procedure with time allotments:
A)Hook/Engage/Pre-Assess Students
B)Communicate the purpose of the lesson to students (objective/assessment)
C)Instructional Sequence:
D)Closure:

Analyzing Teaching (Reflection):
Completed after the lesson is taught.

Give evidence that the lesson was successful for students meeting the learning objective(s).
If you could teach this lesson to the same group of students again, what are two or three things you would do differently to improve the learning of these students based on their varied developmental and academic needs and characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment. Explain in the table below.
Clearly state each change you would make. / Explain why and how you would change it.

Reflection

Respond to the following prompts with thorough reflection and specific examples.

Student Learning Progress

  1. Analyze student learning progress on learning goals from the pre-assessment to the authentic performance task. Within the analysis, discuss whole class progress as well as individual students that stand out. Use data to support your conclusions.
  2. Were the learning goals met? To what extent were they met? How do you know they were met?
  3. Was there a lack of progress made for the whole class or for individual students? If so, what were the factors that impeded student success?
  4. Knowing what you know now, what modifications would you make to content and/or methodologies if you were to teach this unit again?

Personal Professional Growth

  1. What was your biggest area of growth through this unit planning/teaching process?