Teacher Work Sample Portfolio
Purpose and Brief Description
The Teacher Work Sample Portfolio is documentation of
teaching a unit to a group of students, loosely based on the Teacher Work
Sample Methodology from
The unit must be sequenced set of at least five (5) daily lessons addressing one or more goals from the North Carolina Standard Course of Study appropriate for the grade level and subject where the teacher candidate is assigned. The teacher candidate should prepare a unit of learning, teach the unit including pre- and post testing students, and reflect on the unit.
The TWS Portfolio should be completed during the student teaching semester (or the second semester of the internship). The complete portfolio must be submitted to the university supervisor no late than four weeks before the last exam day of the semester. The university supervisor will share an evaluation of the portfolio and provide a written copy of the evaluation to the teacher candidate.
TWS Portfolio Components
The TWS Portfolio required components are (1) description of the context, (2) goals, (3) rationale, (4) lesson plans, (5) pre- and posttests, (6) assessment analysis, (7) reflective essay, and (8) unique learner activity. Each component is described below.
Description of Context (Required)
This section must include the following information:
· Number of students
· Grade level of students
· Other student characteristics (see worksheet)
· Time available daily to teach
· Other conditions that affect learning environment such as space and materials (specify)
Candidates must include the worksheet below with a narrative description of the context.
Component 1
Description of Context (worksheet)
Intern _________________________________________________
Term/Year _____________________________________________
Supervising Teacher ______________________________________
School/System___________________________________________
Subject(s):____________________________ Minutes for Teaching: _____
Number
of Students: _____ Grade Level
______ Ages: __________
Put
number of students in class who match description:
Males
_____ Females _____ White _____
Hispanic ______
African-American
_____ Native American _____ Asian
______
Other
______ English as a Second
Language ______
Students
with IEP _____ Academically Gifted _____
Free/reduced
lunch _____
Describe
any other characteristics of the students or the working environment that may
influence teaching and learning in a narrative and elaborate on any of the
items above.
Goals (Required)
The
NC Standard Course of Study goals addressed by the teaching unit must be
identified by number and description.
The latest version of the Standard Course of Study is available at http://www.dpi.state.nc.us/curriculum/
Rationale
(Required)
In
no more than 250 words, the teacher candidate should explain why the unit was
selected and how it is relevant to the students to be taught. Explain why the particular method(s) of
teaching (e.g., individualized, cooperative learning, project, etc.) was
selected and how it relates to the content and the students to be taught.
Daily
Lesson Plans
(Required)
The
format of daily lesson plans is determined by the specific program. Daily lesson plans must require a minimum of
the following:
1. Objective(s) stating what
students will do (or be able to do) at the end of the lesson. Why is the lesson
to be taught? For example, “The students
will identify and describe primary colors,” “The students will solve 2 step
math problems using whole numbers,” or “The students will write a five paragraph
persuasive essay of 250-500 worda with the following parts ….” The program may specify the format of
objectives and required components.
2. List of materials to be used
including those teacher needs and those students need.
3. Procedures to be followed
for the lesson. Programs will determine
format and specificity.
4. Assessment method indicating
how student progress will be determined.
5. Student work or evidence
from each lesson taught representative of various levels of achievement.
Pre-
and Posttest
(Required)
The
unit must have a pretest and posttest developed by the teacher candidate
intended to specifically measure the goals of the unit. The tests are not required to be
paper-and-pencil, but they must be measurable and quantifiable so that they
yield a number such as number of items correct, percent correct, or a number on
a rating scale.
Both
the pretest and posttest must measure the goal(s) of the unit. The posttest is not required to be the same
test as the pretest but it could be. For
example, a math calculation test could have the same type and number of items
on the pretest and posttest, but different actual items. A prompt for a writing essay could be
different on the pretest and posttest, yet still measure the same skill. Multiple choice items could measure the same
objective but be different items.
However, a test intended to measure proper tennis serve, groundstrokes,
and volley technique could be the same for the pretest and posttest.
The
pre- and posttest must include the following:
1. Goal(s)/Objective(s)
2. Test items (if appropriate)
3. Directions for administering
4. Directions for scoring
5. Materials – They must be
included or explicitly described
6. Student work samples
representing various levels of achievement
Assessment
Analysis
(Required)
A
chart and a narrative of no more than 500 words are required. The chart must list all the students and
their individual scores on the pretest and posttest. Additional tables or data are optional. The narrative must analyze the scores
presented in the chart. It should
address pretest scores, posttest scores, and gains or losses. It should address differential results for
students taught with explanations for their performance.
Sample Chart
Student Pretest Score Posttest Score
John 60% 95%
Juanita 55% 92%
Jenna 35% 94%
Casey 70% 100%
Olga 60% 75%
Average 56% 91%
Reflective
Essay
(Required)
A
reflective essay of no less than 500 words should address all components of the
unit and the TWS Portfolio. The teacher
candidate should reflect on the teaching of the unit and describe what was
learned by the students and the teacher.
The essay should reflect on the experience. Sample questions that might be addressed
include the following.
·
Was the goal developmentally
appropriate for the students? Why or why not?
·
Could the students’ knowledge or skills have been assessed more
authentically or with more variety? How?
·
Was the time spent teaching the lessons adequate given the level of the
tasks and the students’ beginning performance level?
·
Should the methods used to teach have been different, more varied, or
more consistent?
·
Did the students have choices in any part of the unit?
·
Did the unit help them to develop academically and in other ways (e.g.,
socially, creatively, morally)?
·
What should be changed if the unit were to be taught again?
·
What did the teacher learn from teaching this unit?
A directed reflection guide is included to assist
you with the Reflective Essay.
Unique Learner Activity (Required)
In the context of the unit developed for the Teacher
Work Sample, this activity is designed to focus on the needs of an individual
learner with unique learner needs such as differing physical, social,
emotional, cultural, and/or intellectual characteristics which may affect
learning. The candidate is expected to
demonstrate the ability to:
·
Assess unique learner needs
·
Adjust instruction to meet these needs
·
Create partnerships to support the unique learner
·
Foster a community that respects the unique learner needs
Required
evidence includes:
·
Selected unique student’s work for the Teacher Work Sample unit
·
Selected unique student’s pre- and posttest data
·
Reflection of less than 500 words
A
Directed Reflection guide is provided to assist with this activity.
Directed Reflection Guide Sheet for Reflective Essay
Describe: Describe the circumstances, situations, or issues related to the evidence or artifacts.
1. Did the school have
appropriate resources/materials for this unit?
What materials/resources/services did you incorporate? Include any media tools you incorporated.
2. What kinds of multiple
teaching strategies did you choose to incorporate in your lesson:
3. What strategies did you use
to assess student learning?
Analyze:
Analyze how the evidence and artifacts include demonstrate relationship of your
teaching practice to the standards in this activity.
1. How were the
age/developmental levels of you students reflected in your lessons? Select the student work samples from one
lesson and address this question.
2. How did you link your
student’s prior knowledge with the events and experiences of the lessons?
3. How have you taken into
account gender and culture in your communication with students?
Appraise: Appraise the outcomes and impacts
demonstrated through the evidence and/or artifacts included in this activity.
1. What did you learn about
your instructional practices from the unit you taught?
2. How did the use of selected
multiple teaching strategies increase your students’ opportunities to engage in
critical thinking and problem-solving activities?
3. What was the most effective
lesson and why? Least effective, why
not?
4. Which media communication
tools have been the most effective in your classroom?
Transform: Explain how the insights gained from reflection guided the transformation of your teaching practice.
1. If you teach this unit
again, what instructional and assessment techniques will you change and why?
Directed Reflection Guide Sheet for Unique Learner Activity
Answer each question as completely as possible. Remember that some of the questions refer to the TWSP lesson plans.
Select:
1. Which student did you
select?
2. Why did you select this
student?
Describe: Describe the circumstances, situations, and
issues related to the evidence or artifacts:
1. What are the characteristics
of the unique learner you have selected?
2. Describe the steps you took
to assess the needs of the student.
3. What partnerships did you
establish with the parents/guardians of your student to support your work with
the student?
4. How did you obtain
information about the experiences, learning behaviors, needs, and progress of
the student?
Analyze: Analyze how the evidence and artifacts
included demonstrate the relationship of your teaching practice to the
standards in this activity.
1. How did assessment of the
characteristics and needs of the student you selected for study change your
planning, instruction, and interaction with the student?
2. As you implemented your
lesson plans, what adjustments did you make to accommodate the learning
differences or needs of the selected student? Refer to student work sample.
3. How did you select and
incorporate special resources or services for your selected student?
Appraise: Appraise the outcomes and impacts demonstrated
through the evidence and/or artifacts included in this activity.
1. What
interventions/interactions with your student were most and least productive in
improving student learning?
2. What sources of information
were most helpful to you in meeting the unique needs of the student?
3. Was the student successful
this year? How do you know?
4. What benefits have come from
the partnerships you established with parents/guardians and others in the
school community?
Transform: Explain how the insights gained from reflection
guided the transformation of your teaching practice.
1. What did you learn about the
diverse nature and needs of students?
Based
on your experiences, what strategies will you use in your future teaching to
meet the needs of diverse learners?
Teacher Work Sample Portfolio
Overview of Required
Components
1. Description of Context
· Information about students
· Information about working conditions
· A form is provided: no narrative necessary
· This component is required, but not evaluated
2. Goals
· State goal(s) for teaching unit
· Identify the corresponding NC-SCOS goals by number and description
3. Rationale
· State why unit was selected
· State relevance of unit to students
4. Lesson Plans
· At least five (5) lesson plans are required
· State objectives to be achieved by the end of each lesson
· List materials to be used by teacher and by student
· Specify procedures for instruction
· Format and level of specificity determined by individual program
5. Pre- and Posttests
· Candidate develops pre- and posttest to measure goals of the unit
· Tests may be paper and pencil, or alternative assessments
· Include directions for administering
· Include directions for scoring
· Include or explicitly describe materials
6. Assessment Analysis
· Present all students’ pre- and posttest scores in a table
· Additional tables or data are optional
· Write a narrative of no more than 500 words interpreting the results
· Narrative should address pretest scores, posttest scores, gains or losses, and possible explanations for differential performance of students
7. Reflective Essay
· Minimum of 500 words
· Reflect on the teaching of the unit
· What did the students learn?
· What did the teacher learn
8. Unique Learner Activity
· Sample of unique student’s work
· Pre- and posttest data for unique student
· Reflection
Teacher
Work Sample Portfolio
Evaluation
Sheet
Candidate’s Name: _______________________________________Total Points (25) __________
Evaluator’s Signature:
____________________________________Date: __________________
1.
Description of Setting ________Complete __________Incomplete
2.
Goals
_________Satisfactory
___________Unsatisfactory
3.
Rationale _________ Complete ___________ Incomplete
For components 4-8 below, circle the appropriate number to indicate the evaluation of the candidate’s work on the following scale:
1 Unacceptable 2 Improvement needed: 3 Adequate: 4 Good: 5 Outstanding
Use the accompanying worksheet to guide, but not dictate your evaluation.
4. Lesson Plans 1
2 3 4 5
5. Pre/Post Assessment 1 2 3 4 5
6. Assessment Analysis 1
2 3 4 5
7. Reflective Essay 1 2 3 4 5
8. Unique Learner Activity 1
2 3 4 5
Teacher Work
Sample Portfolio Worksheet for Evaluating Components 4-8*
*To be used as a
guide for evaluation
(SD = strongly
disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly Agree)
Lesson plans are aligned with unit goals. SD D N A SA
Activities are consistent with research on how pupils learn SD D N A SA
Plans include activities that challenge all students SD D N A SA
Activities are described systematically and in sufficient detail SD D N A SA
(including objective, list of materials, and procedures)
Plans are realistic, given time frame and other constraints SD D N A SA
At least five lesson plans are included SD D N A SA
5.
5.
Assessment
Assessments are developmentally appropriate SD D N A SA
Directions and items (if applicable) area clear and understandable SD D N A SA
Scoring procedures are appropriate and clearly described SD D N A SA
Assessments are feasible to administer and score SD D N A SA
Pretest and posttest are comparable to one another SD D N A SA
(i.e., they both measure the unit goals)
Steps have been taken to improve the reliability of the scoring procedures SD D N A SA
Assessments are free of bias SD D N A SA
Assessments are teacher-made SD D N A SA
6.
6.
Assessment Analysis
Data tables are clear and provide data from all students SD D N A SA
Narrative adds to reader’s understanding of assessment results SD D N A SA
Explanations are offered for differential performance of students SD D N A SA
Conclusions are consistent with quantitative assessment results SD D N A SA
Assessment results are interpreted in light of the goals of the unit SD D N A SA
Narrative provides a useful summary of student learning SD D N A SA
Narrative is less than 500 words SD D N A SA
7.
Reflective Essay
Essay goes beyond mere reporting of facts SD D N A SA
The author demonstrates the ability to critically evaluate the strengths SD D N A SA
and weaknesses of his/her own approach
A variety of factors, findings, and/or perspectives are integrated in SD D N A SA
reflecting on the unit
Essay is at least 500 words D A
8.
Unique Learner Activity
Activity includes appropriate sample of work from unique learner SD D N A SA
Activity includes unique learner’s pre- and posttest date SD D N A SA
Reflection is less than 500 words D A
Activity explains rationale for choosing unique learner SD D N A SA
Reflection describes adaptations made for unique learner SD D N A SA