Western Teacher Work Sample
Diversity Proficiency 1 - Acknowledging cultural and individual differences:
1. Contextual Factors: The teacher candidate uses information about the learning-teaching context and student individual
differences to set learning objectives and benchmarks and plan instruction and assessment informed by their understanding
of relevant major schools of thought.
Tasks:
1.1. Describe community, district and school factors that may impact student learning.
1.3. Describe student characteristics that may impact student learning.
1.4. Identify and discuss the potential instructional implications of one or more contextual factors as informed by
your understanding of the major schools of thought.
Diversity Proficiency 2 – Adapting instruction and assessment to cultural and individual differences:
2. Learning Objectives and Benchmarks: The teacher candidate sets significant, challenging, varied, and appropriate
learning objectives and benchmarks.
Tasks:
2.3. Discuss why the benchmarks and objectives are appropriate in terms of development, pre-requisite knowledge,
skills, and other student needs.
3. Assessment Plan: The teacher candidate uses multiple assessment modes and approaches to assess learning before,
during, and after instruction.
Tasks:
3.1. Provide an overview of the assessment plan, including alignment with the benchmark(s) and objectives you
have identified.
3.2. Provide a rationale for the assessment plan as a whole. Remember to consider the issues of accuracy (i.e.,
validity), consistency (i.e., reliability), and fairness.
3.5 .Provide a rationale for adaptations of assessments based upon the individual needs of students.
4. Design for Instruction: Based upon previously identified benchmarks, objectives, and assessment(s), the teacher
candidate designs a unit of instruction targeted at student needs and characteristics (including behaviors) specific to the
learning context.
Tasks:
4.3. Provide the lesson plans used in the unit. Among the many components of the lesson plan, be sure to address
relevant student behavior, classroom management, and accommodations for individual learners.
4.4. Discuss how the contextual information and data were used to select appropriate activities, assignments, and
resources.
4.5. Provide a rationale for your instructional design.
5. Instructional Decision-Making: The teacher candidate uses ongoing analysis of student learning and student behaviors
based upon daily assessments to make instructional decisions.
Tasks:
5.1. Describe the changes you made, if any, to your lesson while teaching it and provide a rationale for the changes
you made.
5.4. Describe any changes you need to make for any individual or group in the class in the next lesson in the unit and
provide a rationale for the changes you intend to make.
6. Analysis and Interpretation of Student Learning and Performance: The teacher candidate uses assessment data
collected from all students in the class to analyze student learning and performance and communicate this information about
student progress and achievement.
Tasks:
6.2. Analyze all student data to explain progress and achievement toward lesson objectives and ILS benchmarks.
6.3. Provide an interpretation of your results and discuss the implications.
7. Reflection and Self-Evaluation: The teacher candidate reflects on his or her instruction and student learning to improve
his or her teaching.
Tasks:
7.1. Discuss your implementation of this unit in terms of its impact on student learning in light of the major schools
of thought that you previously discussed under contextual factors.
7.2. Discuss what you learned about yourself as a teacher.
7.3. Reflect on possibilities for your own professional development.
Diversity Proficiency 3 – Connecting classroom activities to cultural and individual differences:
4. Design for Instruction: Based upon previously identified benchmarks, objectives, and assessment(s), the teacher
candidate designs a unit of instruction targeted at student needs and characteristics (including behaviors) specific to the
learning context.
Tasks:
4.4. Discuss how the contextual information and data were used to select appropriate activities, assignments, and
resources.
4.5. Provide a rationale for your instructional design.
5. Instructional Decision-Making: The teacher candidate uses ongoing analysis of student learning and student behaviors
based upon daily assessments to make instructional decisions.
Tasks:
5.1. Describe the changes you made, if any, to your lesson while teaching it and provide a rationale for the changes
you made.
7. Reflection and Self-Evaluation: The teacher candidate reflects on his or her instruction and student learning to improve
his or her teaching.
Tasks:
7.1. Discuss your implementation of this unit in terms of its impact on student learning in light of the major schools
of thought that you previously discussed under contextual factors.
Diversity Proficiency 4 – Incorporating multiple perspectives of cultural and individual differences into their professional behavior:
5. Instructional Decision-Making: The teacher candidate uses ongoing analysis of student learning and student behaviors
based upon daily assessments to make instructional decisions.
Tasks:
5.1. Describe the changes you made, if any, to your lesson while teaching it and provide a rationale for the changes
you made.
6. Analysis and Interpretation of Student Learning and Performance: The teacher candidate uses assessment data
collected from all students in the class to analyze student learning and performance and communicate this information about
student progress and achievement.
Tasks:
6.3. Provide an interpretation of your results and discuss the implications.
7. Reflection and Self-Evaluation: The teacher candidate reflects on his or her instruction and student learning to improve
his or her teaching.
Tasks:
7.1. Discuss your implementation of this unit in terms of its impact on student learning in light of the major schools
of thought that you previously discussed under contextual factors.
7.2. Discuss what you learned about yourself as a teacher.
7.3. Reflect on possibilities for your own professional development.
Diversity Proficiency 5 – developing a classroom and school climate that values cultural and individual differences:
5. Instructional Decision-Making: The teacher candidate uses ongoing analysis of student learning and student behaviors
based upon daily assessments to make instructional decisions.
Tasks:
5.1. Describe the changes you made, if any, to your lesson while teaching it and provide a rationale for the changes
you made.
5.3. Describe any changes you need to make for the class as a whole in the next lesson in the unit and provide a
rationale for the changes you intend to make.
7. Reflection and Self-Evaluation: The teacher candidate reflects on his or her instruction and student learning to improve
his or her teaching.
Tasks:
7.1. Discuss your implementation of this unit in terms of its impact on student learning in light of the major schools
of thought that you previously discussed under contextual factors.
7.2. Discuss what you learned about yourself as a teacher.
7.3. Reflect on possibilities for your own professional development.
Diversity Proficiency 6 – Communicating in a culturally responsive and respectful manner:
5. Instructional Decision-Making: The teacher candidate uses ongoing analysis of student learning and student behaviors
based upon daily assessments to make instructional decisions.
Tasks:
5.1. Describe the changes you made, if any, to your lesson while teaching it and provide a rationale for the changes
you made.
7. Reflection and Self-Evaluation: The teacher candidate reflects on his or her instruction and student learning to improve
his or her teaching.
Tasks:
7.1. Discuss your implementation of this unit in terms of its impact on student learning in light of the major schools
of thought that you previously discussed under contextual factors.
7.2. Discuss what you learned about yourself as a teacher.
7.3. Reflect on possibilities for your own professional development.
Scoring Guide
The following rubric is used to evaluate these competencies which includes the following level of achievement:
1 – Unacceptable
3 – Acceptable
4 – Target
Indicator
Description of
community, district and
school factors that may
impact student learning
Task 1.1
Description of student
characteristics that may
impact student learning
Task 1.3
Identification and
discussion of the
potential instructional
implications of one or
more contextual
factor(s) as informed by
your understanding of
relevant major schools
of thought
Task 1.4
Rationale for
appropriateness of daily
objectives
Task 2.3
Description of the type
of assessment
Task 3.1
Description of the
adaptations for the
assessments
Task 3.1
Rationale for the
selection of the preassessment
Task 3.2
Rationale for the
selection of the
formative assessments
Unacceptable (1)
Description of community,
district and school factors that
may impact student learning is
severely limited, irrelevant,
inaccurate, and/or missing.
Description of student
characteristics that may impact
student learning is severely
limited, irrelevant, inaccurate,
and/or missing.
Identification and discussion
of the potential instructional
implications of one or more
contextual factor(s) informed
by understanding of the
relevant major schools of
thought severely is limited,
irrelevant, inaccurate, and/or
missing.
Acceptable (2)
Basic, accurate and perceptive
description of community,
district and school factors that
may impact student learning is
provided.
Basic, accurate and perceptive
description of student
characteristics that may impact
student learning is provided.
Basic and accurate identification
and thoughtful discussion of the
potential instructional
implications of one or more
contextual factor(s) informed by
understanding of the relevant
major schools of thought is
provided.
Detailed and accurate identification
and thoughtful discussion of the
potential instructional implications
of one or more contextual factor(s)
informed by understanding of the
relevant major schools of thought
is provided.
Daily objective(s) is/are
inappropriate because they fail
to consider the developmental
level, pre-requisite
knowledge/skills, and
contextual factors of the
students in the classroom.
The type of assessment
planned for one or more of the
three phases of assessment
(pre-assessment, formative
assessment, post-assessment)
is inappropriate, inadequate, or
missing for the objectives.
The majority of daily objectives
are appropriate because they
consider the developmental
level, pre-requisite
knowledge/skills, and contextual
factors of the students in the
classroom.
The type of assessment planned
for each of the three phases of
assessment (pre-assessment,
formative assessment, postassessment) is appropriate and
adequate for the objectives.
All of the daily objectives are
appropriate because they consider
the developmental level, prerequisite knowledge/skills, and
contextual factors of the students in
the classroom.
The adaptations are inadequate
or inappropriate for the type of
assessment and/or of limited
value in helping all learners
demonstrate their
knowledge/skills.
The rationale does not provide
an adequate and appropriate
explanation of the alignment
of the pre-assessment with
instructional objectives and/or
does not explain how it
reflects an accurate,
consistent, and fair evaluation
of student learning.
The rationale does not provide
an adequate and appropriate
explanation of the alignment
The adaptations are adequate,
appropriate for type of
assessment, and enable all
learners to demonstrate their
knowledge/skills.
The rationale provides an
adequate and appropriate
explanation of the alignment of
the pre-assessment with
instructional objectives and
adequately describes how it
reflects an accurate, consistent,
and fair evaluation of student
learning.
The rationale provides an
adequate and appropriate
explanation of the alignment of
Target (3)
Detailed, accurate and perceptive
description of community, district
and school factors that may impact
student learning is provided.
Detailed, accurate and perceptive
description of student
characteristics that may impact
student learning is provided.
The type of assessment planned for
each of the three phases of
assessment (pre-assessment,
formative assessment, postassessment) will enable the
candidate to gather highly relevant
and comprehensive data about
students’ knowledge and skills in
meeting the objectives.
The adaptations are varied,
appropriate for the type of
assessment, and enable all learners
to fully demonstrate their
knowledge/skills.
The rationale provides a
comprehensive and insightful
explanation of the alignment of the
pre-assessment with instructional
objectives and includes a thorough
and clear discussion of how it
reflects an accurate, consistent and
fair evaluation of student learning.
The rationale provides a
comprehensive and insightful
explanation of the alignment of the
Task 3.2
Rationale for the
selection of the postassessment
Task 3.2
Rationale for the
assessment adaptations
Task 3.5
Number of lesson plans
Task 4.3
Techniques to address
student behaviors
Task 4.3
Classroom management
procedures
Task 4.3
Procedures to
accommodating all
learners
Task 4.3
of the formative assessments
with instructional objectives
and/or does not explain how
they reflect an accurate,
consistent, and fair
The rationale does not provide
an adequate and appropriate
explanation of the alignment
of the post-assessment with
instructional objectives and/or
does not explain how it
reflects an accurate,
consistent, and fair evaluation
of student learning.
The rationale describing how
the adaptation will enable
individual students to
demonstrate what they know
is limited or does not reflect
an understanding of the
difficulties students may
encounter when completing
the pre-assessment, formative
assessments, or postassessment for the unit.
Fewer than five lesson plans
(excluding days for
administering pre- and post
assessments) are included
and/or
one or more lesson plans
are inadequate in the
following ways:
(1) previously identified
objectives are not included;
(2) instructional procedures
are not sequential and/or do
not clearly and sufficiently
address the objectives;
(3) process/questions to check
for understanding or promote
critical or creative thinking are
limited, irrelevant, or missing.
the formative assessments with
instructional objectives and
adequately describes how they
reflect an accurate, consistent,
Techniques to address student
behaviors which may
negatively impact student
learning are not relevant or
have not been included.
Management procedures to
ensure that each lesson
proceeds smoothly, efficiently,
and without confusion are in
adequate or not provided.
Procedures to accommodate
all learners are not specified
for both the delivery of
instruction and independent
practice and/or
accommodations will have a
limited impact on the ability of
all learners to achieve the
Relevant techniques which
address student behaviors that
may negatively impact student
learning are included.
The rationale provides an
adequate and appropriate
explanation of the alignment of
the post-assessment with
instructional objectives and
adequately describes how it
reflects an accurate, consistent,
and fair evaluation of student
learning.
The rationale describing how the
adaptation will enable individual
students to demonstrate what
they know is adequate and
reflects an understanding of the
difficulties students may
encounter when completing the
pre-assessment, formative
assessments, and postassessment for the unit.
At least five lesson plans
(excluding days for
administering pre- and post
assessments) are included and
each lesson plan
(1) addresses previously
identified objectives;
(2) provides sequential
instructional procedures that
clearly and sufficiently address
the objectives; and
(3) includes sufficient and
relevant questions/processes to
check for understanding and
promote critical or creative
thinking.
Adequate management
procedures to ensure that each
lesson proceeds smoothly,
efficiently, and without
confusion are provided.
Procedures to accommodate all
learners are specified for both
the delivery of instruction and
independent practice and
accommodations will positively
impact the ability of all learners
to achieve some of the lesson
objectives.
formative assessments with
instructional objectives and
includes a thorough and clear
discussion of how they reflect an
accurate, consistent and fair
The rationale provides a
comprehensive and insightful
explanation of the alignment of the
post-assessment with instructional
objectives and includes a thorough
and clear discussion of how it
reflects an accurate, consistent and
fair evaluation of student learning.
The rationale describing how the
adaptation will enable individual
students to demonstrate what they
know is insightful and reflects a
sophisticated understanding of the
difficulties all students may
encounter when completing the
pre-assessment, formative
assessments, and post-assessment
for the unit.
At least five lesson plans
(excluding days for administering
pre- and post assessments) are
included and each lesson plan
(1) addresses previously identified
objectives;
(2) provides detailed, highly
relevant instructional procedures
that utilize best teaching practices
specifically targeted to achieve
each lesson objective; and
(3) includes an appropriate number
of relevant processes/questions
designed to check for
understanding; to elicit students’
misconceptions; and to promote
critical and creative thinking and a
deeper understanding of the
objectives.
Highly relevant and effective
techniques which address student
behaviors that may negatively
impact student learning are
included.
Highly effective management
procedures which ensure that each
lesson proceeds smoothly,
efficiently, and without confusion
are integrated throughout the unit.
Highly effective procedures that
accommodate all learners discussed
in Contextual Factors are
integrated into both the delivery of
instruction and independent
practice and accommodations will
positively impact the ability of all
learners to achieve or extend
lesson objectives.
Community, district,
school and classroom
factors that impact
student learning
Task 4.4
Student characteristics
that impact student
learning
Task 4.4
Pre-assessment data that
impacts student learning
Task 4.4
Theories utilized to
create unit.
Task 4.5
Cognitive procedures
used during the unit
Tasks 4.5
Active engagement
Task 4.5
Meaningful , motivating
and appropriately
challenging activities
that enable all to learn
Tasks 4.5
Description of and
rationale for changes
made while teaching
Task 5.1
Description and
rationale for global
changes to future lessons
in the unit
Task 5.3
Description and
rationale for changes
specific to individuals or
A limited number of relevant
community, district, school,
and classroom factors that
impact student learning during
the unit are discussed.
A limited number of relevant
student characteristics that
impact student learning during
the unit are discussed.
Discussion of how preassessment data was used to
select activities, assignments,
and resources is limited or not
relevant.
Discussion and/or relevant
examples of how the unit
reflects an understanding of
specific theories of how
students best learn, the
relationship between
development and learning, and
the use of best practices for
this content area is limited.
Examples of activities and
teaching strategies
implemented in the unit that
elicit critical thinking,
problem-solving, decisionmaking, or drawing
conclusions are limited and/or
not relevant.
A sufficient number of relevant
community, district, school and
classroom factors that impact
student learning during the unit
are discussed.
A sufficient number of relevant
student characteristics that
impact student learning during
the unit are discussed.
Discussion of how preassessment data was used to
select activities, assignments,
and resources is adequate and
relevant.
Adequate discussion and
sufficient relevant examples of
how the unit reflects an
understanding of specific
theories of how students best
learn, the relationship between
development and learning, and
the use of best practices for this
content area is provided.
Sufficient and relevant examples
of activities and teaching
strategies implemented in the
unit that elicit critical thinking,
problem-solving, decisionmaking, or drawing conclusions
are provided.
Examples of instructional
activities that actively engage
students in learning and/or the
rationale describing how these
activities promote active
engagement are limited or not
relevant.
Examples of instructional
activities that are achievable,
meaningful, and motivating,
and provide an opportunity for
all students in the classroom to
learn are limited or not
relevant.
Description of, and rationale
for, changes made while
teaching are severely limited,
irrelevant, inaccurate, and/or
missing.
Description of, and
explanation for, global
changes is severely limited,
irrelevant, inaccurate, and/or
missing.
Description of, and
explanation for, changes
specific to individuals and/or
Sufficient and relevant examples
of instructional activities that
actively engage students in
learning and an adequate
rationale describing how these
activities promote active
engagement are provided.
Sufficient and relevant examples
of instructional activities that are
achievable, meaningful, and
motivating, and provide an
opportunity for all students in
the classroom to learn are
provided.
Basic, accurate, and perceptive
description of, and sufficient
rationale for, changes made
while teaching is provided.
beyond the
knowledge/skills included in the
lesson objectives.
Highly relevant community,
district, school, and classroom
factors that impact student learning
during the unit are discussed in
detail.
Highly relevant student
characteristics that impact student
learning during the unit are
discussed in detail.
Discussion of the use of preassessment data to select activities,
assignments, and resources is
highly relevant, detailed and
comprehensive.
Detailed, thorough, and insightful
discussion and sufficient relevant
examples of how the unit reflects
an understanding of specific
theories of how students best learn,
the relationship between
development and learning, and the
use of best practices for this
content area is provided.
Activities and teaching strategies
that elicit critical thinking,
problem-solving, decision-making,
and drawing conclusions and lead
to deeper understanding of the
content and/or enhanced
development of skills included in
the objectives are integrated
throughout the unit.
Activities that actively engage
students in learning and lead to
deeper understanding of the
content and/or enhanced
development of skills included in
the objectives are integrated
throughout the unit.
Achievable, meaningful, and
motivating activities that enable all
students to develop a deeper
understanding of the content and/or
enhanced development of skills
included in the objectives are
integrated throughout the unit.
Detailed, accurate, and perceptive
description of, and thorough
rationale for, changes made while
teaching is provided.
Basic, accurate, and insightful
description of, and explanation
for, global changes to future
lessons is provided
A detailed, accurate, and insightful
description of, and explanation for,
global changes to future lessons is
provided.
Basic, accurate, and insightful
description of, and explanation
for, changes specific to
A detailed, accurate, and insightful
description of, and explanation for,
changes specific to individuals
groups in future lessons
in the unit
Task 5.4
Summary of postassessment data
Task 6.2
Analysis of student
performance
Task 6.2
Interpretation of Data
Task 6.3
Implications of the data
for student learning
Task 6.3
Implication of the data
for future teaching
Task 6.3
Summarization of unit
taught.
Task 7.1
Impact of teaching on
student learning
Task 7.1
Insight into the student
learning/motivation
process.
Task 7.1
Knowledge of self as a
teacher.
Task 7.2
Professional
development
Task 7.3
groups is severely limited,
irrelevant, inaccurate, and/or
missing.
Summary is limited,
inaccurate, missing, or does
not address student learning in
this unit.
Analysis and evaluation of
student performance and their
progress toward meeting
lesson objectives in light of
pre-assessment data are
limited, missing, or inaccurate.
Interpretation of postassessment data relative to
student learning and
performance is limited, not
relevant, or missing.
Interpretation of the data
relative to its implications for
students’ future learning and
performance is limited, not
relevant, or missing.
Interpretation of the data
relative to its implications for
future teaching is limited, not
relevant, or missing.
Summary of unit is
incomplete, inadequate, and/or
missing.
Discussion of the successes
and challenges students
experienced and the role of
teaching skills in facilitating
students’ learning is limited,
not relevant, and/or missing.
Description and discussion of
insights into the student
learning/motivation process is
severely limited, irrelevant,
and/or missing.
Discussion of
teaching/leadership, style,
classroom management,
strengths, areas needing
improvement, and
commitment is severely
limited, not relevant, and/or
missing.
Discussion of professional
development needs and plan
for improvement is severely
limited, irrelevant, and/or
missing.
individuals and/or groups is
provided.
and/or groups is provided.
Basic and accurate summary of
post-assessment data relative to
student learning in this unit is
provided.
Basic and accurate analysis and
evaluation of student
performance and their progress
toward meeting lesson objectives
in light of pre-assessment data
are provided.
Basic and relevant Interpretation
of post-assessment data relative
to student learning and
performance is provided.
Detailed, accurate, and insightful
summary of post-assessment data
relative to student learning in this
unit is provided.
Detailed, accurate, and insightful
analysis and evaluation of student
performance and progress toward
meeting lesson objectives in light
of pre-assessment data are
provided.
Insightful and relevant
Interpretation of post-assessment
data relative to student learning and
performance is provided.
Basic and relevant Interpretation
of the data relative to its
implications for students’ future
learning and performance is
provided.
Basic and relevant Interpretation
of the data relative to its
implications for future teaching
is provided.
Basic and complete summary of
unit taught is provided.
Insightful and relevant
Interpretation of its data relative to
its implications for students’ future
learning and performance is
provided.
Insightful and relevant
Interpretation of its data relative to
its implications for future teaching
is provided.
Detailed and thorough summary of
unit taught is provided.
Basic and relevant discussion of
the successes and challenges
students experienced and the
role of teaching skills in
facilitating students’ learning is
provided.
Basic description and discussion
of insights into the
student/motivation learning
process is provided.
Detailed, insightful, and thorough
discussion of the successes and
challenges students experienced
and the role of teaching skills in
facilitating students’ learning is
provided.
Detailed, insightful, and thorough
discussion of insights into the
student learning/motivation process
is provided.
Basic and specific discussion of
teaching/leadership style,
classroom management,
strengths, areas needing
improvement, and commitment
is provided.
Detailed, insightful, and thorough
discussion of teaching/leadership
style, classroom management,
strengths, areas needing
improvement, and commitment is
provided.
Basic and specific discussion of
professional development needs
and plan for improvement is
provided.
Detailed, insightful, and thorough
discussion of professional
development needs and plan for
improvement is provided.