3.5g Special Education Practicum Handbook
Department of Special Services and Leadership
Studies
Special Education Practicum Handbook
COURSE DESCRIPTION: SSLS 761 Practicum for Students with Adaptive Learning Needs
is a course specifically designed to enhance the student’s ability to be a competent special
education teacher. This is a supervised experience under the direction of university personnel
and a master’s level certified teacher.
COURSE PURPOSE: The purpose of this course is to provide a supervised experience (150
hours) that enables the student to gain critical knowledge necessary for professional success.
COURSE REQUIREMENTS:
A. Professional considerations:
1. Maintain a professional relationship with practicum supervisors, students,
teachers, and parents.
2. Demonstrate ethical behavior.
B. Observation:
1. Become familiar with student records.
2. Become familiar with each individual student’s strengths and weaknesses.
C. Projects:
1. Create and maintain a journal (Appendix B) that records practicum experiences
and required activities (Appendix A).
2. Complete Teacher Work Sample (Appendix E).
3. Maintain a log that records practicum hours (Appendix C).
D. Evaluation:
During the practicum the student will be observed and evaluated using a multifaceted system.
Some evaluation methods include observations, checklists and rubrics. A rating scale will be
completed by the cooperating teacher.
E. Participation:
The student will participate in conferences with the supervisors and follow suggestions as
presented. If possible, the student will participate in parent conferences. The student will be
responsible for assisting in keeping attendance, bus duty, and other designated duties.
RESPONSIBILITIES:
In order to provide a successful learning experience for the practicum student, it is necessary that
the cooperating teacher, university supervisor, and student work together as a team. The
following guidelines articulate each team member’s responsibility.
A. Responsibilities of the cooperating teacher
1. Provide the practicum student with information on school policies, classroom
management, expectations, and any information on the pupil(s) that will be helpful to the
university student.
2. Provide partial responsibility, such as checking attendance, preparing materials, checking
papers, and helping individuals or groups of students.
3. Provide opportunities for the student to complete required projects.
4. Move the student from observer to participant.
5. Keep in contact with the university supervisor. Problems and/or areas of concern should
be immediately discussed with the university supervisor.
6. Complete the practicum evaluation form for the practicum student included in this packet
(See Appendix D).
B. Responsibilities of the university supervisor
1. Conduct classroom visits to observe the practicum students, this will include one
observation of the student teaching a lesson.
2. Inform the student and/or the cooperating teacher of any changes in requirements or
schedules that may occur during the practicum.
3. Receive the Practicum Evaluation Form from the cooperating teacher.
4. Evaluate required projects.
5. Provide assistance as needed.
C. Responsibilities of the student
1. Be in attendance during scheduled times. Maintain a time log which must include a total
of 150 hours at the end of the semester.
2. Complete projects outlined in the course requirements.
3. Teach lessons as assigned by the cooperating teacher.
Appendix A
Practicum Activities
The following list includes items that the practicum student needs to complete in addition to
required projects. They represent activities that are necessary to experience when preparing to
be a successful teacher.
1. Professional Orientation
A. Observe the program and other programs which compliment the class (i.e., speech
therapy, physical therapy, etc.)
B. Perform the role of a paraprofessional, following teacher directions.
C. Read the building/district handbook and/or letters to parents which relay program
expectations.
D. Study the record keeping system, plan book and method of informing students of
their daily plans.
E. Study the classroom management system and system of keeping records.
F. Observe and/or participate in meetings which are part of the program (i.e.,
conferences, IEP meetings, eligibility meetings, placement meetings, regular
education consultations, etc.)
G. Look through academic materials used in the program.
2. Programming Skills
A. Prepare daily lesson plans that reflect ongoing readiness, appropriate
practices, extension and review of curriculum objectives based on
assessment results.
B. Prepare daily lesson plans that are aligned to IEP goals and objectives.
C. Prepare daily lesson plans that reflect knowledge of scope and sequence.
D. Develop a weekly assignment plan for paraprofessionals that makes
effective use of instructional time.
3. Assessment/Teaching Skills
A. Demonstrate the ability to pace instruction to avoid moving too rapidly or
too slowly.
B. Demonstrate the ability to assign materials that are appropriate for the functioning
level of students.
C. Demonstrate the ability to monitor skill or behavior progress by using methods of
formative (ongoing) evaluation.
D. Demonstrate direct instruction skills in whole group, small group, and individual
settings as opposed to merely assigning worksheets and monitoring student ontask behavior.
E. Demonstrate the ability to effectively use a variety of instructional techniques.
F. Demonstrate the ability to work with one student/group while monitoring a
second or third group/student.
4. Classroom Management
A. Demonstrate the ability to apply consistent consequences and rewards as indicated
by class rules and a management plan.
B. Demonstrate the ability to implement an effective classroom management plan
(i.e., one that rewards/increases wanted behaviors, reduces unwanted behaviors,
sets consistent and appropriate limits, lets students know what to expect, and
keeps up needed record-keeping).
C. Create a behavior intervention plan based on a functional behavior assessment.
Appendix B
Journal Format:
The daily journal provides an opportunity to reflect on professional experiences that occur during
the practicum. It prompts the student to become more aware of what is happening and more
insightful about identifying cause and effect. It is also designed to help the student record
required events and grow professionally. Use the following format to record practicum
experiences.
Journal
Date Time
Events
#
A. Entries
Record daily experiences in the journal; document events and the completion of activities.
Record the completion of activities in the # column, indicate the letter and number from the
activity list; each item should be listed at least once when the practicum is completed. These
notations will be useful for future reference as they can be used to document your experience.
B. Elaboration
Your journal entries can also be used to describe incidents that bother, excite or cause you to
rethink your initial ideas (i.e., your perspective, goals, or plans). Possibly this will cause you to
change your initial ideas about different classroom issues. Pay attention to children with special
needs and how their needs are met in the classroom.
D. Analysis
If a significant incident occurs, describe and analyze the event. Reflect on the incident; try to
figure out what happened, your role, identify problems that emerged, how you plan to follow up
and what you learned. Your journal can also be used to note questions that you would like to
discuss with your teacher or university supervisor.
Appendix C
Time Log
Date
Time Spent
Total
Total Hours (150)
Maintain a copy of your time log; document the time you spend performing practicum
activities (e.g., 1:30 – 3:00 p.m.) You must complete a total of 150 hours to complete the
practicum experience.
3.5g Special Education Practicum Handbook
Appendix D
Pittsburg State University
Evaluation of Practicum Experience
Practicum Student_____________________________ School_____________________
Cooperating Teacher__________________________________ Date________________
Directions: Please use the following scale to indicate the degree of progress in each area.
0=Not Witnessed
1=Needs Experience (Incorrectly demonstrated unsatisfactory performance)
2=Developing Competence (Infrequently demonstrated weak performance)
3=Competent (Basically demonstrated proficient performance)
4=Showing effective competence (Consistently demonstrated effective performance)
5=Distinguished (Naturally demonstrated outstanding performance)
Performance Areas
1. Professional Characteristics
The practicum student demonstrates specific attitudes and behaviors which illustrate ethical
behavior and professional demeanor (appearance, attendance, punctuality, response to
directions)
The practicum student is aware of and adheres to policies, procedures and regulations of the
building and district.
The practicum student is professionally appropriate when interacting with staff.
The practicum student is professionally appropriate and proactive when communicating
with students.
Practicum student and student interactions are appropriate.
The practicum student seeks out opportunities for professional development to enhance
content knowledge and pedagogical skills.
2. Instructional Planning
The practicum student demonstrates appropriate preparation for instruction
The practicum student organizes and manages activities/learning to ensure students
participate and are successful in the learning process
The practicum student chooses and implements appropriate methodology and varied
instructional strategies that address the diversity of learners.
Lessons are designed with an understanding of the developmental level of the students and
IEP goals.
Objectives of lessons are clear and developed in a logical fashion
3. Instruction
The practicum student causes students to actively participate and engage in
activities/learning that integrate the skills of gathering, analyzing, and applying information
and ideas in authentic settings/context.
The practicum student acts as a facilitator in managing activities/learning to ensure students
participate and are successful in the learning process.
The practicum student incorporates opportunities and expectations for students to engage in
self-reflection
The practicum student demonstrates clear/understandable and high expectations for student
performance or product.
The practicum student demonstrates a substantial command of relevant subject matter
4. Evaluation
The practicum student selects and uses a variety of instructional strategies, based on careful
analysis of curriculum objectives, student needs and experiences
The practicum student maintains and uses data to modify instructional practices and
Rating
materials to enhance the learning of all students.
The practicum student selects and uses informal and formal (traditional and performance
based) assessments, as appropriate.
5. Classroom Management
The practicum student effectively manages student behaviors.
The practicum student creates a positive learning environment.
The practicum student demonstrates genuine caring and respect for individual students.
The practicum student’s response to misbehavior is effective and sensitive to students’
individual needs, or student behavior is entirely appropriate
The practicum student is alert to student behavior at all times.
The practicum student’s response to behavior is appropriate and respects the student’s
dignity.
The practicum student takes appropriate actions as needed, consistent with classroom rules
and policies
6. Special Education Process
The practicum student observes the program and other programs (i.e., speech therapy,
physical therapy, etc.)
The practicum student observes and or participates in meetings which are part of the
program (i.e. conferences, IEP meetings, eligibility meetings, placement meetings, regular
education consultations, etc.)
The practicum student appropriately completes duties assigned by the cooperating teacher
(i.e., monitoring time out, keeping attendance, bus duty, etc.).
The practicum student uses strategies and techniques to facilitate the effective
inclusion of students with adaptive learning needs in least restrictive
environments, and teaches students in a variety of educational settings
The practicum student plans as a collaborative team member the placement and
management of students in a full continuum of instructional environments.
The practicum student observes, evaluates, and provides feedback on the
activities and involvement of para-educators, aides, parents, volunteers,
and peer tutors relative to their participation in instructional activities and support services.
The practicum student demonstrates effective consultation and problem-solving strategies in
working with students, parents, and school and community personnel, and maintained
confidential communications
Comments: For any area ratings 2 or below, please indicate specific behaviors that need
immediate attention.
____________________________________ __________________________________
Signature of Cooperating Teacher
Signature of Practicum Student
Appendix E
The Teacher
Work Sample
Instructions,
Checklists & Rubrics
Preparing for the
Teacher Work Sample
The Vision
Competent teachers should have knowledge about the impact of their teaching. Students should
gain substantive knowledge and skills because effective instruction has occurred. Classroom
teachers should be able to demonstrate that they can deliver an effective instructional unit,
employ meaningful classroom assessments and analyze and reflect on their experiences. The
purpose of the Teacher Work Sample, in addition to helping prepare for the Kansas Performance
Assessment is to evaluate:

The teacher candidate’s ability to analyze classroom context and make instructional
decisions based upon that analysis

The teacher candidate’s ability to construct and deliver an instructional unit

The teacher candidate’s ability to construct challenging, meaningful classroom
assessments

The teacher candidate’s ability to provide information on assessment data, student
achievement, and the school accreditation status

The teacher candidate’s ability to analyze and reflect on experiences that promote
professional growth
This assessment provides teacher candidates with feedback on their own professional
development. In addition, teachers who demonstrate the ability to plan and deliver effective
instruction will be successful in the classroom and in helping all students learn.
Academic Integrity Guidelines
Academic integrity means engaging in scholarly activity that is conducted honestly and
responsibly. It includes a commitment to not be involved in falsification, misrepresentation or
deception in the preparation of the TWS. The TWS must be the teacher candidate’s own work
and in the teacher candidate’s own words. Teacher candidates are expected to act with personal
and professional integrity at all times.
Some Examples of Violation of Academic Integrity:

Plagiarism - this means copying work (such as words, phrases, sentences, paragraphs or
ideas) from someone else’s writing and putting them into the TWS, as if created by the
teacher candidate submitting the TWS.

Submitting a TWS, or parts of a TWS, that was prepared by a person other than the
conditional license holder.

Submitting a TWS, or parts of a TWS, that was previously completed by someone else.

Fabricating context, numerical or other data.

Extensive collaboration with others in preparing the TWS: Another person planning
your teaching unit or writing sections of your TWS are unacceptable.
Rationale for the TWS

The Teacher Work Sample (TWS) is a requirement of SSLS 761 Practicum for
Adaptive Learning Needs.

Professional Teacher Education is structured on what an educator should KNOW and BE
ABLE TO DO.

Why assess performance?
Knowing is not enough. Educators have to be able “to do”.

What is meant by performance assessment?
Evaluation or appraisal of an individual’s knowledge and skill over time determines
whether the individual is effective in school settings.
The TWS is a means of creating accountability for the impact of teachers on student
learning and gives beginning teachers the opportunity to provide credible evidence that they
possess the knowledge and the skills to facilitate learning for all types of students. Teacher
Candidates must complete the TWS in order to successfully complete the SSLS 761 practicum.
Definition
The TWS is a written account of a teaching unit. Teacher Candidates must demonstrate
the ability to meet the state’s teaching standards. They must provide evidence of their ability to
meet the seven TWS criteria that incorporate the state’s professional education standards.
INSTRUCTIONS,
CHECKLISTS & RUBRICS
The Requirements
You are required to teach a multiple week instructional sequence. You will describe the learning
context and any specific instructional adaptations you made to meet the learning needs of
individual students. Your instructional goals should be based on State (Kansas, Missouri,
Oklahoma) content standards. Your learning objectives must include outcomes in subject matter
knowledge, skills, and reasoning abilities. You will also need to create an assessment plan
including (but not limited to) measures of student performance before (diagnostic assessment)
and after (summative assessment) your instructional sequence. Finally, you need to analyze and
reflect on your instructional design, educational context and the degree of learning demonstrated
by your students.
The following format requirements must be followed for your TWS to be acceptable:

Your completed work must not exceed 25 pages (12 point font, double-spaced with
one-inch margins.) Tables and charts may be single-spaced. Be sure to insert page
numbers in your document, which must be printed on one side of the paper, not doublesided.

Do not include any student names anywhere in your completed Work Sample.
Refer to students by number or alias. No names of any people or places should
appear in your TWS.

The document must be submitted in narrative format with the following criterion
headings indicated in bold print (suggested page length in parentheses):
1.
2.
3.
4.
5.
6.
7.
Contextual Information and Learning Environment Adaptations (2 pages)
Unit Learning Goals and Objectives (2 pages)
Instructional Design and Implementation (6 pages)
Demonstration of Integration Skills (2 pages)
Analysis of Classroom Learning Environment (3 pages)
Analysis of Assessment Procedures (2 pages)
Reflection and Self-Evaluation (6 pages)
You should include a copy of your diagnostic instrument and your summative assessment
instrument that are required in TWS Criterion 6 as Attachment #1. The attachments will not
count towards your 25 page maximum requirement. Be sure to use page numbers in your TWS.
When it is completed clip the pages together securely with a large stapler in the top left hand
corner. Please avoid using notebooks, spiral or other forms of bulky binding. The Teacher Work
Sample (TWS) will not be accepted from Teacher Candidates who do not follow the above
directions.
You must address several questions when constructing a response for each criterion of the
Teacher Work Sample. These questions are found at the top of each of your scoring rubrics.
You should read each scoring rubric carefully to make sure that you provide information in your
narrative to receive the maximum score possible. The terms that are italicized throughout this
document have been defined in the glossary. Notice that the suggested page length for all the
criteria totals 23 pages. This gives you some flexibility in making the response for some criteria
longer and some shorter. However, you MUST stay within the maximum limit of 25 pages for
your Teacher Work Sample.
Explanatory Notes on the Evaluation of the TWS:

Although the scoring rubrics are sequentially aligned with specific criteria, supervisors
will consider evidence from any criterion of the assessment when determining final
scores.

Most scoring rubrics are divided into two parts (See TWS Criterion 1 for an example),
a checklist and an analytical rubric. The checklist represents characteristics that are
dichotomous (i.e. the characteristic is either present or absent) AND are considered
essential requirements before an analytical rubric can be applied.
TWS Criterion 1
Contextual Information and Learning Environment Adaptations
The teacher understands how individuals learn, understands child and adolescent development,
demonstrates knowledge of appropriate adaptations, and has the ability to provide instructional
strategies that afford learning opportunities for all learners. [KSDE Standards 2 and 3]
1.
What are some important characteristics of students in your classroom? Describe such
factors as: number of students in school and in classroom, ethnic/cultural/gender
make-up, socio-economic profile, previously demonstrated academic
performance/ability, developmental characteristics,
district/school/community/classroom environmental considerations and students with
special needs. Include a brief, general description of students in your class. Identify
the groups for whom you will separate (disaggregate) data for analysis in Criterion 6.
Environmental considerations that affect learning may include such factors as district
regulations (e.g. about books), type of community (e.g., urban, suburban, rural etc.),
and physical classroom setting (e.g. self-contained, portable etc.). You must identify
the grade level(s) of the students in your class.
2.
In consideration of environmental, personal, demographic and background
characteristics, and the knowledge, skill, cognitive capacities, dispositions and
readiness of your students, what are the needs of your students as a group as well as
individually, and the implications for your instruction. Describe and discuss the
learning needs of individual or clusters of students and how these considerations will
influence your approach to instruction in order to address the learning and affective
needs of all students in the class.
In addition to the text description, you may use a table to illustrate the relationship between Part 1
and 2 above. Example:
Contextual Factors
Gender:
12 boys, 13 girls
Achievement:
3 below, 17 at grade
level, 5 above grade
level
Etc.
Given Diversity, Implications for Instruction
Provide mixed gender grouping during cooperative learning activities.
The 3 below sometimes require peer or adult assistance and more time. 2 of the 5
above are in the gifted program, and I provide more enrichment activities within
each unit such as . . .
Etc.
Checklist:
The Teacher Describes His/Her:
N
Environmental Factors (district, school, and classroom; all three must be present) .............. 0
Community (urban, rural, suburban etc.) ................................................................................ 0
Classroom’s Ethnic/Cultural Make-up ................................................................................... 0
Classroom’s Gender Make-up ............................................................................................. 0
School’s Socio-Economic Status (SES) Make-up .................................................................. 0
Students with Special Needs/At Risk Students ..................................................................... 0
Students’ Developmental Characteristics .............................................................................. 0
Total Checklist Score:
Y
1
1
1
1
1
1
1
/7
Rating 
Indicator 
Demonstrates an
awareness of
students’
background
characteristics,
(Socio-cultural,
class, parents,
building, community
and district factors),
and identifies
implications for
instruction
accordingly to meet
individual needs of
students.
Demonstrates an
understanding of
the cognitive and
non-cognitive
features of the
composition of the
class and describes
how these
differences, impact
the planning of
instruction for the
class as a whole.
0
Performance
Not
Demonstrated
No consideration
or recognition of
the implications
when planning
instruction for
individual
differences
1
Performance
Partially
Demonstrated
Sources of student
differences are
specified, but
implications when
planning to meet the
instructional needs of
the students are not
addressed.
No consideration
or recognition of
the implications
when planning
instruction for
individual
differences
Sources of student
differences are
specified, but
implications when
planning to meet the
instructional needs of
the students are not
addressed.
2
Performance is
Demonstrated
X
Sources of student
differences are
specified, and the
teacher offers
reasonable
implications that
impact plans to meet
students’ individual
needs.
1
Sources of student
differences are
specified, and the
teacher offers
reasonable
implications that
impact plans to meet
students’ individual
needs.
1
Total Rubric Score: _____/4
Total Score for TWS Criterion 1: _____/11
Score
TWS Criterion 2
Learning Goals and Objectives
The teacher selects goals and objectives based upon knowledge of all students, subject matter,
and curriculum outcomes. [KSDE Standard 7]
1. List and describe all your unit learning goal(s) and objectives for this instructional
sequence. Provide a minimum of one goal and six objectives written across all levels,
(lower level, middle level, and higher level. See examples below.) Be sure to include a
description of subject matter knowledge, skills/applications, and reasoning ability
students will achieve if your unit learning goal(s) and objectives are met.
2. Your lesson objectives should be clearly stated, developmentally appropriate, aligned
with state/district standards or local curriculum outcomes and described in terms of
student performance, not activities. (The state/district standards or local curriculum
outcomes that you follow should be written out completely so that alignment can be
checked. Do not merely cite the title or number of the standard or outcome.)
3. You may write objectives from either the cognitive, psychomotor or affective domain or a
combination of all three. One example of an objective from each domain is given below
in the list of three objectives at each level.
4. Give a rationale for choosing your range of objectives. While we expect teachers to
provide objectives at all levels, we realize that in some cases it may not be appropriate to
provide a wide range (e.g. at least two higher level objectives for kindergarten, or for
some special needs students.) If this is the case, be sure to provide a fully developed
rationale for not presenting a balance across the range of objectives.
Example:
Goal: Understand the physical world
Lower Level/ Subject Matter Knowledge:
1. Identify/locate seven continents and four oceans. (Cognitive domain)
2. After observing the teacher hit the baseball, students demonstrate proper
stance for batting a ball. (Psychomotor domain)
3. After watching a film featuring Michael Jordan, students are motivated to
practice dribbling and shooting the basketball. (Affective domain)
Middle Level/ Skills, Applications:
1. Given a map, the student will be able to use latitude and longitude to find
physical features. (Cognitive domain)
2. Given a data set, students construct an Excel spreadsheet for manipulating the
data. (Psychomotor domain)
3. When assigned to cooperative groups, students demonstrate cooperation with
partners in their group. (Affective domain)
Higher Level/Reasoning Ability:
1. Given a map with six distinct geographical features, students will be able to
evaluate
the best location for building a new city. (Cognitive domain)
2. Students design and construct a wood product after attending a woodworking
display and studying various woodwork products. (Psychomotor domain)
3. Students verify the level of enjoyment they gained for classical music after
studying well-known composers and after attending a symphony concert.
(Affective Domain)
Checklist:
Unit Goals and Objectives Are :
N
Aligned with State/District Standards or local curriculum outcomes ................................... 0
Developmentally Appropriate Given Grade Level and Classroom Context .......................... 0
Focus of the Objectives is on What the Student Will Learn or Be Able to Do ...................... 0
Total Checklist Score:
Rating 
Indicator 
Balance in the
Range of
Objectives*
Lower
Level/Content
Knowledge
Objectives
Middle Level/Skill
or application
Objectives
Higher
Level/Reasoning
Objectives
0
Criterion Not Met
Y
1
1
1
/3
2
Criterion Met
X
No rationale or
description is
provided for the
range of objectives
selected.
Absent (no
knowledge objectives
listed)
1
Criterion Partially
Met
The description of
the range of
objectives selected
lacks a convincing
rationale.
At least one objective
is written at the lower
level.
The description of
and rationale for the
range of objectives
selected is fully
explained.
Two or more
objectives are written
at the lower level.
2
Absent (no
skill/application
objectives listed)
At least one objective
is written at the
middle level.
Two or more
objectives are written
at the middle level.
2
Absent (no reasoning
objectives listed)
At least one objective
is written at the
higher level)
Two or more
objectives are written
at the higher level)
2
2
* Candidates are expected to provide a balance in the range of six objectives across all levels and
must also provide a rationale for why that range of objectives is selected (i.e., why it is
appropriate).
Total Rubric Score: _____/16
Total Score for TWS Criterion 2: _____/19
Score
TWS Criterion 3
Instructional Design and Implementation
The teacher understands and uses a variety of appropriate instructional strategies, including those
that represent a wide range of technological tools, to develop various kinds of students’ learning
including critical thinking, problem solving, reading, and subject matter knowledge. The teacher
also uses knowledge of parents, community and agencies to support all students’ learning and
well-being when planning and implementing instruction. [KSDE Standards 4, 10 and 12]
Describe the Instructional Design and Implementation by addressing the following questions:
 Why were the activities sequenced in this way?
 How did the instruction address the multiple learning strategies?
 How did you encourage student use of critical thinking and problem solving?
 How did you accommodate varied levels of reading skills?
 What adaptations did you make for students who have reading difficulties?
 What adaptations (if any) did you make from your original design based on contextual
information and/or diagnostic assessment data?
 What changes did you make in the resources you used?
 What technology (e.g., audio-video, overhead, computers, calculators, adaptive, etc)
was integrated into your instructional activities? Include information related to your
instruction and to the students’ use for learning purposes.
 How was the use of community resources connected to the unit?
Present your instructional design and implementation in both narrative and tabular form.
Example of Design for Instruction Table:
Day/Date
Day 2/
Tues. Aug.
30
Day 3
Day 4
Etc.
Objective
The students will
be able to edit a
paragraph for
proper
punctuation
Instruction
I will read the book
Punctuation Takes A
Vacation by Robin
Pulver to help students
understand the
importance of
punctuation. We will
complete a worksheet
together that has
missing punctuation.
Assessment
The students
will look for
missing
punctuation
marks in a
paragraph on
their own.
Adaptations
I will work oneon-one with
Student B in
order for him to
complete this
task.
Checklist:
Instructional Design and Implementation of Instruction:
NY
Are Aligned with Goals and Objectives stated in TWS Criterion Two ................................. 0 1
Are Progressively Sequenced ................................................................................................ 0 1
Adaptations are made for Special Needs Students
(e.g., language, cognitive, etc. If no adaptations are made, a rationale is
stated and supported)…….…………………………………………………………. ...... 0 1
Provides Evidence that Context Data is Used in Instructional Decisions .............................. 0 1
Total Checklist Score:
Rating 
Indicator 
0
Performance Not
Demonstrated
Multiple
Instructional
Strategies
Only one strategy is
used throughout the
unit.
Provide and
Adapt
Instructional
Strategies
Teacher does not
address implications
of contextual and /or
diagnostic
information in
planning instruction
and assessment; no
adaptations are
considered or stated.
(Referring a student
to a specialist is not
an appropriate
strategy.)
Unit design provides
no opportunities for
active inquiry.
Active Inquiry
and Learner
Centeredness
1
Performance
Partially
Demonstrated
A variety of
instructional strategies
is incorporated
throughout the unit,
but reflects only the
more common type
(e.g., relies only on
direct instruction,
including visual,
verbal-linguistic, or
paper-pencil).
Adaptations do not
address the specific
contextual needs of
individuals, small
group, or class.
(Adaptations should be
made for instruction of
those groups in need
of them as identified in
Criterion One.)
Unit design includes
opportunities for
engaging students only
in passive forms of
inquiry which are
teacher controlled (e.g.
specific set exercises, a
prescribed product).
___/4
2
Performance is
Demonstrated
X
Multiple instructional
strategies utilizing
multiple types/levels of
learning - other than
direct instruction - are
incorporated
throughout the unit
(e.g., application of the
theories of multiple
intelligences, learning
styles, constructivist
techniques, cooperative
learning).
Adaptations address
the specific identified
contextual needs of the
individuals, small
group, or class; or the
teacher adequately
defends the decision to
not make instructional
adaptations.
2
Unit design includes
opportunities that
actively engage
students in questioning
concepts, developing
learning strategies,
seeking resources and
conducting independent
investigations.
1
2
Score
Rating 
Indicator 
0
Performance Not
Demonstrated
1
Performance
Partially
Demonstrated
Instructional plans
provide only one or
two suggestions or
guidelines for student
use of reading
materials related to the
subject. Some
adaptations made for
students who have
reading difficulty.
Reading
Instruction
Adaptations
Instructional plans
provide no strategies,
suggestions/
guidelines, or
adaptations for
student use of
reading materials
related to the subject.
Use of
Technology
Connected to
the Objectives
of the Unit
Instruction does not
include technology or
no rationale is given
why it is
inappropriate to use
technology with
students.
Technology is used but
only by the teacher.
Use of
Community
Resources
Outside the
School
The teacher does not
attempt to use
community resources
to foster learning.
The teacher uses
community resources
to foster learning, but
it is not related to the
objectives of the unit.
2
Performance is
Demonstrated
X
Instructional plans
provide three or more
suggestions/guidelines
for student use of
reading materials
related to the subject.
Strategies incorporate
techniques that allow
for assisting with a
wide range of reading
concerns and abilities.
The teacher uses
technology and guides
the students’ use of
technology, or a
rationale is given why
it is inappropriate to
use technology with
students in this
particular unit.
The teacher uses
community resources to
foster learning and it is
directly connected to
the unit’s objectives.
2
Total Rubric Score____/20
Total Score for TWS Criterion 3 ____ /24
2
1
Score
TWS Criterion 4
Demonstration of Integration Skills
The teacher demonstrates the ability to integrate across and within content fields to enrich
the curriculum, develop thinking skills, and facilitate all students’ abilities to understand
relationships between subject areas. [KSDE Standard 11]
Demonstration of Integration Skills
 Discuss how the instruction created an integrated learning experience.
 Identify the subject areas and the topics within those areas that are integrated.
An Example of Identifying subject areas and topics that are integrated:
“I integrated our math curriculum into this social studies unit by having students check
temperatures of various Arctic and Antarctic locations each day during this unit. They had
already been taught how to create a spreadsheet earlier in the year in math, so using this
knowledge they were able to create spreadsheets of the temperatures. They then graphed them
and compared the temperatures. This was an easy activity for them to do because they had
already learned how to do graphs in math.”
(The subjects identified are social studies and mathematics. The topics identified are
temperatures in the Arctic and Antarctic from social studies and spreadsheets and graphs from
mathematics.)
Checklist:
N Y
Candidate Identifies the Subject Areas that are Integrated ..................................................... 0 1
Candidate Identifies the Specific Topics that are Integrated .................................................. 0 1
Total Checklist Score:
/2
Rating 
Indicator 
Demonstrates
the Ability to
Integrate
Instruction
Across or
Within Subject
Matter Fields
0
Performance Not
Demonstrated
Evidence of creation
and use of
interdisciplinary
learning experiences
or instruction is not
present.
1
Performance
Partially
Demonstrated
There is evidence
that the teacher is
integrating
knowledge across or
within fields but
does not apply that
knowledge to
support instruction
2
Performance is
Demonstrated
X
There is evidence that the
teacher creates
interdisciplinary learning
experiences which
integrate knowledge,
skill, and methods of
inquiry from other
subject areas, or within a
subject area.
2
Total Rubric Score: _____/4
Total Score for TWS Criterion 4: _____/6
Score
TWS Criterion 5
Analysis of Classroom Learning Environment
The teacher uses an understanding of individual and group motivation and behavior, including
effective verbal and non-verbal communication techniques, to create a positive learning
environment that fosters active inquiry, supportive interaction and self-motivation in the
classroom. [KSDE Standards 5 and 6]
1.
What about the environment in your classroom makes it conducive to positive
learning? Describe such factors as: your classroom management plan, individual and
group motivation and behavior, positive verbal and non-verbal communication skills
you encourage, the active involvement of students in questioning, interaction with
others, and self-motivation for each individual. Except for your classroom management
plan, your comments should be related to this specific unit.
2.
What influence did the above factors have on your decisions to develop the classroom
environment that is conducive to learning by all students? Describe, specifically, how
you encourage individual and group involvement in learning activities, in
communicating effectively with classmates and teachers, and in providing a comfort
level for students where they are safe to ask and answer questions.
Checklist: the Teacher Describes How the Following are Applied in this Unit:
N_
Classroom Environmental Factors that Affect Learning ....................................................... 0
Strategies for Individual Student Motivation ......................................................................... 0
Strategies for Group Motivation ............................................................................................ 0
Techniques to Develop Verbal Communication among Students .......................................... 0
Techniques to Develop positive Non-Verbal Communication among Students .................... 0
Total Checklist Score:
Rating 
Indicator 
Effective
Classroom
Management
(General plan –
does not have to
be related to this
unit)
0
Performance Not
Demonstrated
The teacher has
presented no
evidence of a
classroom
management plan.
1
Performance
Partially
Demonstrated
The teacher has
described a classroom
management plan, but
the plan includes
fewer than three
appropriate classroom
management
strategies.
2
Performance is
Demonstrated
The teacher has
described a
classroom
management plan,
and the plan includes
at least three
appropriate
classroom
management
strategies.
Y
1
1
1
1
1
/5
X
1
Score
Rating 
Indicator 
0
Performance Not
Demonstrated
Positive Student
Motivation
There is no evidence
of techniques to
develop student
motivation.
Encourages
Effective
Communication
Among Students
No evidence of
strategies to
encourage studentto-student
communication
Provides an
Environment
Supportive of
Student
Interaction in
Learning
Activities
No evidence of
strategies to promote
student interaction
1
Performance
Partially
Demonstrated
The teacher identifies
techniques for student
motivation but does
not apply them in the
unit.
The teacher identifies
strategies to
encourage studentto-student
communication, but
they are not related to
specific learning
activities in this unit.
The teacher identifies
strategies to promote
student interaction,
but they are not
related to specific
learning activities in
this unit.
2
Performance is
Demonstrated
The teacher identifies
techniques for
student motivation
and describes how
they are applied in
the unit.
The teacher identifies
strategies to
encourage studentto-student
communication, and
they are integrated
into the teaching of
this unit.
The teacher identifies
strategies to promote
student interaction,
and they are tied to
specific learning
activities in this unit
including group
work.
X
1
1
1
Total Rubric Score: _____/8
Total Score for TWS Criterion 5: _____/13
Score
TWS Criterion 6
Analysis of Assessment Procedures
The teacher understands and uses formal and informal assessment strategies to evaluate and
ensure the continual intellectual, social and other aspects of personal development of all learners.
[KSDE Standard 8]
Classroom Focused Assessment: Monitoring and Evaluating Student Progress
Consider the unit you have chosen. Begin this task BEFORE, indeed well before, instruction.
Provide information, data, and summary results as called for using written descriptions, copies of
instruments used, tables and charts. Copies of instruments should be placed in a separate
Appendix. Do not include any student work in your TWS. Be sure to address all that follows.
1. For the unit’s instructional objectives, carry out both a formal and informal assessment
of your students’ readiness to engage in the instruction.
a) Informal Assessment: Consider both information from school records, external
assessment data, and your own observations of the students relying on measures
you have used in previous instruction and your observations of the class.
Document the sources of information you have considered to judge your
students’ readiness for the unit’s instruction.
b) Formal Assessment: For the unit objectives, prepare an assessment diagnostic
tool which can serve as an appropriate pre-measure of your students’ readiness to
engage in the unit’s instruction with specific focus on the objectives of the unit.
Describe the format and content of your Assessment. Include a copy of the
diagnostic instrument you have used in an appendix.
2. Use the diagnostic instrument you have chosen/developed, and collect assessment data
on your class. Present these data in a table or chart placed in your narrative or in an
appendix.)
3. Analyze the results of your assessment. Identify students who already have
considerable knowledge of the unit objectives, those who may have “prior knowledge”
deficits, and those who in the main are ready for instruction as you have it planned.
Describe specifically how you used this information to proceed with instruction for
these distinct groups of students. Address the specific objectives evaluated, and
discuss instructional strategies for those with different readiness skills and knowledge.
Disaggregate your class results to review subgroup differences for at least two groups
(gender, SES, prior knowledge or achievement, etc.,) one of which must be prior
knowledge/readiness (in need of remediation, ready for instruction, advanced).
4. Prepare at least one formative assessment tool to use during the period of the unit’s
instruction. Use this assessment to advise students of their progress; also, use this tool
to direct your instruction. Describe the reactions of your students to this information.
Describe how you used these interim results to re-direct, re-teach and otherwise inform
your plan for instruction.
5. Prepare an end-of-unit (summative) assessment. The assessment is to be targeted at
unit objectives. To the extent appropriate, use at least two distinct test item types (e.g.,
multiple choice, constructed response, performance assessment, cloze tests etc.). You
are to use this assessment as your “post instruction” student and unit evaluation tool.
For the specific objectives and also for the total assessment, establish reasonable
achievement thresholds (grade decision points/passing scores).
6. At the end of the unit’s instruction, administer the unit’s summative assessment and
collect student results. Present results/data that describe the level of student
performance on the unit’s objectives in a table or chart. Disaggregate results by at least
two groups, one of which must be based on the unit readiness assessment results (in
need of remediation, ready for instruction, advanced). From these data, judge the
success of the students and your instruction. With reference to instruction, what will be
your next steps?
To Summarize, you need to prepare (step 1) and implement (step 2) a diagnostic
assessment instrument. You then need to analyze (step 3) the diagnostic assessment data
you collected, and eventually address how the process impacted your instruction. You also
need to administer a formative assessment (step 4) during your unit and indicate what
changes, if necessary, were made in instruction based on the formative evaluation. Finally,
you need to prepare (step 5) and administer (step 6) a summative assessment, analyze its
results, and draw conclusions about the success of your students and your instruction based
on the summative data.
Example of Assessment Plan Table
1.
2.
3.
4.
Type of
Assessments
Diagnostic
Formative
Assessment
Formative
Assessment (etc.)
Summative
Learning Objectives
Format of Assessment
Checklist:
The
Teacher:
N
Y
Documents Sources of Student Readiness to Engage in the Unit .......................................0
1
Discusses Format and Content of the Formal Diagnostic Assessment Instrument .............0
1
Presents Diagnostic Assessment Data in a Table or Chart ..................................................0
1
Discusses Format and Content of the Formative Assessment(s) .........................................0
1
Presents Formative Assessment Data in a Table or chart ....................................................0
1
Discusses Format and Content of the Summative Assessment Instrument .........................0
1
Presents Summative Assessment Data in a Table or Chart ..................................................0
1
Includes Percentages of Students Who Achieved Unit Objectives (Overall Results) .........0
1
Describes the Level of Student Achievement on Each Unit Objective ...............................0
1
Provides Evidence of Disaggregation of Data for at Least Two Groups ...........................0
1
Total Checklist Score: /10
Rating 
Indicator 
Diagnostic
Assessment is
Utilized for
Instruction and
Evaluation
Formative
Assessment is
Utilized for
Instruction and
Evaluation
Summative
Assessment is
Utilized for
Evaluation and
in Planning for
Subsequent
Instruction
0
Performance Not
Demonstrated
No diagnostic
assessment data are
collected, or the
data/information
collected is not
appropriate for
(aligned with) unit
objectives.
No formative
assessment data are
collected, or the
data/information
collected is not
appropriate for
(aligned with) unit
objectives.
No summative
assessment data are
collected, or the
data/information
collected is not
appropriate for
(aligned with) unit
objectives.
Multiple Types
of Assessment
Only one assessment
is used, or
procedures and
formats are very
limited to nonexistent.
Alignment of
Assessments to
Objectives, and
Instruction.
Does not align
learning objectives to
instruction, and
assessment.
1
Performance
Partially
Demonstrated
Appropriate student
diagnostic assessment
data are collected, but
not used for
instructional decisionmaking.
2
Performance
Demonstrated
X
Student instruction is
monitored by
assessment data and
used appropriately in
instruction and
decision-making.
1
Student progress is
monitored by
appropriate formative
assessment data and
used appropriately in
instructional
decision-making.
1
Student progress is
monitored by
appropriate
summative
assessment data and
is used appropriately
in instructional
decision-making or
planning.
There is more than
A variety of
one assessment but no assessment formats
variety in the types
are used (e.g.
and format of
portfolios,
assessments.
observation, tests,
projects, performance
tasks, peer
assessment, etc.).
Aligns only two
Aligns learning
among learning
objectives,
objectives, instruction, instruction, and
and assessment (i.e.
assessment.
omits alignment of
one of the three.)
1
Appropriate student
assessment data is
collected, but not used
for instructional
decision-making.
Appropriate student
summative assessment
data are collected, but
not used for
instructional decisionmaking or planning.
1
2
Score
Rating 
Indicator 
Student
Evaluation and
Performance
Criteria
0
Performance Not
Demonstrated
No evaluative or
grading criteria or
standards or
expectations are
identified.
1
Performance
Partially
Demonstrated
Response includes
some criteria or
expectations, but
connections of
objectives to
instruction, outcomes,
and evaluation are not
complete.
2
Performance
Demonstrated
Response includes
consideration of
criteria which reflect
grading and
evaluation based on
integration aligning
instruction,
performance
expectations, and
grading or evaluation
standards.
X
2
Total Rubric Score: _____/16
Total Score for TWS Criterion 6: _____/26
Score
TWS Criterion 7
Reflection and Self-Evaluation
The teacher is a reflective practitioner who continually evaluates the effects of his or her
choices and actions on others (students, parents, and other professionals in the learning
community), actively seeks out opportunities to grow professionally and participates in the school
improvement process (Kansas Quality Performance Accreditation).
[KSDE Standards 9 and 10]
1. Select the learning objective where your students were most successful. Provide two or
more reasons for this success. Consider your goals, objectives, instruction, and
assessment along with student characteristics and other contextual factors under your
control.
2. Select the learning objective where your students were least successful. Provide two or
more possible reasons for this lack of success. Consider your goals, instruction and
assessment along with student characteristics and other contextual factors under your
control. Explain any mid-unit adaptations you made. Discuss what you could do
differently or better in the future to improve your students’ performance.
3. Discuss how and in what context you have communicated with students, parents and
other professionals about your decisions regarding students’ learning and assessment.
You must address all three.
4. Demonstrate that you understand the QPA process in use in your school and explain
how your efforts as a professional fit into it. How can you contribute to achieving the
school’s QPA goals? *If your school is not currently using the QPA process, you must
still explain the QPA process in Kansas schools.
5. Reflect on possibilities for professional development. Describe at least two
professional learning goals that emerged from your insights gained while teaching this
unit. Identify two specific activities you will undertake to improve your performance
as a teacher in the critical areas you identified.
Rating 
Indicator 
Successful
Activities
0
Indicator Not Met
Identifies no
successful activities
related to an
objective, or the
basis for the choice is
not valid.
1
Indicator Partially
Met
Identifies successful
activities related to an
objective, but
provides no adequate
explanation or
analysis of reasons
for the successes
identified.
2
Indicator Met
X
Identifies successful
activities related to
an objective, and
provides an adequate
explanation or
analysis of reasons
for the successes
identified.
2
Score
Rating 
Indicator 
0
Indicator Not Met
Implications for
Future Teaching
of This Unit
Including a
Focus on
Unsuccessful
Objectives
Provides no ideas for
redesigning learning
goals/objectives,
instruction, or
assessment.
Communication
with Students,
Parents and
Other
Professionals
while teaching
this unit.
Information
from QPA
process
Provides no
information on
communication with
students, parents and
other professionals.
(Must address all
three)
Provides no
information about the
QPA process.
Provides only a
general description of
any communication
with students, parents
and other
professionals. (Must
address all three)
Provides evidence of
knowledge of the
QPA process in the
school or a
description of his/her
role in the QPA
process.
Implications for
Professional
Development/
Continuous
Learning
Provides fewer than
two professional
learning goals that
emerge from insights
gained while
teaching this unit.
The teacher presents
at least two
professional learning
goals that emerge
from insights gained
while teaching this
unit but he/she does
not describe specific
activities planned for
meeting each
professional goal
presented.
1
Indicator Partially
Met
Provides ideas for
redesigning learning
goals/objectives,
instruction, or
assessment but offers
no or an inadequate
rationale for why
these changes are
warranted.
2
Indicator Met
X
Provides ideas for
redesigning learning
goals/objectives,
instruction, or
assessment and
adequately explains
why these
adaptations would
improve student
learning.
Provides evidence of
specific interactions
with students,
parents and other
professionals. (Must
address all three)
2
Provides evidence of
knowledge of the
QPA process in the
school and a
description of his/her
role in the QPA
process or explains
why he/she has no
role in the process.
Presents at least 2
professional learning
goals that emerge
from insights gained
while teaching this
unit and describes
specific activities
planned for meeting
each professional
goal presented.
1
1
1
Total Rubric Score: _____/14
Total TWS Criterion 7 Score: _____/14
Total Points: _____/113
Score
Teacher Work Sample
Your First and Last Name:
Date Submitted:
District where you completed
the TWS:
Name of School Building where
you completed the TWS:
Content Area of your TWS:
TWS Unit Topic:
Grade Level of the Classroom /
Students in Which the TWS
Unit Was Completed:
My signature verifies that this TWS is my own work. I understand that any
misrepresentation of facts may result in reduction of grades or other administrative actions
including removal from the Teacher Education Program.
Signature of
Teacher Submitting the TWS:
**Your Name and School Name should not appear anywhere in your TWS except on this page.
Glossary of Terms
For the purpose of the performance assessment methodology, the following terms have these
definitions:
Active Inquiry: A teaching/learning strategy in which the students are active in the pursuit of
knowledge. They are asking questions, researching, and answering their own and each other’s
questions. The teacher is a facilitator and guide but not the chief instructional agent. The use of
inquiry does not have to be in every lesson, but it should occur often enough that it is a strong
instructional component in the teaching of the unit.
Adaptations: Those adjustments in preparation and delivery of instruction and monitoring the
learning environment that are made by a candidate to meet the special learning needs of any
students. It also includes adjustments deemed necessary by the candidate to provide fair
treatment of students during the assessments of learning.
Affective Domain: The affective domain includes objectives that emphasize feeling and emotion,
such as interests, attitudes, appreciation, and methods of adjustment. At the lowest level, students
simply attend to a certain idea. At the highest level, students take an idea or a value and act on
that idea. Five basic objectives make up this domain: Receiving, Responding, Valuing,
Organization, and Characterization by Value (developed by Krathwohl, Bloom, and Masia).
Appropriate Rationale: (for doing or not doing something that is addressed in the rubric): A
statement or description of educationally defensible reasons for not using a device or method
called for in the rubric. The statement may also be used to explain why the candidate is doing
something differently than is called for in the rubric. To be complete, the rationale should
include a statement of how the teacher’s decision(s) will impact intended outcomes and their
achievement together with a description of the learning benefits of the choice(s) that the candidate
has made.
Balance in the Range of Objectives: Candidates are required to provide a minimum of one goal
and six objectives for a unit. The expectation of balance in the range of these objectives is that the
candidate will provide two objectives for each level or type of objective. The candidate should
also provide a rationale for why all the objectives were selected for inclusion in the unit. This
rationale should demonstrate the appropriateness of these choices, or address why a balance may
not be present (e.g., if it is not developmentally appropriate).
Classroom Environment: Information related to issues of culture, safety, classroom
management, physical environment, and socio-personal interaction that have potential to
influence the learning environment.
Cognitive Domain: The cognitive domain includes objectives that emphasize intellectual
outcomes, such as knowledge, understanding, and thinking skills. This domain is important to all
areas of study. It provides a system for teachers to develop lessons that require students to move
beyond memorization of facts at the knowledge level to the development of higher level thought
processing skills at the synthesis and evaluation levels. The six major categories include:
Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation (Bloom).
Collaboration: The deliberate use by the teacher of educational strategies that require students
to work together in pairs or other groupings to solve problems, accomplish tasks, or to achieve
learning goals. Collaboration may include, but is not limited to, formal cooperative learning
strategies.
Community: Information about the school district or city/town as well as the attendance center
that defines the community of learners in the school or classroom. Such information should focus
on definitive student characteristics to which the candidate ought to pay attention and use in
planning and delivering instruction in order to help all students achieve the unit learning goals.
Community Resources: These would include institutions, agencies, organizations, industry,
students’ family members with expertise/knowledge, etc. Examples would include community
library, museum, observatory, local media, local businesses or farms, community groups like Four
H or Kiwanis, etc.
Context Data: The “Contextual Information” characteristics that are narrated in Criterion One.
(e.g., ethnic, gender, SES, special needs, varying developmental levels, varying
intellectual/academic performance levels, emotional and/or behavioral deviations, etc.).
Critical Thinking/Problem Solving: Critical thinking/problem solving requires higher
cognitive processing (e.g., using information in new ways, analyzing information/concepts and/or
breaking into sub-parts or sub-concepts, making evaluations and judgments supported by
appropriate rationales, creating new constructs, processes or products, etc.). Students are not to
perform tasks which rely simply on rote learning, list making, recitation, or on simplistic
manipulation of numbers, facts, or formulae.
Developmental Characteristics: Objectives, assessments and activities should be aligned with
the skills, abilities, maturity, as well as the intellectual and emotional or behavioral characteristics
of the typical student at the grade or level at which one is teaching. Deviations from providing
instruction at the expected developmental level of a particular grade should be explained and
documented as to rationale.
Diagnostic Assessment: This is given before instruction to identify the students’ ability, skills, or
knowledge about the topic that is about to be taught. The teacher uses this assessment to
determine students’ previous knowledge in order to prepare or adjust objectives appropriately.
Disaggregation of Data: Organizing and reporting data from the diagnostic assessment and
summative assessment to show the achievement levels for groups present in the classroom
(gender, SES, ELL, students with disabilities, ethnicity, low and high achievers, etc.)
Environmental Factors: Circumstances or conditions in the school, the district, the community
and/or the classroom that might affect the students and their learning. For example, school
practices, district policies or regulations, transience in the community, physical attributes of the
classroom etc.
Ethnic/Cultural Make-up: The diversity of races, languages, religions, beliefs and practices of
the students in your classroom. Cultural practices might include dress, typical foods, and special
customs.
Formative Assessment: Those assessments of student performance, formal or informal, done
during the unit to give both the teacher and the student feedback regarding learning and the
possible need for either enrichment or remediation.
Goals: General learning standards or outcomes. Goals are supported by more specific learning
objectives.
Group and Subgroup: A group is a number of students in a broad category – e.g. gender. A
subgroup refers to a subordinate group within the group – e.g. males or females.
Higher Level/Reasoning Objective: A reasoning objective requires students to analyze,
synthesize and/or make judgments about (evaluate) information, knowledge and ideas. Students
analyze, calculate, compare, criticize, differentiate, examine, create, organize, propose, compose,
appraise, assess, and evaluate.
Instrument: An assessment or test for the purpose of measuring student ability.
Integration: The teacher has the knowledge and ability to import appropriate content,
information or processes from other disciplines (subjects) as a means of expanding student
thinking, and/or understanding and showing relation and relevance between subject fields i.e., a
social studies teacher integrates math skills into a geographic map lesson, an English teacher
incorporates history lessons into a Renaissance Literature unit, an elementary teacher integrates
math, science, social studies, and language arts into a unit.
Learner-centered Instruction: Classroom learning activities in which the learner and not the
candidate is the center of focus. The candidate may serve as facilitator but not as presenter or
director. The student works independently or in a small group that is in charge of the learning
sequence, timing, goal setting, and production of evidence of learning.
Learning Context: Information about the school, community, or individual students that should
impact the manner in which the candidate plans, executes, and assesses learning for all students in
the class.
Low and High Level Objectives: When Bloom (1956) originally presented his taxonomy, he
described six cognitive objectives as hierarchically arranged from low-level (knowledge,
comprehension) to high level (application, analysis, synthesis, evaluation), with higher-level
objectives building on the lower ones. Bloom’s cognitive objectives can be used when planning
assessments. True/false, matching, multiple-choice, and short answer items are often used to
assess knowledge and comprehension (low-level objectives). Essay questions, class discussions,
projects, position papers, debates, student work products, and portfolios are especially good for
assessing application, analysis, synthesis, and evaluations (high level objectives).
Lower Level/Knowledge Objective: For the purposes of the TWS a knowledge objective
requires students to define, list, memorize, name, recall, recognize, recite or record. Knowledge
objectives may involve student comprehension where students demonstrate that they understand
the meaning of what they have learned by describing, distinguishing between, discussing,
explaining, expressing, identifying, locating, or reporting.
Middle Level/Skill Objective: A skill objective requires students to apply the information that
they have learned. Students apply, demonstrate, illustrate, practice, translate, interpret or
dramatize.
Non-Verbal Communication Among Students: The use of positive non-verbal strategies could
include, but is not limited to the following: using hand or body movements to indicate
understanding, showing answers, raising hands up, nodding, using eye contact, smiling, using
hand gestures to indicate, for example, “Good job!” These non-verbal strategies fall generally
into the categories of active listening and will complement such things as use of body language,
paying attention, facing the speaker, etc.
Objective: A statement of what students should be able to do as a result of instruction.
Objectives must be specific, observable and measurable. They should be focused on the
outcomes expected from the instruction and not on the activities done as a part of instruction.
Properties: The characteristics, elements or contents of an assessment system or instrument.
Psychomotor Domain: The psychomotor domain is concerned with motor skills and the
performance of the skill. This domain is important to sciences, family and consumer science,
technology, physical education, art, and music teachers. The major categories range from
perception at the lowest level to origination at the highest level. The seven major categories
include: Perception, Set, Guided Response, Mechanism, Complex Overt Response, Adaptation,
and Origination (developed by Simpson,).
Quality Performance Accreditation (QPA): A process by which schools are assigned a status
based upon performance and quality criteria established by the state board. The performance
criteria include meeting state requirements on assessments, attendance, and for high schools,
graduation rates. There are eleven quality criteria which include a school improvement plan, a
staff development plan and having fully qualified staff. Schools may be assigned one of four
levels of accreditation status ranging from “Accredited” to “Not Accredited”.
Rationale: (for doing or not doing something that is addressed in the rubric): A statement or
description of educationally defensible reasons for not using a device or method called for in the
rubric. The statement may also be used to explain why the candidate is doing something
differently than is called for in the rubric. To be complete, the rationale should include a
statement of how the teacher’s decision(s) will impact intended outcomes and their achievement
together with a description of the learning benefits of the choice(s) that the candidate has made.
Readiness: Student readiness is the students’ previous knowledge, skills and understanding of
concepts related to the unit objectives. It includes the knowledge that is foundational to
achievement of the current unit’s objectives as well as previous knowledge of the concepts to be
taught.
Reading: Understanding the communication of written ideas through skills taught by every
teacher across the curriculum. Every teacher should reinforce important reading skills by
incorporating them into instruction every day. Some teaching strategies include vocabulary
building; using content-based reading material to help students identify main ideas and supporting
information; providing questions to generate interest in a reading passage; and many developed
systems to teach reading skills such as QAR, SQ3R, and KWL, which all involve questioning and
reviewing.
Rubric: An assessment tool that defines quality of performance as well as identifying skills,
knowledge, or concepts possessed by the student.
Special Needs: A description of students with special needs should not be limited to IEP’s.
Students with social, familial, emotional, cognitive, language and/or other needs should also be
addressed. Students who are functioning below grade level or who have difficulty in reading
could be included in the special needs area.
State/District Standards or Local Curriculum Outcomes: Objectives should be aligned with
state standards. These are available online at http://www.ksde.org/outcomes/siacurrstds.html.
However for areas where there are no state standards candidates should use district standards or
local curriculum outcomes.
Subgroup: A group is a number of students in a broad category – e.g., gender. A subgroup refers
to a subordinate group within the group – e.g. males or females.
Summative Assessment: A comprehensive test given at the end of the unit of instruction to
check the level of student learning.
Taxonomy of Educational Objectives: The Taxonomy of Educational Objectives is a threedomain scheme (cognitive, affective, and psychomotor) for classifying instructional objectives.
Each domain is organized in hierarchical order, ranging from low-level categories to high-level
categories. The system is based on the assumption that learning outcomes can be described in
terms of changes in student performance. Therefore, the taxonomy provides a structure for
writing instructional objectives in performance terms (Gronlund).
Technology: For the use of the Kansas Performance Assessment, technology includes a wide
range of technological tools that a teacher can use to enhance instruction. In the Kansas
Performance Assessment, technology specifically refers to electronic equipment. Examples
would include audio-visual devices, overhead projectors, computers, calculators, copy machines,
telephones, cameras (video and still), adaptive technology, robotics, etc.
Unit Learning Goal: The primary goal set by the candidate to guide the learning. The unit
learning goal is stated in terms of student performance. It will be further subdivided into
subordinate tasks or unit objectives.