A Guide for Compiling a
Teacher Work Sample
Portfolio
Performance Requirements
Teaching Processes
Standards and Indicators
Scoring Rubrics
College of Education
Kean University
AY 2009
Note: The materials in this document were developed by representatives of the
Renaissance Partnership Institutions and are used with their permission. The
Renaissance Partnership for Improving Teacher Quality Project http://fp.uni.edu/itg
NCATE accredited since 1954
Teacher Work Sample
adopted by College of Education 12/06
Teacher Work Sample (TWS) Committee
Dr. J. Amorino
Prof. M. Bocchino
Dr. L. Cahir
Prof. A. Caruso
Dr. G. DelRisco
Prof. R. Evans
Dr. J. Hoffman
Dr. L. Schraer-Joiner
Dr. D. Joiner
Dr. M. Knight
Dr. B. Lee
Dr. L. Lorentzen
Dr. M. Mobley
Dr. F. Osborne
Dr. J. Oussaty
Dr. V. Rodriguez
Dr. D. Schuman
September 2008 Edition
NCATE OFFICE
Kean University
College of Education
Willis Hall, Room 104
Union, NJ 07083
TEACHING PERFORMANCE CENTER
Kean University
College of Education
Willis Hall, Room 110
Union, NJ 07083
Phone: (908) 737-4266
Fax: (908) 737-4265
Email: ncate@kean.edu
Phone: (908) 737-4185
Fax: (908) 737-4115
Email: tpc@kean.edu
Dr. Susan Polirstok, Dean
Dr. Vivian Rodriguez, Associate Dean
College of Education
D:\98877400.doc
Table of Contents
I.
The SPECTRUM Model: Kean University’ Conceptual
Framework for Teacher Education ......................................................................1
II.
College of Education Mission Statement .............................................................3
III.
College of Education Learning Outcomes/Institutional Standards ..................4
IV.
Teacher Work Sample Portfolio Preparation
A. What is a Teacher Work Sample Portfolio?......................................................7
B. Instructions for Compiling a Teacher Work Sample Portfolio .........................7
C. Description of the Teacher Work Sample Portfolio Process.............................8
D. Candidate Responsibilities for Implementation of the TWS ............................9
E. Evaluating the Teacher Work Sample Portfolio ..............................................11
V.
Teacher work Sample
Overview of Teacher Work Sample Portfolio .......................................................14
Teaching Processes Assessed by the Teacher Work Sample.................................16
Contextual Factors .................................................................................................17
Learning Goals .......................................................................................................18
Assessment Plan.....................................................................................................19
Example of Assessment Plan Table .......................................................................20
Design for Instruction ............................................................................................21
Instructional Decision-Making ..............................................................................22
Analysis of Student Learning.................................................................................23
Reflection and Self-Evaluation ..............................................................................25
Processes of Teacher Work Sample Portfolio Assessment Form ..........................26
Teacher Work Sample Portfolio Assessment form ................................................27
Integration of Teacher Work Sample Processes & COE Learning Goals .............28
Appendix – Rubrics
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Introduction to Portfolio Rubric ...................................................................................14
Philosophy Statement Rubric .......................................................................................15
Writing Mechanics and Organization Rubric...............................................................16
Contextual Factors Rubric ...........................................................................................23
Learning Goals Rubric .................................................................................................25
Assessment Plan Rubric ...............................................................................................28
Design for Instruction Rubric ......................................................................................30
Instructional Decision-Making Rubric ........................................................................32
Analysis of Student Learning Rubric ...........................................................................34
Reflection and Self-Evaluation Rubric ........................................................................37
Resources ..........................................................................................................................38
D:\98877400.doc
I. The Spectrum Model
Kean University’s Conceptual Framework for Teacher Education
Kean University’s College of Education prepares its graduates to be informed, dynamic
professionals in diverse settings. Toward that end, a basic curriculum model called the
SPECTRUM has been adopted to provide teacher education students with the knowledge, skills
and dispositions (values) to become informed, dynamic professionals.
Webster defines a spectrum as an array of components, separated and arranged in order of some
varying characteristics.1 Kean University models its SPECTRUM as a series of circles. The
center or locus of the circle is the informed, dynamic professional whose development is created
by the intersection of three smaller inner circles representing knowledge, skills, and dispositions
(values). Each of the small circles is interconnected, giving and receiving input from the
classroom, school, community, state, nation and world. Surrounding the inner core is a larger
circle that establishes boundaries of professional studies, field experience, academic specialties
and general education. The turning of the circles emphasizes that development of an informed,
dynamic professional is interconnected, interdependent and interrelated. The colors of the
SPECTRUM blend together as do the content, process and context of the College of Education.
Each course and field experience contribute to the sum of an educator who is well grounded in
basic skills and in content knowledge, is competent in the practices of instruction as measured by
the learning success of students, and is a reflective member of the larger community of learners.
1
WEBSTER’S SEVENTH NEW COLLEGIATE DICTIONARY. SPRINGFIELD, MA: G & C MERRIAM CO., 1972
1
I.
The Spectrum Model (continued)
Kean University’s Conceptual Framework for Teacher Education
KNOWLEDGE
Knowing subject matter, instructional strategies, learning theory,
and the community where you teach;
based on mastery of content, theory and critical thinking.
SKILLS
Facilitating and assessing P-12 student learning,
managing the classroom;
based on knowledge, practice and experience.
DISPOSITIONS/VALUES
Making a commitment to the profession, having enthusiasm for teaching;
caring, fairness, honesty, responsibility and social justice;
based on beliefs about the world.
2
II.
College Of Education Mission Statement
The mission of the College of Education, based on our conceptual framework, is to prepare
informed, dynamic professionals for diverse settings who:
1.
demonstrate a broad background in humanities, mathematics, and the sciences, have an
in-depth understanding of one academic discipline, and apply this knowledge and
understanding in their professional settings;
2.
think creatively and critically in solving educational problems and make sound decisions
based on their knowledge of theory;
3.
design and integrate a variety of instructional strategies and technologies matched to
appropriate diverse learning styles;
4.
accurately assess, analyze, and monitor student learning; make appropriate adjustments to
instruction, and have a positive effect on all students;
5.
recognize, respect and respond appropriately to individual and cultural differences;
6.
establish professional and collaborative relationships among all educational stakeholders;
7.
commit to be life-long learners and advocates of quality schooling for all.
Adopted, College of Education, October 4, 2000
3
III. College Of Education Learning Outcomes
The College of Education has defined a set of learning outcomes that candidates must meet
reflecting the SPECTRUM conceptual framework of Knowledge, Skills and Dispositions
(Values). Every individual program within the College also has developed a set of specific
learning outcomes reflecting knowledge, skills, and dispositions of particular disciplines. In
order to graduate and/or be certified, candidates must show evidence that they have achieved
both college and program outcomes. The portfolio is one way in which students demonstrate
their achievements. The College of Education learning outcomes that appear below are aligned
with the New Jersey Professional Teaching Standards.
Knowledge
(A)
Subject Matter
The beginning teacher has a thorough understanding and knowledge of subject matter and
national, professional, and New Jersey Core Curriculum Content Standards, and uses
such knowledge to create effective learning experiences for students.
(B)
Student Learning
The beginning teacher has knowledge of how students learn and develop and creates
opportunities for each student’s academic development.
(C)
Diversity of Learners
The beginning teacher understands differences in how students learn and knows how to
provide instruction to accommodate such diversity.
(D)
Classroom Management
The beginning teacher understands classroom management theories.
(E)
Assessment
The beginning teacher knows how to assess, evaluate, analyze, and monitor student
learning.
Skills
(A)
Planning Instruction
(B)
The beginning teacher plans instruction based on knowledge of subject matter, of
national, professional, and New Jersey Core Curriculum Content Standards, of students,
and of curriculum goals and models.
Instructional Strategies/Technologies
4
The beginning teacher uses a variety of instructional strategies and technologies that
encourage each student to develop critical thinking and problem-solving skills.
(C)
Learning Environment
The beginning teacher creates a learning environment that encourages active, engaged
learning, positive interaction, and self-motivation for all students.
(D)
Communication and Technology
The beginning teacher effectively communicates in the classroom by using a variety of
communication skills including verbal and nonverbal techniques, technology, and media.
(E)
Assessment
The beginning teacher effectively uses formal and informal assessment strategies to
evaluate student progress and makes appropriate adjustments to instruction based on
his/her assessment.
(F)
Student Support
The beginning teacher works with parents/family members, school colleagues, and
community members to support student learning and development.
(G)
Reflection and Professional Development
The beginning teacher is a reflective practitioner who continually evaluates the effects of
her/his choices and actions on others (students, parents, and other professionals in the
learning community) and who actively seeks opportunities to grow professionally.
Dispositions/Values
(A)
Diversity/Individual Differences
The beginning teacher appreciates individual, cultural, and linguistic differences, shows
respect for the diverse talents of all learners, and is committed to helping develop selfconfidence and competence.
(B)
High Expectations
The beginning teacher believes that all students can learn at high levels and persists in
helping all students achieve success.
(C)
Community/Culture
The beginning teacher works productively within community and cultural norms.
5
(D)
Positive Climate
The beginning teacher takes responsibility for establishing a positive climate in the
classroom and participates in maintaining such a climate in the school as a whole.
(E)
Positive Role Model
The beginning teacher recognizes her/his responsibility to serve as a positive role model.
(F)
Life-long Learner
The beginning teacher is a life-long learner who seeks out opportunities for continued
growth.
Approved, College of Education, October 2001
6
IV. A Guide to Compiling a Teacher Work Sample Portfolio
A.
What is a Teacher Work Sample Portfolio?
A Teacher Work Sample Portfolio documents the candidates’ achievements over the
course of a teacher preparation program at Kean University at the core of which is the
impact the candidate has on P-12 student learning. It includes the Teacher Work Sample
(TWS) files that demonstrate evidence of P-12 student learning. The TWS must show
satisfactory achievement of the learning outcomes of the College of Education and the
candidates’ program of study, as well as evidence of P-12 student learning. The format
of the Teacher Work Sample Portfolio may be traditional print and/or electronic
multimedia file.
During the Introductory and Preprofessional Field Experiences each candidate will be
responsible for completing certain processes of the Teacher Work Sample Portfolio.
Interns will complete an entire Teacher Work Sample Portfolio during the Professional
Internship.
B.
Instructions for Compiling Teacher Work Sample Portfolio
The candidates’ Teacher Work Sample Portfolio must provide evidence of achievement
of learning outcomes of both the College of Education (COE) and the candidates’
academic program, as well as his/her impact on P-12 student learning. Individual
programs may have additional learning outcome requirements listed in their program
guidelines. The candidates’ Teacher Work Sample Portfolio should be developed in
consultation with program faculty, supervisor or clinical instructor. The TWS Portfolio is
scored using rubrics based on COE and program specific standards.
Every Teacher Work Sample Portfolio is to include the following components:

A statement of ownership. Complete a cover page that includes (a) name, (b) date
submitted, (c) grade level taught, (d) subject taught, (e) university, (f) course number
and title, (g) names of university supervisor/clinical instructor and cooperating
teacher, and (h) name of school district.

A Table of Contents that lists the sections and attachments contained within the
Teacher Work Sample Portfolio with page numbers.

A one-page Introduction to the Teacher Work Sample portfolio.

A Philosophy Statement that addresses the candidate’s view of the essence of
education based on documentation and experience and supported by research. The
focus should be the P-12 student and how the classroom can help develop the P-12
student into an effective citizen based on what has been learned at Kean University.
The statement should be built around the SPECTRUM model of the College of
Education based on knowledge, skills and dispositions/values. The statement should
7
be kept to a readable length of no more that two to three double-spaced pages. The
student should be prepared to discuss this statement in detail with an instructor.
C.

Charts, graphs and attachments. Charts, graphs and assessment instruments are
required as part of the portfolio/TWS document. Other attachments, such as student
work, may be provided. However, be very selective and make sure the attachments
provide clear, concise evidence of how performance is related to TWS standards and
the students’ learning progress.

Narrative length. A suggested page length for the narrative is given at the end of each
component section. There is some flexibility of length across components, but the
total length of the written narrative (excluding charts, graphs, attachments and
references) should not exceed twenty (20) word-processed pages, double-spaced in
12-point font, with 1-inch margins.

References and Credits (not included in total page length). If another person’s ideas
or material are referred to in the narrative, cite them in a separate section at the end of
the narrative under References and Credits. Any standard form for references may be
used; however, the American Psychological Association (APA) style is a
recommended format (explained in the manual entitled “Publication Manual of the
American Psychological Association”).

Anonymity. In order to insure the anonymity of students in the class, do not include
any student names or identification in any part of the TWS.

All sections of the Teacher Work Sample Portfolio should be placed in a binder and
organized by clearly labeled subsections.

Each Teacher Work Sample will be evaluated on its organization and format, use of
standard written English, punctuation, capitalization, etc. and syntax or word choice.
Description of the Teacher Work Sample Portfolio Process
The Assignment
The Teacher Work Sample contains seven teaching processes identified by research and
best practices as fundamental to improving P-12 student learning. Each Teaching
Process includes a Teacher Work Sample Standard, the Task, Requirements, and a Rubric
that defines levels of performance on the standard. The Standards and Rubrics will be
used to evaluate each Teacher Work Sample. Each teacher preparation program within
the College of Education has aligned the rubrics with both the COE Learning Outcomes
and their program-specific standards. The Requirements help to document the extent to
which each of the standards have been met. The rubrics for each process can be found in
Appendix A.
Each intern is required to teach a comprehensive unit. Before teaching the unit,
contextual factors will be described and learning goals identified based on New Jersey or
district content standards. An assessment plan will be created to measure student
8
performance before (pre-assessment), during (formative assessment) and after (postassessment), and a plan for instruction developed. After teaching the unit, student
learning will be analyzed and then instruction will be reflected upon and evaluated as
related to student learning.
Successful teacher candidates support learning by designing a Teacher Work Sample that
employs a range of strategies and builds on each P-12 student’s strengths, needs, and
prior experiences. Through this performance assessment, candidates provide credible
evidence of their ability to facilitate learning by meeting the following Teacher Work
Sample standards:







D.
The candidate uses information about the learning-teaching context and P-12 student
individual differences to set learning goals and plan instruction and assessment.
The candidate sets significant, challenging, varied, and appropriate learning goals.
The candidate uses multiple assessment modes and approaches aligned with learning
goals to assess P-12 student learning before, during, and after instruction.
The candidate designs instruction for specific learning goals, P-12 student
characteristics and needs, and learning contexts.
The candidate uses regular and systematic evaluations of P-12 student learning, to
make instructional decisions.
The candidate uses assessment data to profile P-12 student learning and communicate
information about student progress and achievement.
The candidate reflects on his or her instruction and P-12 student learning in order to
improve teaching practice.
Candidate Responsibilities for Implementation of the Teacher Work Sample during
the Field Experience Sequence
Level I: Introductory Field Experience Students
Candidates enrolled in Introductory Field Experience courses are responsible for
developing a Statement of Philosophy and the Contextual Factors process of the Teacher
Work Sample under the direction and guidance of the course instructor. Introductory
Field Experiences courses include EC 2900; EMSE 2800, 2801, 2802, 5560; FA 2900;
MUS 2900; PED 2800; or SPED 2120)
The Introductory Field course instructor will be responsible for assisting students in
developing the Philosophy Statement and Contextual Factors, and reviewing and
formally evaluating the Philosophy Statement and Contextual Factors using the rubrics
for the Philosophy Statement and Contextual Factors and the Teacher Work Sample
Portfolio Assessment form found in Section V.
Transfer students who were given credit for an introductory field course at another
college or university must meet with their program coordinator or designated faculty
member to discuss the start of their Teacher Work Sample Portfolio.
Post-Baccalaureate students may incur problems with beginning the Teacher Work
Sample Portfolio because of courses waived, i.e., introductory field; however they are
still responsible for completing a Teacher Work Sample Portfolio. Post-Bac students are
9
to be given information about completing the Teacher Work Sample Portfolio at the time
of entry into the certification program.
Elementary, Middle & Secondary Education and Early Childhood graduate students who
are seeking initial teacher certification are also responsible for completing an Teacher
Work Sample Portfolio and will be given information on the Teacher Work Sample
Portfolio process through their respective program.
Level II: Preprofessional Field Experience Students
Candidates enrolled in co-requisite courses with the Preprofessional Field Experience are
responsible for developing a Mini-Teacher Work Sample that includes the following
processes: Learning Goals, Assessment Plan, Design for Instruction, and Instructional
Decision-Making. These co-requisite courses are: EC3300, EMSE3123, EMSE3210,
EMSE3220, EMSE3230, EMSE3240, EMSE3250, EMSE3403, EMSE3410,
FA3900/3901, FA5015/5016, MUS3310/3311, PED3610, 3611, SPED3000, THE3220.
Instructors from these university courses will be responsible for continuing the
development of the Mini-Teacher Work Sample Portfolio and will formally evaluate the
Mini-Teacher Work Sample Portfolio.
The course instructor will be responsible for assisting students in developing the MiniTeacher Work Sample Portfolio processes, reviewing each student’s Mini-Teacher Work
Sample Portfolio and formally evaluating the Mini-Teacher Work Sample Portfolio using
the Teacher Work Sample Portfolio Assessment Rubrics and the Teacher Work Sample
Portfolio Assessment form found in Section V.
The university supervisor/clinical instructor will support the preprofessional field
experience student in the development of the Mini-Teacher Work Sample Portfolio,
offering assistance and ensuring that the Mini-Teacher Work Sample processes are
appropriate and reflect the SPECTRUM Model. The university supervisor/clinical
instructor will not be responsible for formally evaluating the Mini-TWS portfolio at Level
II.
Instructors/supervisors should use the Teacher Work Sample Portfolio Assessment
Processes as a guide to summarizing a candidates’ performance in each section. It is not
necessary to sum the candidates’ score in each descriptor to achieve a total score in each
section.
Level III: Professional Internship
Candidates enrolled in co-requisite course with the Professional Internship are required
and responsible for developing a complete Teacher Work Sample Portfolio including the
seven processes outlined in Section V. These processes are: Contextual Factors,
Learning Goals, Assessment Plan, Design for Instruction, Instructional Decision-Making,
Analysis of Student Learning and Reflection and Self-Evaluation. These co-requisite
courses are: EC4000; EDUC4000; EMSE 4900; MUS4000, PED4610; SPED4200;
EMSE5314 or 5561.
10
The capstone course instructor from each course listed above is responsible for the
continued development of the Teacher Work Sample Portfolio. The capstone instructor
will review each candidates’ Teacher Work Sample Portfolio, providing guidance in the
development and reflection of Teacher Work Sample processes and formally evaluating
the Teacher Work Sample Portfolio using the appropriate rubrics and the Teacher Work
Sample Portfolio Assessment form in the evaluation. The Teacher Work Sample
Portfolio evaluation will be included in the grade for the capstone course.
Graduate students in EC 5565 and EMSE 5561 will be responsible for completing the
Teacher Work Sample Portfolio.
The university supervisor/clinical instructor also is responsible for reviewing and
formally evaluating each candidate’s Teacher Work Sample Portfolio and providing
assistance in the development process and the accompanying reflections. The university
supervisor/clinical instructor will use the Teacher Work Sample Portfolio Assessment
Rubrics and the Teacher Work Sample Portfolio Assessment form in the evaluation with
input from the cooperating teacher.
At Level III, the Teacher Work Sample will be evaluated by both the university course
instructor AND the university supervisor/clinical instructor.
E.
Evaluating the Teacher Work Sample Portfolio
Level I
The instructor of the Introductory Field Experience course is responsible for scoring the
Teacher Work Sample Portfolio using the appropriate rubrics for the philosophy
statement and the Contextual Factors process and the Teacher Work Sample Portfolio
Assessment form.
Students who were given credit for an introductory field course at another college or
university must meet with their program coordinator or designated faculty member to
discuss the start of their educational Teacher Work Sample Portfolio.
Post-Baccalaureate students may incur problems with beginning the Teacher Work
Sample Portfolio because of courses waived, i.e., introductory field; however they are
still responsible for completing a Teacher Work Sample Portfolio. Post-Bac students are
to be given information about completing the Teacher Work Sample Portfolio at the time
of entry into the certification program.
Elementary, Middle & Secondary Education and Early Childhood graduate students who
are receiving initial teacher certification are also responsible for completing a Teacher
Work Sample Portfolio and will be given information on the process through their
respective program advisors.
Instructors/supervisors are to use the Teacher Work Sample Portfolio Assessment
Processes form as a guide to summarizing a candidates’ performance in each section. It
11
is not necessary to sum the candidates’ score in each descriptor to achieve a total score in
each section.
Level II
The course instructor of the following courses: EC3300, EMSE3123, EMSE3210,
EMSE3220, EMSE3230, EMSE3240, EMSE3250, EMSE3410, EMSE3403,
FA3900/3901, FA5015/5016, MUS3310/3311, PED3610, 3611, SPED3000, THE3220
will be responsible for assisting students in developing the Mini-Teacher Work Sample
Portfolio processes, reviewing each student’s Mini-Teacher Work Sample Portfolio and
formally evaluating the Mini-Teacher Work Sample Portfolio using the Teacher Work
Sample Portfolio Assessment Rubrics and the Teacher Work Sample Portfolio
Assessment form.
The university supervisor/clinical instructor will support the preprofessional field
experience student in the development of the Mini-Teacher Work Sample Portfolio
processes offering assistance and ensuring that the processes and reflections are
appropriate and reflect the SPECTRUM Model. The university supervisor/clinical
instructor will not be responsible for formally evaluating the Mini-TWS portfolio at Level
II.
Instructors/supervisors are to use the Teacher Work Sample Portfolio Assessment
Processes form as a guide to summarizing a candidates’ performance in each section. It
is not necessary to sum the candidates’ score in each descriptor to achieve a total score in
each section.
Level III
The university course instructor of the following capstone courses: EC4000, EDUC
4000, EMSE 4900, MUS4000, PED4610 and SPED4200, is to review each candidate’s
Teacher Work Sample Portfolio. He/She also will provide guidance in its continued
development and formally evaluate each Teacher Work Sample Portfolio using the Teacher
Work Sample Portfolio Assessment Rubrics and the Teacher Work Sample Portfolio
Assessment form in the evaluation. The Teacher Work Sample Portfolio evaluation will be
included in the grade for the capstone course.
Graduate students in EC5565, EC5566, and EMSE5561 will be responsible for
completing the Teacher Work Sample Portfolio.
The university supervisor/clinical instructor is responsible for reviewing and formally
evaluating each candidate’s Teacher Work Sample Portfolio and providing assistance in the
development of the processes and the accompanying reflections. The university
supervisor/clinical instructor will use the Teacher Work Sample Portfolio Assessment
Rubrics and the Teacher Work Sample Portfolio Assessment form in the evaluation with
input from the cooperating teacher.
12
Instructors/supervisors should use the Teacher Work Sample Portfolio Assessment
Processes form as a guide to summarizing a candidates’ performance in each section. It
is not necessary to sum the candidates’ score in each descriptor to achieve a total score in
each section.
The cooperating teacher will use the Teacher Work Sample Portfolio as a catalyst for
discussion about best teaching practices. The cooperating teacher will provide input to
the university supervisor/clinical instructor regarding the evaluation of the Teacher Work
Sample Portfolio.
Each professional intern will have two Teacher Work Sample Portfolio evaluations, one
from the university supervisor/clinical instructor and one from the capstone instructor.
Evaluation Form Submission
A copy of the completed Teacher Work Sample Portfolio Assessment form will be
submitted to the Teaching Performance Center by the designated instructor of the Level I,
II or III course.
For the professional internship, a completed Teacher Work Sample Portfolio Assessment
Form will be submitted to the Teaching Performance Center by both the university
supervisor/clinical instructor and the Level III course instructor.
13
V. Overview of Teacher Work Sample (TWS)
The Vision
Successful teacher candidates support learning by designing a Teacher Work Sample that
employs a range of strategies and builds on each student’s strengths, needs, and prior
experiences. Through this performance assessment, teacher candidates provide credible
evidence of their ability to facilitate learning by meeting the following TWS standards:

The teacher uses information about the learning-teaching context and student individual
differences to set learning goals and plan instruction and assessment.

The teacher sets significant, challenging, varied, and appropriate learning goals.

The teacher uses multiple assessment modes and approaches aligned with learning goals
to assess student learning before, during, and after instruction.

The teacher designs instruction for specific learning goals, student characteristics and
needs, and learning contexts.

The teacher uses regular and systematic evaluations of student learning to make
instructional decisions.

The teacher uses assessment data to profile student learning and communicate
information about student progress and achievement.

The teacher reflects on his or her instruction and student learning in order to improve
teaching practice.
The Assignment
The TWS contains seven teaching processes identified by research and best practice as
fundamental to improving student learning. Each Teaching Process is followed by a TWS
Standard, the Task, Requirements, and a Rubric that defines various levels of performance on the
standard. The Standards and Rubrics will be used to evaluate the TWS. The Requirements help
document the extent to which each of the standards has been met.
Teaching a comprehensive unit is required. Before teaching the unit, the contextual factors are
to be described, learning goals based on state or district content standards, create an assessment
plan designed to measure student performance before (pre-assessment), during (formative
assessment) and after (post-assessment), and plan for instruction. After the unit has been taught,
analyze and reflect on student learning. Then evaluate the instruction and teaching as they relate
to student learning.
Format
 Ownership. Complete a cover page that includes (a) name, (b) date submitted, (c) grade level
taught, (d) subject taught, (e) course number and title (f) names of clinical instructor,
supervisor, faculty and cooperating teacher, and (g) name of school.
 Table of Contents. Provide a Table of Contents that lists the sections and attachments in the
TWS document with page numbers.
 Charts, graphs and attachments. Charts, graphs and assessment instruments are required as
part of the TWS document. Other attachments may be provided such as student work.
However, please be very selective and make sure the attachments provide clear, concise
evidence of teaching performance as related to TWS standards and students’ learning
progress.
 Narrative length. A suggested page length for the narrative is given at the end of each
component section. There is some flexibility of length across components, but the total length
14
of the written narrative (excluding charts, graphs, attachments and references) should not
exceed twenty (20) word-processed pages, double-spaced in 12-point font, with 1-inch
margins, not including charts, graphs and student work examples.
 References and Credits (not included in total page length). If another person’s ideas or
material are referred to in the narrative, these should be cited in a separate section at the end
of the narrative under References and Credits. Any standard form for references may be used
however, the American Psychological Association (APA) style is a recommended format
(explained in the manual entitled “Publication Manual of the American Psychological
Association”).
 Anonymity. In order to insure the anonymity of students in the class, do not include any
student names or identification in any part of the TWS.
15
Teacher Work Sample
Teaching Processes Assessed by the Teacher Work Sample (TWS)
Teaching Processes, TWS Standards and Indicators
Contextual Factors
The teacher uses information about the learning-teaching context and student individual differences to set learning
goals and plan instruction and assessment.
 Knowledge of community, school, and classroom factors
 Knowledge of characteristics of students
 Knowledge of students’ varied approaches to learning
 Knowledge of students’ skills and prior learning
 Implications for instructional planning and assessment
Learning Goals
The teacher sets significant, challenging, varied and appropriate learning goals.
 Significance, Challenge and Variety
 Clarity
 Appropriateness for students
 Alignment with national, state or local standards
Assessment Plan
The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning
before, during and after instruction.
 Alignment with learning goals and instruction
 Clarity of criteria for performance
 Multiple modes and approaches
 Technical soundness
 Adaptations based on the individual needs of students
Design for Instruction
The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.
 Alignment with learning goals
 Accurate representation of content
 Lesson and unit structure
 Use of a variety of instruction, activities, assignments and resources
 Use of contextual information and data to select appropriate and relevant activities, assignments and resources
 Use of technology
Instructional Decision-Making
The teacher uses ongoing analysis of student learning to make instructional decisions.
 Sound professional practice
 Adjustments based on analysis of student learning
 Congruence between modifications and learning goals
Analysis of Student Learning
The teacher uses assessment data to profile student learning and communicate information about student progress
and achievement.
 Clarity and accuracy of presentation
 Alignment with learning goals
 Interpretation of data
 Evidence of impact on student learning
Reflection and Self-Evaluation
The teacher reflects on his or her instruction and student learning in order to improve teaching practice.
 Interpretation of student learning
 Insights on effective instruction and assessment
 Alignment among goals, instruction and assessment
 Implications for future teaching
 Implications for professional development
16
Contextual Factors
To be completed by: Introductory (Level I) and Professional Interns (Level III).
TWS Standard
The teacher uses information about the learning-teaching context and student individual
differences to set learning goals and plan instruction and assessment.
Task
Discuss relevant factors and how they may affect the teaching-learning process. Include any
supports and challenges that affect instruction and student learning.
Requirements
In the discussion, include:
 Community, district and school factors. Address geographic location, community and
school population, socio-economic profile and race/ethnicity. Stability of community,
political climate, community support for education, and other environmental factors may also
be addressed.
NOTE: NJ School Report Card is a good resource.
 Classroom factors. Address physical features, availability of technology equipment and
resources and the extent of parental involvement. Also to be discussed are other relevant
factors such as classroom rules and routines, grouping patterns, scheduling and classroom
arrangement.
 Student characteristics. Address student characteristics which must be considered as
instruction design and learning assessed. Include factors such as age, gender, race/ethnicity,
special needs, inclusion, English Language Learners (ELL), achievement/developmental
levels, culture, language interests, learning styles/modalities or students’ skill levels. In the
narrative, make sure to address student’s skills and prior learning that may influence the
development of learning goals, instruction and assessment.
NOTE: Include state/standardized test score data.
 Instructional implications. Address how contextual characteristics of the community,
classroom and students have implications for instructional planning and assessment. Include
specific instructional implications for English Language Learners (ELL) and special needs
inclusion students multiple intelligences and any other factors that will influence how a unit
is planned and implemented. Tell why this information is important to a teacher.
Checklist
N
Demonstrates knowledge of community, school, and classroom factors
Demonstrates knowledge of characteristics of students
Demonstrates knowledge of students’ varied approaches to learning
Demonstrates knowledge of students’ skills and prior learning
Uses knowledge to implement instructional planning and assessment
Suggested Page Length: 2-4
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Y
Learning Goals
To be completed by: Pre-professional Field Experience Students (Level II) and
Professional Interns (Level III).
TWS Standard
The teacher sets significant, challenging, varied and appropriate learning goals.
Task
Provide and justify the learning goals for the unit.
Requirements
 List the learning goals (not the activities) that will guide the planning, delivery and
assessment of the unit. These goals should define what students are expected to know and be
able to do at the end of the unit. The goals should be significant (reflect the big ideas or
structure of the discipline) challenging, varied and appropriate and expressed in behavioral
terms, i.e., defining what students are expected to be able to do. Number or code each
learning goal so it can be referenced later.
 Explain how the goals are aligned with local, state, and national standards (identify the
source of the standards).
 Describe the types and levels of the learning goals.
 Discuss why the learning goals are appropriate in terms of development; pre-requisite
knowledge, skills; and other student needs.
Suggested Page Length: 1-2
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Assessment Plan
To be completed by: Pre-professional Field Experience Students (Level II) and
Professional Interns (Level III).
TWS Standard
The teacher uses multiple assessment modes and approaches aligned with learning goals to
assess student learning before, during and after instruction.
Task
Design an assessment plan to monitor student progress toward learning goal(s). Use multiple
assessment modes and approaches aligned with learning goals to assess student learning before,
during, and after instruction. These assessments should authentically measure student learning
and may include performance-based tasks, paper-and-pencil tasks, or personal communication.
Describe why the assessments are appropriate for measuring learning.
Requirements
 Provide an overview of the assessment plan. The purpose of this overview is to depict the
alignment between learning goals and assessments. Show adaptations used to meet the
individual needs of students to problem solve, or to reflect contextual factors. Include
methods of formal, informal, and student self-assessment. For each learning goal include:
assessments used to judge student performance, format of each assessment, and adaptations
of the assessments for the individual needs of students based on pre-assessment and
contextual factors. A visual organizer such as a table, outline or other means may be used to
make the plan clear.
 Describe the pre- and post-assessments that are aligned with the learning goals. Clearly
explain how pre-and post-assessments will be evaluated or scored, including criteria used to
determine if the students’ performance meets the learning goals. Include copies of
assessments and/or student directions and criteria for judging student performance (e.g.,
scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key).
 Discuss the plan for formative assessment that will help to determine student progress
during the unit. Describe the assessments planned to evaluate student progress and
comment on the importance of collecting that particular evidence. Although formative
assessment may change as the unit progresses, the task here is to predict at what points in the
instructional sequence it will be important to assess students’ progress toward learning goals.
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Example of Assessment Plan Table: Kindergarten
Visual Organizer
Learning Goals
Learning Goal 1
Assessments
Pre-Assessment
Format of Assessment
Checklist: game with
animal masks & centers
representing habitats
(tree, lake, burrow,
cave)
Adaptations
Repeat and modify
instructions, as needed.
Demonstrate and assist
with cutting, gluing, etc.
Provide model of a
mask and model how to
move to habitat centers.
Keep all activities highinterest and brief.
Formative Assessment
Animal puppets and
habitats (e.g., bird and
nest) anecdotal records
REQ & a picture
journals
Provide concrete models
and assistance with fine
motor tasks, as needed.
Provide multiple
explanations and model
performances. Process
writing (i.e., dictations)
when needed. Provide
verbal cues and plenty
of wait time for Q & A.
Post-Assessment
Checklist: game with
animal masks & centers
representing habitats
Example: The student
will link wild animals
with their habitats.
Suggested Page Length: 2 + pre- and post-assessment instruments, scoring rubrics/keys, and
assessment plan table
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Design for Instruction
Unit Plan and/or Lesson Plans
To be completed by: Pre-professional Field Experience Students (Level II) and
Professional Interns (Level III).
TWS Standard
The teacher designs instruction for specific learning goals, student characteristics and needs,
and learning contexts.
Task
Describe how the design of the unit instruction relates to unit goals, students’ characteristics and
needs, and the specific learning context.
Requirements
 Results of pre-assessment. After administering the pre-assessment, analyze student
performance relative to the learning goals. Depict the results of the pre-assessment in a
format that allows patterns of student performance to be found relative to each learning goal.
A table, graph, or chart may be used. Describe the pattern that was found that will guide the
instruction or modification of the learning goals.

Unit overview. Provide an overview of the unit. Use a visual organizer such as a block plan
or outline to make the unit plan clear. Include the topic or activity planned for each
day/period. Also indicate the goal or goals (coded from the Learning Goals section) that will
be addressed in each activity. Make sure that every goal is addressed by at least one activity
and that every activity relates to at least one goal.

Activities. Describe at least three unit activities that reflect a variety of instructional
strategies/techniques and explain why those specific activities are planned. In the
explanation for each activity, include:
-

how the content relates to the instructional goal(s),
how the activity stems from the pre-assessment information and contextual
factors,
what materials/technology are necessary to implement the activity,
how are plans made to assess student learning during and/or following the activity
(i.e., formative assessment).
how the unit and/or lesson plan incorporates contextual factors particularly of the
student learners.
Technology. Describe how technology will be used in the planning and/or instruction. If
there is no plan to use any form of technology, provide a clear rationale for its omission.
Suggested Page Length: 3 + visual organizer
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Instructional Decision-Making
To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns
(Level III).
TWS Standard
The teacher uses on-going analysis of student learning to make instructional decisions.
Task
Provide two examples of instructional decision-making based on students’ learning or responses.
To be included:
 Think of a time during the unit when a student’s learning or response caused a modification of the
original design for instruction. (The resulting modification may affect other students as well.) Cite
specific evidence to support answers to the following:
- Describe the student’s learning or response that caused a modification of plans. The student’s
learning or response may come from a planned formative assessment or another source (not
the pre-assessment).
- Describe what was done next and explain why this would improve student progress toward
the learning goal.
 Now, think of one more time during the unit when another student’s learning or response caused a
modification of a different portion of the original design for instruction. (The resulting modification may
affect other students as well.) Cite specific evidence to support the answers to the following:
- Describe the student’s learning or response that caused an adjustment of modification of the
plans. The student’s learning or response may come from a planned formative assessment or
another source (not the pre-assessment).
- Describe what was done next and explain why this would improve student progress toward
the learning goal.
Suggested Page Length: 3-4
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Analysis of Student Learning
To be completed by: Professional Interns (Level III).
TWS Standard
The teacher uses assessment data to profile student learning and communicate information about student
progress and achievement.
Task
Analyze the assessment data, including pre, formative and post assessments and formative assessments to
determine students’ progress related to the unit learning goals. Use visual representations and narrative to
communicate the performance of the whole class, subgroups, and two individual students. Conclusions
drawn from this analysis should be provided in the “Reflection and Self-Evaluation” section.
To be included:
In this section, you will develop and implement a plan to collect, analyze and explain progress and
achievement toward learning goals demonstrated by the whole class, subgroups of students, and individual
students.

Pre-assessment is a key to the unit.
In a unit where students have had previous study in the content area, pre and post assessment tests can be
developed and administered to show the achievement progress from the unit execution.
Example: Students entering high school have studied U.S. History in elementary and middle
school. A pre-test will determine what they have retained from this instruction and will
provide the base data necessary for the teacher to plan the instructional goals and activities for
a unit on the same chronological period or theme. The post-test can show the achievement
gains in relation to the pre-test.
In a unit that is distinct, with no connection to prior study, pre-assessment should focus on pre-requisite
knowledge, skills and student needs. What knowledge/skills are necessary for the students to
successfully master the unit? Can the unit be started confident that the students have the necessary
knowledge base to progress? What modifications in content, process or strategies may be necessary
because of deficiencies in students’ background knowledge/skills?
Example: The unit to be taught is the novel, The Scarlet Letter, by Hawthorne. This unit is
distinct; the students have not read the novel so they cannot answer questions directly related
to it. Therefore, there cannot be a valid comparison between a pre-test and post-test. The preassessment should focus on prior knowledge of various elements essential to the reading:
definition of a novel, structure, direct/indirect characterization, external/internal setting,
symbolism, figurative language, point of view, etc.

Whole class. To analyze the progress of the whole class, create a table that shows pre- and postassessment data on every student on every learning goal. Then, create a graphic summary that shows the
extent to which the students made progress toward the learning criterion that was identified for each
23
learning goal (identified in the Assessment Plan section). Summarize what the graph tells about
students’ learning in this unit (i.e., the number of students met the criterion).

Subgroups. Select a group characteristic (e.g., gender, performance level, socio-economic status,
language proficiency) to analyze in terms of one learning goal. Provide a rationale for the selection of
this characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle- vs. low-performers). Create a
graphic representation that compares pre- and post-assessment results for the subgroups on this learning
goal. Summarize what these data show about student learning.

Individuals. Select two students that demonstrated different levels of performance. Explain why it is
important to understand the learning of these particular students. Use pre-, formative, and postassessment data with examples of the students’ work to draw conclusions about the extent to which these
students attained the two learning goals. Graphic representations are not necessary for this subsection.
Note: Provide possible reasons for why the students learned (or did not learn) in the next section,
“Reflection and Self-Evaluation.”
Suggested Page Length: 4 + charts, graphs and examples of student work examples
24
Reflection and Self-Evaluation
To be completed by: Professional Interns (Level III).
TWS Standard
The teacher analyzes the relationship between his or her instruction and student learning in order to
improve teaching practice.
Task
Reflect on the intern’s performance as a teacher and link P-12 student learning results to this performance
incorporating current research as supporting documentation. Evaluate intern’s performance and identify
future actions for improved practice and professional growth.
To be included:
 Select the learning goal where the P-12 students were most successful. Provide two or more possible
reasons for this success. Consider goals, instruction, and assessment along with P-12 student
characteristics and other contextual factors under the intern’s control.
 Select the learning goal where P-12 students were least successful. Provide two or more possible reasons
for this lack of success. Consider goals, instruction, and assessment along with P-12 student
characteristics and other contextual factors under the intern’s control. Discuss what could be done
differently or better in the future to improve the intern’s performance.
 Reflection on possibilities for professional development. Describe at least two professional learning
goals that emerged from the insights and experiences with TWS. Identify two specific steps that will be
taken to improve performance in the critical area(s) identified.
Suggested Page Length: 2
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Processes of Teacher Work Sample Portfolio Assessment Form
1 = Unacceptable
2 = Beginning
3 = Developing
4 = Capable
5 = Accomplished
Introduction to the Portfolio
Section Score
1 2 3 4
The purpose is defined.
1 2 3 4
The outcomes met by the candidate are described.
1 2 3 4
There are relevant connections made between the elements of the TWS and the outcomes.
1 2 3 4
There is a description of the organization of the TWS Portfolio
1 2 3 4
Philosophy Statement
Section Score
1 2 3 4
There is evidence that the candidate has the student as the focus.
1 2 3 4
The SPECTRUM Model is used as the framework.
1 2 3 4
The candidate understands theory and research.
1 2 3 4
The candidate has gained insight into teaching and learning through field experiences and coursework.
1 2 3 4
Contextual Factors
Section Score
1 2 3 4
Knowledge of community, school, and classroom factors.
1 2 3 4
Knowledge of characteristics of student, skills, and prior knowledge.
1 2 3 4
Knowledge of students’ varied approaches to learning.
1 2 3 4
Knowledge of students’ skills and prior knowledge.
1 2 3 4
Implications for instructional planning and assessment.
1 2 3 4
Learning Goals
Section Score
1 2 3 4
Significance, challenge, variety, and appropriateness for students.
1 2 3 4
Clarity.
1 2 3 4
Appropriateness for students
1 2 3 4
Alignment with national, state, or local standards.
1 2 3 4
Assessment Plan
Section Score
1 2 3 4
Alignment with learning goals and instruction.
1 2 3 4
Clarity of criteria for performance.
1 2 3 4
Technically sound multiple modes and approaches.
1 2 3 4
Adaptations based on individual needs of students.
1 2 3 4
Design for Instruction
Section Score
1 2 3 4
Alignment with learning goals.
1 2 3 4
Lesson and unit structure with accurate representation of content.
1 2 3 4
Use of a variety of instruction, activities, assignments and resources.
1 2 3 4
Use of contextual information and data to select appropriate and relevant activities, assignments, resources.
1 2 3 4
Use of technology.
1 2 3 4
Instructional Decision-Making
Section Score
1 2 3 4
Sound professional practice.
1 2 3 4
Adjustments based on analysis of learning.
1 2 3 4
Congruence between modifications and learning goals.
1 2 3 4
Analysis of Student Learning
Section Score
1 2 3 4
Clarity and accuracy of presentation.
1 2 3 4
Alignment with learning goals.
1 2 3 4
Interpretation of data.
1 2 3 4
Evidence of impact on student learning
1 2 3 4
Reflection and Self-Evaluation
Section Score
1 2 3 4
Interpretation of student learning.
1 2 3 4
Insights on effective instruction and assessment.
1 2 3 4
Alignment among goals, instruction, and assessment.
1 2 3 4
Implications for future teaching.
1 2 3 4
Implications for professional development
1 2 3 4
Writing Mechanics and Appearance
Section Score
1 2 3 4
Use of standard English is satisfactory (no more than 8 errors).
1 2 3 4
Syntax and word choice is satisfactory, and the writing is cohesive.
1 2 3 4
Appearance is adequate with section dividers and a table of contents.
1 2 3 4
26
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
TEACHER WORK SAMPLE PORTFOLIO ASSESSMENT FORM
27
Teacher Work Sample
Integration of Teacher Work Sample Processes and COE Learning Goals
TEACHING PROCESSES ASSESSED BY THE KEAN COE TEACHER WORK SAMPLE
Contextual Factors
The teacher uses information about the learning-teaching context and student individual differences to set learning goals
and plan instruction and assessment.
 Knowledge of community, school, and classroom factors (K-C,D) (S-G) (D-C)
 Knowledge of characteristics of students (K-B,C) (S-B,E) (D-A)
 Knowledge of students’ varied approaches to learning (K-A,C) (S-A,B) (D-A)
 Knowledge of students’ skills and prior learning (K-A,C) (S-A,B) (D-A)
 Implications for instructional planning and assessment (K-E) (S-A,E) (D-B)
Learning Goals
The teacher sets significant, challenging, varied and appropriate learning goals.
 Significance, Challenge and Variety (K-A,B,C) (S-A,B,C) (D-A,B)
 Clarity (S-A,B,C)
 Appropriateness for students (K-B,C) (S-B,C) (D-A,B)
 Alignment with national, state or local standards (K-A,B) (S-A)
Assessment Plan
The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before,
during and after instruction.
 Alignment with learning goals and instruction (K-A,B,E) (S-A,B,E)
 Clarity of criteria for performance (K-E) (S-E)
 Multiple modes and approaches (K-D,E) (S-E) (D-A)
 Technical soundness (K-E) (S-D,E)
 Adaptations based on the individual needs of students (K-B,C,E) (S-A,B,C,E) (D-A)
Design for Instruction
The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.
 Alignment with learning goals (K-A,B,E) (S-A,B,E)
 Accurate representation of content (K-A) (S-A,C,D) (D-C)
 Lesson and unit structure (K-A,B,C,D,E) (S-A,B,C,D,F) (D-B,C)
 Use of a variety of instruction, activities, assignments and resources (K-B,C) (S-B,C,G) (D-A,B,C)
 Use of contextual information and data to select appropriate and relevant activities, assignments and resources (KB,C) (S-A,G) (D-B,C)
 Use of technology (S-B,D)
Instructional Decision-Making
The teacher uses ongoing analysis of student learning to make instructional decisions.
 Sound professional practice (K-A,B,C,D,E) (S-A,B,C,D,E,G) (D-A,B,C,D)
 Adjustments based on analysis of student learning (K-B,C,E) (S-E)
 Congruence between modifications and learning goals (K-A,B,E) (S-A,B,E)
Analysis of Student Learning
The teacher uses assessment data to profile student learning and communicate information about student progress and
achievement.
 Clarity and accuracy of presentation (K-E) (S-D,E)
 Alignment with learning goals (K-A,B,E) (S-A,B,E)
 Interpretation of data (K-B,C,E) (S-D,E) (D-B,C)
 Evidence of impact on student learning (K-B,C,E) (S-B,C,E,G) (D-A,B)
Reflection and Self-Evaluation
The teacher reflects on his or her instruction and student learning in order to improve teaching practice.
 Interpretation of student learning (K-B,E) (S-C,E,F,G) (D-A,B,C,F)
 Insights on effective instruction and assessment (K-B,E) (S-B,E,F) (D-B,F)
 Alignment among goals, instruction and assessment (K-A,B,E) (S-A,B,E,F)
 Implications for future teaching (S-F) (D-F)
 Implications for professional development (S-F) (D-F)
● Letters in parentheses refer to COE Learning Outcomes: K = Knowledge, S = Skills, D = Disposition
See pages 4, 5 & 6
28
APPENDIX ITEMS
RUBRICS
A.
Introduction to Portfolio Rubric
B.
Philosophy Statement Rubric
C.
Writing Mechanics and Organization Rubric
D.
Contextual Factors Rubric
E.
Learning Goals Rubric
F.
Assessment Plan Rubric
G.
Design for Instruction Rubric
H.
Instructional Decision Making Rubric
I.
Analysis of Student Learning Rubric
J.
Reflection and Self-Evaluation Rubric
29
RESOURCES
Unit Assessment System: Report to the Indiana Professional Standards Board (1999, December).
Muncie, IN: Ball State University, Teachers College.
Bernhardt, Victoria (2002). The School Portfolio Toolkit; A Planning, Implementation and Evaluation
Guide for Continuous School Improvement. Larchmont, NY: Eye on Education.
Bullock, A. and Hawk, P., (2001). Developing a Teaching Portfolio; A Guide for the Preservice and
Practicing Teacher. Englewood Cliffs, NJ: Merrill Prentice Hall.
Campbell, D., Cignetti, P., Melenyzer, B., Nettles, D., & Wyman, R. (1997). How to Develop a
Professional Portfolio: A Manual for Teachers. Boston, MA: Allyn and Bacon.
Danielson, C, (1996). Enhancing Professional Practice: Framework for Teaching. Alexander, VA:
Association for Supervision and Curriculum Development.
Knight, M. & Gallero, D. (1994). Portfolio Assessment, Applications of Portfolio Analysis. Lanham,
MD: University Press of America.
New Jersey Journal of Supervision and Curriculum Development: Standards and Assessment for Student
Achievement. (2001). New Brunswick, NJ: Downtown Printing.
Phi Delta Kappa International & Ball State University Teachers College, (2000). Student Teacher’s
Portfolio Handbook, Bloomington, IN: Phi Delta Kappa International.
Rakow, S. (1999). Involving Classroom Teachers in the Assessment of Preservice Intern Portfolios.
Action in Teacher Education.
Spence, R. and Graham, Shari (2000). The High Performance Toolbox. Evergreen CO: Peak Learning
Systems.
Wile, I. (1999). Professional Portfolios: the “Talk” of the Student Teaching Experience. The Teacher
Educator 34 (3), 215-23 1.
Wolf, K. (1996). Developing an Effective Teaching Portfolio. Educational Leadership 53(6), 34-37.
Wyatt, R., III & Looper, S. (1999). So You Have to Have a Portfolio: A Teacher’s Guide to Preparation
and Presentation. Thousand Oaks, CA: Corwin Press, Sage. 16
TEACHER WORK SAMPLE REFERENCES


http://www.uni.edu/itq/Scored_TWS/index.htm
http://education.csufresno.edu/rengroup
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