A Guide for Compiling a
Physical Education
Teacher Work Sample
Portfolio
Performance Requirements
Teaching Processes
Standards and Indicators
Scoring Rubrics
College of Education
Kean University
Revised 2013
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
Teacher Work Sample (TWS) Physical Education Committee
Dr. J. Adams
Prof. J. Tirella
Prof. L Szekeres
Dr. R. Bakker
Revised April 2013
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. Jo Hoffman, Associate Dean
College of Education
Table of Contents
I.
The SPECTRUM Model: Kean University’ Conceptual
Framework for Teacher Education ..................................................................... 1
II.
a. College of Education Mission Statement ........................................................3
b. NASPE Mission Statement .............................................................................. 3
III.
2008 National Initial Physical Education Teacher Education PETE Standards
4
K-12 National Standards for Physical Education NASPE ................................ 7
IV.
College of Education Learning Outcomes/Institutional Standards ..................8
V.
Teacher Work Sample Portfolio Preparation
A. What is a Teacher Work Sample Portfolio? ............................................11
B. Instructions for Compiling a Teacher Work Sample Portfolio ................11
C. Description of the Teacher Work Sample Portfolio Process................... 12
D. Candidate Responsibilities for Implementation of the TWS .................. 13
E. Evaluating the Teacher Work Sample Portfolio...................................... 15
VI.
Teacher work Sample
Overview of Teacher Work Sample Portfolio .......................................................18
Teaching Processes Assessed by the Teacher Work Sample ................................ 20
Introduction ........................................................................................................... 22
Philosophy Statement ............................................................................................ 23
Contextual Factors .................................................................................................24
Learning Goals .......................................................................................................26
Assessment Plan.....................................................................................................29
Example of Assessment Plan Table ...................................................................... 30
Design for Instruction ............................................................................................32
Instructional Decision-Making ..............................................................................36
Analysis of Student Learning.................................................................................38
Reflection and Self-Evaluation ..............................................................................41
Teacher Work Sample Portfolio Assessment Worksheet ..................................... 43
TWS Processes Aligned with NASPE Standards Worksheet ............................... 46
Integration of Teacher Work Sample Processes & COE Learning Goals ............. 48
VII.
Resources ...............................................................................................................49
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 lend 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 K-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 indepth 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
IIa.
NASPE Mission/Vision Statements
Mission
NASPE's mission is to enhance knowledge, improve professional practice, and increase support for
high quality physical education, sport, and physical activity programs.
Vision
NASPE envisions a society in which all individuals are physically educated and participate in lifelong
physical activity.
3
2008 National Initial Physical Education Teacher Education (PETE) Standards
National Association for Sport and Physical Education (NASPE)
The following table identifies the primary method of assessment for each NASPE PETE Standard
Standard 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific scientific and
theoretical concepts critical to the development of physically educated individuals.
Assessment Assessment
Element– Teacher candidates will
Comment
#
#
Name
2
TWS
Describe
Describe and apply physiological and
1.1 biomechanical concepts related to skillful
4
Internship
Apply
movement, physical activity and fitness.
1
2
Praxis
TWS
Describe
Describe
4
Internship
Apply
1
2
4
Praxis
TWS
Internship
Describe
Describe
Apply
1.2
Describe and apply motor learning and
psychological/behavioral theory related to
skillful movement, physical activity and
fitness.
1.3
Describe and apply motor development theory
and principles related to skillful movement
physical activity, and fitness.
2
TWS
N/A
1.4
Identify historical, philosophical, and social
perspectives of physical education issues and
legislation.
1
2
4
Praxis
TWS
Internship
Describe
Describe
Apply
1.5
Analyze and correct critical elements of motor
skills and performance concepts.
Standard 2: Skill and Fitness Based Competence*
Physical education teacher candidates are physically educated individuals with the knowledge
and skills necessary to demonstrate competent movement performance and health enhancing
fitness as delineated in the NASPE K – 12 Standards.
Assessment Assessment
Element– Teacher candidates will
Comment
#
#
Name
Demonstrate personal competence in motor
5
Skills
N/A
2.1 skill performance for a variety of physical
activities and movement patterns.
3
Fitness
N/A
2.2
Achieve and maintain a health-enhancing level
of fitness throughout the program.
4
Demonstrate performance concepts related to
2.3 skillful movement in a variety of physical
activities.
*Without discrimination against those with disabilities, physical education teacher candidates with
special needs are allowed and encourages to utilize a variety of accommodations and/or modifications
to demonstrate competent movement and performance concepts (modified/adapted equipment,
augmented communication devices, multi-media devices, etc.) and fitness (weight training programs,
exercise logs, etc.).
5
Skills
N/A
Standard 3: Planning and Implementation
Physical education teacher candidates plan and implement developmentally appropriate
learning experiences aligned with local, state, and national standards to address the diverse
needs of all students.
Assessment Assessment
Element– Teacher candidates will
Comment
#
#
Name
2
TWS
Design
Design and implement short and long term
plans that are linked to program and
3.1
instructional goals as well as a variety of
4
Internship
Implement
student needs.
Develop and implement appropriate (e.g.,
measurable, developmentally appropriate,
3.2 performance based) goals and objectives
aligned with local, state, and / or national
standards.
2
TWS
Develop
4
Internship
Implement
2
4
TWS
Internship
Design
Implement
3.3
Design and implement content that is aligned
with lesson objectives.
2
4
TWS
Internship
Plan
Manage
3.4
Plan for and manage resources to provide
active, fair, and equitable learning experiences.
2
TWS
Plan
4
Internship
Adapt
2
TWS
Plan
4
Internship
Implement
2
TWS
Plan
4
Internship
Implement
Plan and adapt instruction for diverse student
3.5 needs, adding specific accommodations and/or
modifications for student exceptionalities.
Plan and implement progressive and sequential
3.6 instruction that address the diverse needs of all
students.
3.7 Demonstrate knowledge of current technology
by planning and implementing learning
experiences that require students to
appropriately use technology to meet lesson
objectives.
5
Standard 4: Instructional Delivery and Management
Physical education teacher candidates use effective communication and pedagogical skills and
strategies to enhance student engagement and learning.
Assessment Assessment
Element– Teacher candidates will
Comment
#
#
Name
4
Internship
N/A
4.1 Demonstrate effective verbal and non-verbal
communication and pedagogical skills and
strategies to enhance student engagement and
learning.
4
Internship
N/A
4.2 Implement effective demonstrations,
explanations, and instructional cues and
prompts to link physical activity concepts to
appropriate learning experiences.
4
Internship
N/A
4.3 Provide effective instructional feedback for
skill acquisition, student learning, and
motivation.
2
TWS
Recognize
4
Internship
Adjust
Recognize the changing dynamics of the
4.4 environment and adjust instructional tasks
based on student responses.
4
Internship
N/A
Utilize managerial rules, routines, and
4.5 transitions to create and maintain a safe and
effective learning environment.
Standard 5: Impact on Student Learning
Physical education teacher candidates utilize assessments and reflection to foster student
learning and inform instructional decisions.
Assessmen Assessment
Element– Teacher candidates will
Comment
#
t#
Name
2
TWS
N/A
5.1 Select or create appropriate assessments that
will measure student achievement of goals and
objectives.
2
TWS
Appropriate
Selection
4
Internship
Use
2
TWS
N/A
Use appropriate assessments to evaluate
student learning before, during, and, after
5.2 instruction.
5.3 Utilize the reflective cycle to implement
change in teacher performance, student
learning, and/or instructional goals and
decisions.
6
Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions essential to becoming effective
professionals.
Assessment Assessment
Element– Teacher candidates will
Comment
#
#
Name
Demonstrate behaviors that are consistent with
4
Internship
N/A
6.1 the belief that all students can become
physically educated individuals.
Participate in activities that enhance
6.2 collaboration and lead to professional growth
and development.
2
TWS
N/A
4
Internship
N/A
6.3 Demonstrate behaviors that are consistent with
the professional ethics of highly qualified
teachers.
4
Internship
N/A
6.4 Communicate in ways that convey respect and
sensitivity.
Note: Throughout the standards and elements and rubrics, which follow, the term teacher candidate
refers to pre-service teachers in an initial preparation program. In the rubrics, the term teacher
candidate will be abbreviated to “TC”.
7
K-12 National Standards for Physical Education
National Association for Sport and Physical Education (NASPE)
Physical activity is critical to the development and maintenance of good health. The goal of physical
education is to develop physically educated individuals who have the knowledge, skills, and
confidence to enjoy a lifetime of healthful physical activity.
A physically educated person:
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a
variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as
they apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical
activity settings.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social
interaction.
8
IV. 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
9
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 self-confidence 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.
10
(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
11
V.
A.
A Guide to Compiling a Teacher Work Sample Portfolio
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 K-12 student learning. It includes the Teacher Work Sample (TWS) files that
demonstrate evidence of K-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 K-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 K-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 K-12 student and how the classroom can help develop the K-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 be kept to a readable length of no more that two
12
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 K-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 performance before (preassessment), during (formative assessment) and after (post-assessment), and a plan for
13
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 K-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 K-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 K-12 student learning before, during, and after instruction.
The candidate designs instruction for specific learning goals, K-12 student characteristics
and needs, and learning contexts.
The candidate uses regular and systematic evaluations of K-12 student learning, to make
instructional decisions.
The candidate uses assessment data to profile K-12 student learning and communicate
information about student progress and achievement.
The candidate reflects on his or her instruction and K-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 course 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. The Introductory Field Experiences
course is PED 2800.
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 to be given
information about completing the Teacher Work Sample Portfolio at the time of entry into the
certification program.
14
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:
Contextual Factore, Learning Goals, Assessment Plan, Design for Instruction, and Instructional
Decision-Making. These co-requisite courses are: PED3610, 3611.
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 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 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 course is: PED4610.
The capstone course instructor 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
15
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.
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 is not necessary
to sum the candidates’ score in each descriptor to achieve a total score in each section.
16
Level II
The course instructor of the following courses: PED3610, 3611 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 course: PED4610, 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.
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.
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.
17
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.
18
VI. 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 of the written
narrative (excluding charts, graphs, attachments and references) should not exceed twenty (20)
19
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.
20
Teacher Work Sample
Teaching Processes Assessed by the Teacher Work Sample (TWS)
TEACHING PROCESSES, TWS STANDARDS AND INDICATORS
Introduction to the Portfolio
The purpose is defined
The outcomes met by the candidate are described
There are relevant connections made between the elements of the TWS and the outcomes.
There is a description of the organization of the TWS Portfolio
Philosophy Statement
There is evidence that the candidate had the student as the focus
The SPECTRUM Model is used as the framework
The candidate understands theory and research
The candidate has gained insight into teaching and learning through field experiences and coursework.
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
21
❖ 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
22
Introduction to the Portfolio
To be completed by: Introductory (Level I) Pre-Professional Students (Level II) and
Professional Interns (Level III)
The Introduction is the teacher candidate’s opportunity to discuss the purpose of the
Teacher Work Sample portfolio. In defining the purpose of the Teacher Work Sample,
the candidate integrates a discussion of the College of Education Learning Outcomes,
drawing relevant connections between the elements of the Teacher Work Sample and
the learning outcomes in the categories of Knowledge, Skills, and dispositions. The
introduction should also guide the reader in the organization of the portfolio.
Requirements:
• The purpose is defined.
• The outcomes met by the candidate are described.
• There are relevant connections made between the elements of the TWS and the
outcomes.
• There is a description of the organization of the TWS Portfolio
Checklist
The purpose is defined.
N
The outcomes are described.
Relevant connections are made between the TWS and
the Learning outcomes.
There is a description of the organization.
Suggested Page Length: 1-2 pages
23
Y
Philosophy Statement
To be completed by: Introductory Field Students (Level I) and Professional Interns (Level III).
The Philosophy statement addresses the candidate’s view of the essence of education based on
documentation and experience and support by research. The focus should be the K-12 student on how
the classroom can help develop the K-12 student into an effective citizen based on what has been
learned at Kean University. The statement should be built around the SPECTRUM Conceptual
Framework of the College of Education and reflect on knowledge, skills and dispositions.
Requirements:
•
Provide evidence that the teacher candidate had the student as the focus.
•
Use the SPECTRUM Model (Learning Outcomes in Knowledge, Skills, and Dispositions) as
the framework.
•
Include relevant theory and research that has influenced your Philosophy of Education
(minimum of 3 references).
•
Include the insight you have gained into teaching and learning through the course work and
filed experiences you have completed.
Checklist
N
Y
Students as the focus
SPECTRUM used for framework
Demonstrates knowledge of relevant theory and research
Uses insight gained from course work and field work
Suggested Page Length: 2-3 pages
Unacceptable
1.4 Identify historical,
philosophical, and social
perspectives of physical
education issues and
legislation.
Acceptable
TC fails to meet program
TC exceeds program
requirements for identifying
requirements for identifying
historical, philosophical and
historical, philosophical and
social perspectives of PE issues social perspectives of PE issues
and legislation.
and legislation.
Evidence could include projects, Evidence could include projects,
assignments, departmental
assignments, departmental
examinations, state or national examinations, state or national
licensure tests.
licensure tests.
24
Target
TC meets program requirements for
identifying historical, philosophical and
social perspectives of PE issues and
legislation.
Evidence could include projects,
assignments, departmental examinations,
state or national licensure tests.
Contextual Factors
To be completed by: Introductory (Level I) Pre-Professional Field (Level II) and
Professional Interns (Level III)
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
25
Y
3.4 Plan for and
manage resources to
provide active, fair,
and equitable
learning
experiences.
TC does not plan or minimally plans
for adaptations based on individual
differences (abilities/needs/interests).
Instruction is not individualized and a
“one size fits all” approach is taken.
TC uses one instructional model/
approach throughout the lesson. TC
does not make adaptations or offer
choices in equipment, space use, or
practice tasks based on individual
differences.
3.5 Plan and adapt
instruction to
diverse student
needs, adding
specific
accommodations
and/or modifications
for student
exceptionalities.
TC fails to account for student
exceptionalities or differences within
the class based on factors such as
gender, class, ethnicity, race,
physical or mental handicap, or
socioeconomic status. TC does not
make accommodations for the
diversity found within the student
population. Failure to account for
exceptionalities would include such
components as the choices
of units to be taught, selection of
students chosen to demonstrate,
degree of inclusion reflected in
bulletin boards or other displays, and
grouping of students for instruction or
play. TC fails to collaborate with the
IEP team on the planning and
implementing
of lessons that meet the needs of
students with disabilities.
TC plans for instructional
adaptations for individual
differences (abilities/needs/
interest). TC can articulate an
appropriate rationale for
adaptations. TC uses multiple
instructional models/approaches
throughout the lesson to account
for variations in learning styles and
prior experiences. TC provides
student choices in equipment,
space, or level of practice tasks
based on individual differences.
TC accounts for student
exceptionalities or differences
within the class by planning and
implementing lessons that make
modifications based on factors
such as gender, class, ethnicity,
race, physical or mental handicap,
or socioeconomic status. TC
demonstrates teaching behaviors
that reflect thoughtful
consideration of exceptionalities
through such behaviors as the
selection of units to be taught,
inclusion of diversity in bulletin
boards and other displayed
materials, using a variety of
students to demonstrate, and
grouping students for instruction
and play. TC collaborates with the
IEP team on the implementation
of lessons that meet the needs of
students with disabilities.
26
TC’s plans routinely reflect
sophisticated adaptations for
abilities (all levels) and needs
(interests and motivation) with a
sound rationale. TC uses multiple
instructional models/approaches
throughout the lesson to account for
variations in learning styles
and prior experiences. Students are
given multiple choices (equipment,
space, etc.) within practice tasks
based on individual differences.
TC accounts for exceptionalities
among students or makes
accommodations for the diversity
found within the student
population using creativity and
foresight. It is clear from the TC’s
behaviors that components such as
the selection of units of
instruction, materials selected for
display, the selection of students to
demonstrate, and methods of
grouping students that
exceptionalities and diversity
found within the student population
and have driven instructional
decision making. TC collaborates
with the IEP team on the planning
and implementing of lessons that
meet the needs of students with
disabilities.
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 description
should include appropriate physiological and biomechanical concepts related to skillful movement, physical activity
and/or fitness. The goals should be significant (reflect the big ideas or structure of the discipline) challenging,
varied and appropriate and expressed in behavioral terms, psychological/ behavioral theory related to skillful
movement should be applied i.e., defining what students are expected to be able to do. Number or code each
learning goal so it can be referenced later. Learning Goal’s must be appropriate for the subject area/developmental
level of learners, explicitly connected to the standards, and provide appropriate challenges for students. Incorporate
multiple domains of learning or content areas. Learning Goals must be measurable and each contains criteria for
student mastery.
• Explain how the goals are aligned with local, New Jersey Core Curriculum Content Standards, and
NASPE(identify the source of the standards).
• Describe the types and levels of the learning goals and how these long term goals are linked to student needs.
• Describe/include the “how” and “why” of the goals for skillful movement, physical activity or fitness.
• Discuss why the learning goals are appropriate in terms of development; pre-requisite knowledge, skills; and
other student needs.
Suggested Page Length: 1-2
27
Element Statement
1.1 Describe and apply
physiological and
biomechanical concepts
related to
skillful movement,
physical activity and fitness.
Unacceptable
TC applies physiological
and biomechanical
concepts in planning for
and delivering instruction.
Skill cues are appropriate
in plan, but TC fails
to use the identified skill
cues during the lesson. TC
instruction for skillful
movement, physical activity
or fitness is given using
generalized terms and is
concerned with the “how”
of the movement,
physical activity, or fitness.
TC fails to meet the criterion
score established by the
program on selected
assessments in physiology
and/or biomechanics.
Acceptable
TC appropriately applies
physiological and
biomechanical concepts in
planning for and
delivering instruction.
Skill cues identified in the
plan are used during
the lesson. TC instruction for
skillful movement, physical
activities, or fitness includes
the “how” and “why” of the
movement, physical activity,
or fitness. TC meets the
criterion score established by
the program on selected
assessments in physiology and
biomechanics.
Target
TC appropriately applies
physiological and
biomechanical concepts in
planning for and delivering
instruction for all
stages of student proficiency.
Skill cues are identified in the
plan and are consistently used
during the lesson. TC
instruction for skillful
movement, physical activity, or
fitness includes the “how” and
“why” of the movement,
physical activity, or fitness.
TC exceeds the criterion score
established by the program on
selected assessments in
physiology and biomechanics.
1.2 Describe and apply
motor learning and
psychological/ behavioral
theory related to skillful
movement, physical activity,
and fitness.
TC demonstrates knowledge of
the various theories, but fails
to apply theories to teaching.
Practice conditions used for
skill acquisition do not allow
for individual differences. TC
uses punitive measures to
control behavior. TC fails to
meet the criterion score
established by the program on
assessments in motor learning
and/or psychological/
behavioral theory.
TC demonstrates knowledge of
the various theories and applies
the theories to teaching.
Practice conditions allow for
individual differences. TC
controls student behavior
through the use of proactive
strategies (i.e. catch them when
they are good, awarding
positive behavior, etc.). TC
meets the criterion score
established by the program on
assessments in motor learning
and psychological/behavioral
theory.
TC appropriately applies motor
learning, psychological, and
behavioral theory in planning
for and delivering instruction.
Practice conditions allow for
individual differences and
practice conditions are adjusted
based on student responses. TC
controls student behavior using
proactive strategies including
encouraging student selfresponsibility. TC exceeds the
criterion score established by
the program on assessments in
motor learning and
psychological/ behavioral
theory.
28
1.3 Describe and apply
motor development theory
and principles related to
skillful movement, physical
activity, and fitness.
TC applies motor development
theory and principles in
planning for the lesson, but fails
to account for developmental
differences during instruction
and practice activities. TC fails
to meet the criterion score
established by the program on
assessments in motor
development.
TC appropriately applies motor
development theory and
principles in planning for and
delivering instruction. TC
plans and implement lessons
that are developmentally
appropriate (neither too hard
nor too easy). TC demonstrates
application of motor
development theory by using
developmentally appropriate
teaching cues, and planning
developmentally appropriate
practice opportunities. TC
meets the criterion score
established by the
program on assessments in
motor development.
TC appropriately applies motor
development theory and
principles in planning for and
delivering instruction (for all
stages of student proficiency);
evidence is provided by K-12
students' changes in behavior
(learning occurs) in skillful
movements, physical activities,
and personal fitness. TC exceeds
the criterion score established by
the program on assessments of
motor development.
3.1 Design and implement
short and long term plans
that are linked to
program and
instructional goals as well as
a variety of student needs.
TC fails to make both long and
short term plans. Planning is
limited to daily lesson plans
with no plan for long term
instructional goals for the unit.
Lesson objectives are not
aligned with identified long
term goals (unit). Planned
learning activities are out of
alignment with instructional or
programmatic goals.
TC designs and implements
short and long term plans.
Learning activities are
congruent with short term
(lesson objectives) and long
term (unit objectives) goals and
are linked directly to student
needs. TC uses strategies such
as backward mapping in
planning short and long term
goals.
TC designs and implements short
and long term plans using such
strategies as backward mapping
to ensure learning is sequential.
Short and long term goals are
linked directly to student
learning activities. Short and
long term goals inform
instruction and learning activities
and allow for differentiate
instruction and multiple means
of teaching sequences.
3.2 Develop and implement
appropriate (e.g.
measurable,
developmentally
appropriate, performancebased) goals and objectives
aligned with local,
state, and/or national
standards.
Objectives are inappropriate for
the subject area/developmental
level of learners by being either
too difficult or too easy.
Objectives only contain
performance. Objectives are
appropriate, but TC fails to
align objectives with local,
state, and/or national standards.
Objectives are appropriate for
subject area/developmental
level of learners, are connected
appropriately to the standards,
and provide appropriate
challenges for students (tasks
are neither too easy nor too
difficult). Objectives are
measurable and most objectives
identify criteria.
Objectives are appropriate for
the subject area/developmental
level of learners, are explicitly
connected to the standards, and
provide appropriate challenges
for students (tasks are neither too
easy nor too difficult).
Objectives incorporate multiple
domains of learning or content
areas. Objectives are measurable
and each contains criteria for
student mastery.
29
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. A
minimum of 1 PE Metrics Assessment must be used. 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 selfassessment. 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.
30
Example of an Overview of the Assessment Plan: 5th Grade Physical Education
Visual Organizer
*Adaptations are based on Contextual Factors
Learning Goals
Assessments
Format of Assessment
Adaptations
Learning Goal 1:
Cognitive Domain
Pre-Assessment
Entrance Slips: General
questions about
biomechanical
techniques used to
successfully dribble and
pass a basketball.
-Repeat and modify
instructions, as needed. Reread directions and reestablish what is expected
of the students
Formative Assessment
Question/Answer: Basis of
questions is the
biomechanical
techniques/terminology.
-Provide well established
questions in the clearest,
most simple form. Repeat
the questions as needed
Post-Assessment
Exit Slips: Specific
questions on
biomechanical techniques.
-Repeat and modify
instructions, as needed.
Pre-Assessment
Entrance Slips:
General question on what
they think good
sportsmanship is.
Formative Assessment
Journals:
Keeping individual
journals on how they feel
each day they are in Phys
Ed class.
-Repeat and modify
instructions, as needed. Reread directions and reestablish what is expected
of the students
-Journals will include
pictures that of happy/sad
faces and questions based
on how they felt in Phys Ed
throughout the unit.
-Provide well established
questions in the clearest,
most simple form. Repeat
the questions as needed.
Students will identify the
proper biomechanical
techniques to successfully
perform dribbling, passing,
and receiving a basketball
Learning Goal 2:
Affective Domain
Students will demonstrate
good sportsmanship and
use proper team building
skills throughout this unit.
Question/Answer:
Basis of questions asking
the students about
sportsmanship.
Post-Assessment
Learning Goal 3:
Psychomotor Domain
Students will effectively
perform the proper
techniques of dribbling,
passing, and receiving a
basketball.
Pre-Assessment
PE Metrics:
5 Grade Basketball:
Dribble, Pass and Receive
th
Teacher Observation:
Skills Taught
Formative Assessment
PE Metrics:
5th Grade Basketball:
Dribble ,Pass and Receive
Post-Assessment
31
*Based on Motor Learning Theory
Related to Skillful Movement.
*Based on Psychological/behavioral
Theory Related to Skillful Movement.
Modified rubrics will
be used as appropriate.
Demonstrate and assist
students as needed.
Modified rubrics will be
used as appropriate.
*Based on Physiological and
Biomechanical Concepts Related to
Skillful Movement.
Suggested Page Length: 2 + pre- and post-assessment instruments, scoring rubrics/keys, and assessment plan
table
5.1 Select or create
appropriate
assessments that will
measure student
achievement of the
goals and
objectives.
Unacceptable
Acceptable
Target
TC shows no evidence (or
minimal evidence) of
planning for formal or
informal assessment. There is
no plan for record
keeping or analysis of data.
Assessments do not
match/measure the lesson
objectives and/or standards.
Some of the objectives are
not assessed.
TC uses appropriate strategies to
assess student learning (paper
and pencil tests, observational
checklists, etc) regularly. TC has
a plan for record keeping and
analysis of data. Planned
assessments are appropriate for
the lesson and/or standards.
Student progress is recorded.
TC uses assessments to plan future
lessons. On-going assessments as
well as summative and formative
assessments are used in many
contexts. Record keeping
provides
detailed information on students
and can be transformed into a
format that is accessible to
others (e.g.
parents/administrators).
32
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. Content must be designed in alignment with lesson objectives/ learning goals for
unit. 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. Plans must include adaptations to instruction
for diverse student needs with specific accommodations and/or modifications for student
exceptionalities.
•
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,
Describe how you will apply physiological and biomechanical concepts related to
skillful movement, physical activity and fitness.
Describe how you will apply motor learning and psychological behavior theory
related to skillful movement, physical activity and fitness.
Describe how you will apply motor development theory and principles related to
skillful movement, physical activity and fitness.
Plan/describe how you will manage resources to provide active, fair and equitable
learning experiences.
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).
33
•
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.
Demonstrate knowledge of current technology by planning and implementing learning
experiences that require students to appropriately use technology to meet lesson objectives.
If there is no plan to use any form of technology, provide a clear rationale for its omission.
Suggested Page Length: 3 + visual organizer
Element Statement
1.1 Describe and
apply physiological
and biomechanical
concepts related to
skillful movement,
physical activity and
fitness.
Unacceptable
TC applies physiological and
biomechanical concepts in
planning for and delivering
instruction. Skill cues are
appropriate in plan, but TC fails
to use the identified skill cues
during the lesson. TC instruction
for skillful movement, physical
activity or fitness is given using
generalized terms and is concerned
with the “how” of the movement,
physical activity, or fitness. TC fails
to meet the criterion score established
by the program on selected
assessments in physiology and/or
biomechanics.
Accepta
TC appropriately applies
physiological and
biomechanical concepts in
planning for and delivering
instruction. Skill cues
identified in the plan are used during
the lesson. TC instruction for skillful
movement, physical activities, or
fitness includes the “how” and
“why” of the movement, physical
activity, or fitness. TC meets the
criterion score established by the
program on selected assessments
in physiology and biomechanics.
Ta
TC appropriately applies
physiological and biomechanical
concepts in planning for and
delivering instruction for all
stages of student proficiency.
Skill cues are identified in the plan
and are consistently used during the
lesson. TC instruction for skillful
movement, physical activity, or
fitness includes the “how” and
“why” of the movement, physical
activity, or fitness. TC exceeds the
criterion score established by the
program on selected assessments in
physiology and biomechanics.
1.2 Describe and
apply motor
learning and
psychological/
behavioral theory
related to skillful
movement, physical
activity, and fitness.
TC demonstrates knowledge of
the various theories, but fails to apply
theories to teaching. Practice
conditions used for skill acquisition
do not allow for individual
differences. TC uses punitive
measures to control behavior. TC
fails to meet the criterion score
established by the program on
assessments in motor learning and/or
psychological/ behavioral theory.
TC demonstrates knowledge of
the various theories and applies the
theories to teaching. Practice
conditions allow for individual
differences. TC controls student
behavior through the use of
proactive strategies (i.e. catch them
when they are good, awarding
positive behavior, etc.). TC meets
the criterion score established by the
program on assessments in motor
learning and psychological/
behavioral theory.
TC appropriately applies motor
learning, psychological, and
behavioral theory in planning for
and delivering instruction. Practice
conditions allow for individual
differences and practice conditions
are adjusted based on student
responses. TC controls student
behavior using proactive strategies
including encouraging student selfresponsibility. TC exceeds the
criterion score established by the
program on assessments in motor
learning and psychological/
behavioral theory.
34
1.3 Describe and
apply motor
development theory
and principles
related to skillful
movement, physical
activity, and fitness.
TC applies motor development
theory and principles in planning for
the lesson, but fails to account for
developmental differences during
instruction and practice activities. TC
fails to meet the criterion score
established by the program on
assessments in motor development.
TC appropriately applies motor
development theory and principles
in planning for and delivering
instruction. TC plans and
implement lessons that are
developmentally appropriate
(neither too hard nor too easy). TC
demonstrates application of motor
development theory by using
developmentally appropriate
teaching cues, and planning
developmentally appropriate
practice opportunities. TC meets
the criterion score established by
the program on assessments in
motor development.
TC appropriately applies motor
development theory and principles
in planning for and delivering
instruction (for all stages of student
proficiency);
evidence is provided by K-12
students' changes in behavior
(learning occurs) in skillful
movements, physical activities, and
personal fitness. TC exceeds the
criterion score established by the
program on assessments of motor
development.
3.3 Design and
implement content
that is aligned with
lesson objectives.
TC selects model/approach that is
incongruent with the subject
matter/content, student population,
and/or goals/objectives. Teaching
approach does not consider the
developmental level of students,
context of the class (number of
students in class, equipment,
space, etc.), and/or the context (open
or closed environment) in which the
skill/activity will be performed.
Students participating in the learning
activities fail to achieve the lesson
objectives.
TC selects teaching
approach/model based on
developmental level of students,
context of the class, and the
context in which the skill/activity
will be performed. Teaching
approach is congruent with the
goals/objectives, the number of
students in the class, preassessment of students’
developmental levels, available
equipment, space, and context
(open or closed environment) in
which the skill/activity will be
performed. Learning activities
allow students to achieve
objectives.
TC selects teaching approach/model
that is congruent with the
goals/objectives and facilitates
mastery. The approach/model
selected maximizes practice
opportunities, allows for individual
differences in skill levels,
maximizes the use of
space and equipment, and allows
students to practice tasks in
appropriate environments related
to the context (open or closed
environment) in which the
skill/activity is performed.
Learning activities allow students
to achieve objectives.
3.4 Plan for and
manage resources to
provide active, fair,
and equitable
learning
experiences.
TC does not plan or minimally plans
for adaptations based on individual
differences (abilities/needs/interests).
Instruction is not individualized and a
“one size fits all” approach is taken.
TC uses one instructional model/
approach throughout the lesson. TC
does not make adaptations or offer
choices in equipment, space use, or
practice tasks based on individual
differences.
TC plans for instructional
adaptations for individual
differences (abilities/needs/
interest). TC can articulate an
appropriate rationale for
adaptations. TC uses multiple
instructional models/approaches
throughout the lesson to account
for variations in learning styles and
prior experiences. TC provides
student choices in equipment,
space, or level of practice tasks
based on individual differences.
TC’s plans routinely reflect
sophisticated adaptations for
abilities (all levels) and needs
(interests and motivation) with a
sound rationale. TC uses multiple
instructional models/approaches
throughout the lesson to account for
variations in learning styles
and prior experiences. Students are
given multiple choices (equipment,
space, etc.) within practice tasks
based on individual differences.
35
3.5 Plan and adapt
instruction to
diverse student
needs, adding
specific
accommodations
and/or modifications
for student
exceptionalities.
TC fails to account for student
exceptionalities or differences within
the class based on factors such as
gender, class, ethnicity, race,
physical or mental handicap, or
socioeconomic status. TC does not
make accommodations for the
diversity found within the student
population. Failure to account for
exceptionalities would include such
components as the choices
of units to be taught, selection of
students chosen to demonstrate,
degree of inclusion reflected in
bulletin boards or other displays, and
grouping of students for instruction or
play. TC fails to collaborate with the
IEP team on the planning and
implementing
of lessons that meet the needs of
students with disabilities.
3.7 Demonstrate
knowledge of
current technology
by planning and
implementing
learning experiences
that require
students to
appropriately use
technology to meet
lesson objectives.
TC does not make appropriate use of
the available technology. TC
demonstrates limited knowledge of
current technology and its
applications in a physical activity
setting. TC’s use of technology does
not align with lesson objectives.
TC accounts for student
exceptionalities or differences
within the class by planning and
implementing lessons that make
modifications based on factors
such as gender, class, ethnicity,
race, physical or mental handicap,
or socioeconomic status. TC
demonstrates teaching behaviors
that reflect thoughtful
consideration of exceptionalities
through such behaviors as the
selection of units to be taught,
inclusion of diversity in bulletin
boards and other displayed
materials, using a variety of
students to demonstrate, and
grouping students for instruction
and play. TC collaborates with the
IEP team on the implementation
of lessons that meet the needs of
students with disabilities.
TC integrates learning experiences
that involve students in the use of
available technology. TC
demonstrates knowledge and use of
current technology and applies this
knowledge in the development and
implementation of lessons in a
physical activity setting. TC’s use
of technology is aligned with
lesson objectives.
36
TC accounts for exceptionalities
among students or makes
accommodations for the diversity
found within the student
population using creativity and
foresight. It is clear from the TC’s
behaviors that components such as
the selection of units of
instruction, materials selected for
display, the selection of students to
demonstrate, and methods of
grouping students that
exceptionalities and diversity
found within the student population
and have driven instructional
decision making. TC collaborates
with the IEP team on the planning
and implementing of lessons that
meet the needs of students with
disabilities.
TC integrates learning experiences
that require students to use various
technologies in a physical activity
setting. TC demonstrates mastery
of current technologies and uses the
technology to enhance student
learning. TC incorporates
technology such as pedometers,
video, etc. to provide feedback to
students. TC’s use of technology is
aligned with lesson objectives.
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
Recognize the changing dynamics of the environment and adjust instruction tasks based on
student responses. 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. Describe how you corrected the critical
elements of motor skills and performance concepts.
• 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.
- How were instructional tasks adjusted based on student responses, and the
changing dynamics of the environment.
Suggested Page Length: 3-4
37
Element Statement
4.4
Recognize the
changing dynamics
of the environment
and adjust
instructional
tasks based on
student responses.
Unacceptable
TC delivers lessons by
remaining on script without
regard to student responses.
TC fails to recognize changes
in the teaching environment or
fails to make adjustments
based on changes in the
environment.
Acceptable
TC makes adjustments to planned
lesson based on student responses.
TC demonstrates flexibility in the
lesson or with students by
adjusting lesson based on student
responses.
38
Target
TC demonstrates flexibility and
creativity when adjusting the
lesson based on student
responses. TC appropriately
responds to teachable moments
during the lesson.
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 volleyball 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 volleyball. The post-test can show the achievement gains in relation to the pretest.
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 yoga. This unit is distinct; the students have not yet
covered the material and cannot answer question directly related to it. Therefore, there cannot
be a valid comparison between a pre-test and post-test. The pre-assessment should focus on
prior knowledge of various elements essential to the yoga: poses strength, flexibility and a
base of strength and flexibility.
Whole class. To analyze the progress of the whole class, create a table that shows pre- and post- assessment
data on every student on every learning goal. Then, create a graphic summary that shows the
39
•
extent to which the students made progress toward the learning criterion that was identified for each
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
40
Element Statement
5.2 Use appropriate
assessments to
evaluate student
learning before,
during, and after
instruction.
Unacceptable
TC demonstrates no evidence (or
minimal evidence) of planning
for formal or informal
assessment. If assessment is
used, it only occurs after
instruction. Assessments do not
match the lesson objectives
and/or standards.
Learning/practice opportunities
are not based on preassessments. Instruction is
informed by instructional plan
with no regard for preassessments or formative
assessments. Grades are
determined by “effort” or
“participation.”
Acceptable
TC uses appropriate strategies to
assess student learning (paper and
pencil tests, observational
checklists, etc) regularly. Planned
assessments are appropriate for the
lesson and/or standards. Record
keeping provides information on
student learning. Learning/practice
opportunities are based on preassessments. Assessment occurs
throughout the unit of instruction
and is used to inform instruction,
provide feedback, communicate
progress and determine grades.
41
Target
TC uses multiple assessments.
On-going assessments as well as
summative and formative
assessments are used in many
contexts. Record keeping
provides detailed information on
students and can be transformed
into a format that is accessible to
others (e.g.
parents/administrators).
Assessments are used to inform
instruction, provide feedback,
communicate progress and
determine grades.
Learning/practice opportunities
are based on pre-assessments.
Formative assessments are used
which allow students to achieve
mastery on summative
assessments.
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 K-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 K-12 students were most successful. Provide two or more possible
reasons for this success. Consider goals, instruction, and assessment along with K-12 student
characteristics and other contextual factors under the intern’s control. Explain how the reflective cycle
implemented change in the intern’s performances, student learning, and/or instructional goals and
decisions.
• Select the learning goal where K-12 students were least successful. Provide two or more possible
reasons for this lack of success. Consider goals, instruction, and assessment along with K-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.
• Discuss your participation in activities that enhance collaboration and lead to professional growth and
development.
*NJAHPERD
*AAHPERD
*Fitnessgram
*President’s Challenge
Suggested Page Length: 2
42
Element Statement
5.3 Utilize the reflective cycle
to implement change in
teacher performance, student
learning, and instructional
goals and decisions.
6.2 Participate in activities that
enhance collaboration and
lead to professional growth
and development.
Unacceptable
TC plans lessons without
considering previous
accomplishments. Plans
lessons according to teaching
preferences vs. student needs.
Learning/practice
opportunities are not based on
pre-assessments and students’
developmental
levels.
Acceptable
TC uses a reflective cycle
(description of teaching,
justification of teaching,
performance, critique of
teaching, setting of goals) to
modify instruction, change
teacher performance, or
implement change based on
reflection. Changes based
on reflection are placed into
action
in lessons.
Target
TC uses a reflective cycle
(description of teaching,
justification of teaching,
performance, critique of
teaching, setting of goals) to
modify instruction, change
teacher performance, and
implement change based on
reflection.
Changes based on reflection are
placed into action in lessons.
Short and long term goals are
modified based on the
reflective cycle.
TC participates in professional
growth and development
opportunities when directed
to do so. TC meets the
minimum professional
development requirements
for the program. TC fails to
document any collaboration
with faculty, parents,
supervising teachers and/or
service projects.
TC participates in
professional
growth and development
opportunities when they are
offered. TC participates in
professional opportunities
beyond the program
requirements, such as
major’s club, attendance at
state conventions, health
fairs, and Jump/Hoop for
Hearts activities. TC
documents collaboration
with faculty, parents,
supervising teachers and/or
service projects.
TC takes every opportunity to
participate in professional
development opportunities.
TC participates in professional
opportunities beyond the
program requirements, such as
making presentations at
professional conventions,
providing leaderships in student
groups, and planning activities.
TC documents collaboration
with faculty, parents,
supervising teachers and/or
service projects beyond what is
required.
43
KEAN UNIVERSITY – COLLEGE OF EDUCATION
Teaching Performance Center
110 Willis Hall – Union, NJ 07083
908-737-4185 – Fax: 908-737-4115
tpc@kean.edu
TEACHER WORK SAMPLE PORTFOLIO (TWS) ASSESSMENT/WORKSHEET
Level III – Professional Internship
Date:
Semester:
Student Name:
_
Course Instructor/Univ Supervisor:
Student Email Address:
Directions: Score and then submit this assessment online at www.kean.edu/~tpc. This assessment is based upon the components/processes as determined by the Teacher
Work Sample Portfolio rubrics. Scoring rubrics are program/content specific and can be found at www.kean.edu/~coe. Click on Teacher Work Sample. Please check any
indicators that are an area of concern and explain in the comment box.
1 = Unacceptable
2 = Beginning
Component/Processes of TWS and Indicators
RATING SCALE:
3 = Developing
Rating
Component-Process #1: Introduction to the Portfolio
1a. Purpose is defined.
1b. Outcomes met by the candidate are described.
1c. Relevant connections are made between the elements of the TWS and the
outcomes.
1d. Description of the organization of the TWS is included.
Comments:
Component-Process #2: Philosophy Statement
2a. Evidence is provided that the candidate has the student as the focus.
2b. The SPECTRUM model is used as the framework..
2c. Evidence is provided that the candidate understands theory and research
2d. Evidence is provided that the candidate has gained insight into teaching and
learning through field experiences and coursework.
Comments:
Component-Process #3: Contextual Factors
3a. Knowledge of community, school and classroom factors is evident.
3b. Knowledge of characteristics of students, skills and prior knowledge is
evident.
3c. Knowledge of students’ varied approaches to learning is evident.
3d. Knowledge of students’ skills and prior knowledge is evident.
3e. Implications for instructional planning and assessment is provided.
Comments:
C:\Documents and Settings\Pat\My Documents\Kean Docs\PE_TWS Portfolio updated 3-8-2012.docx
4 = Capable
5 = Accomplished
Component/Processes of TWS and Indicators
Rating
Component-Process #4: Learning Goals
4a. Learning goals show significance, challenge and variety.
4b. Learning goals are clear.
4c. Learning goals are appropriate for students.
4d. Learning goals are aligned with national, state and/or local standards.
Comments:
Component-Process #5: Assessment Plan
5a. Alignment with learning goals and instruction is evident.
5b. Assessment plan provides clarity of criteria for performance.
5c. Assessment plan is technically sound with multiple modes and
approaches.
5d. Adaptations are based on individual needs of students.
Comments:
Component-Process #6: Design for Instruction
6a. Instruction is aligned with learning goals
6b. Lesson and unit structure provide accurate representation of content
6c. Design uses a variety of instruction, activities, assignments and resources
6d. Design uses contextual information and data to select appropriate and
relevant activities, assignments and resources.
6e. Design uses technology.
Comments:
Page 44
12/2011
Component/Processes of TWS and Indicators
Rating
Component-Process #7: Instructional Decision-Making
7a. Instructional decision-making is based on sound professional practice
7b. Adjustments to instruction are based on an analysis of learning
7c. Congruence is evident between modifications to instruction and learning
goals.
Comments:
Component-Process #8: Analysis of Student Learning
8a. Presentation of data is clear and accurate.
8b. Analysis shows alignment with learning goals.
8c. Data is interpreted correctly.
8d. Analysis exhibits evidence of impact on student learning.
Comments:
C:\Documents and Settings\Pat\My Documents\Kean Docs\PE_TWS Portfolio updated 3-8-2012.docx
Component/Processes of TWS and Indicators
Rating
Component-Process #9: Reflection and Self-Evaluation
9a. Evidence of an interpretation of student learning is present.
9b. Insights are provided on effective instruction and assessment.
9c. Alignment among goals, instruction and assessment is evident.
9d. Implications for future teaching is evident.
9e. Implications for professional development is evident.
Comments:
Component-Process #10: Writing Mechanics and
Appearance
10a. Uses of standard English is satisfactory (no more than 8 errors)
10b. Syntax and word choice is satisfactory and the writing is cohesive.
10c. Appearance is adequate with section dividers and a table of contents
Comments:
Page 45
12/2011
TOTAL SCORE:
O
O
O
O
O
Score of 45 - 50 Accomplished
Score of 40 - 44: Capable
Score of 34 - 39: Developing
Score of 30 - 33: Beginning (Needs revision
Score of 29 & below: Unacceptable
Additional Comments:
(Comments can be typed directly into the TWS Level III Assessment online.)
Signatures
Course Instructor/Univ Supervisor
Student
Date
Capstone course instructors and university supervisors/clinical instructors are to submit students’ score online at www.kean.edu/~tpc, click on Submit Online Assessment under
the Main Heading. It is not necessary to return this worksheet to the TPC. Please keep it for your records.
C:\Documents and Settings\Pat\My Documents\Kean Docs\PE_TWS Portfolio updated 3-8-2012.docx
Page 46
12/2011
Processes of Teacher Work Sample Portfolio
Aligned with NASPE Standards Assessment Worksheet
1 = Unacceptable
2 = Acceptable
Introduction to the Portfolio
N/A
3 = Target
Philosophy Statement
Section Score
1
2
3
Section Score
1
1
2
2
3
3
Section Score
1
1
2
2
3
3
1
2
3
1
1
2
2
3
3
1
2
3
1
2
3
1
2
3
1
2
3
Section Score
1
1
2
2
3
3
Section Score
1
1
2
2
3
3
1
2
3
1
2
3
1
2
3
1.4 Identify historical, philosophical, and social perspectives of physical education issues and
legislation.
Contextual Factors
3.4 Plan for and manage resources to provide active, fair, and equitable learning
experiences.
3.5 Plan and adapt instruction to diverse student needs, adding specific accommodations
and/or modifications for student exceptionalities.
Learning Goals
Section Score
1.1 Describe and apply physiological and biomechanical concepts related to skillful
movement, physical activity and fitness.
1.2 Describe and apply motor learning and psychological/ behavioral theory related to
skillful movement, physical activity, and fitness.
1.3 Describe and apply motor development theory and principles related to skillful
movement, physical activity, and fitness.
3.1 Design and implement short and long term plans that are linked to
program and instructional goals as well as a variety of student needs.
3.2 Develop and implement appropriate (e.g. measurable, developmentally appropriate,
performance-based) goals and objectives aligned with local, state, and/or national standards.
Assessment Plan
5.1 Select or create appropriate assessments that will measure student
achievement of the goals and objectives
Design for Instruction
1.1 Describe and apply physiological and biomechanical concepts related to
skillful movement, physical activity and fitness.
1.2 Describe and apply motor learning and psychological/ behavioral theory related to
skillful movement, physical activity, and fitness.
1.3 Describe and apply motor development theory and principles related to skillful
movement, physical activity, and fitness.
3.3 Design and implement content that is aligned with lesson objectives.
46
3.4 Plan for and manage resources to provide active, fair, and equitable learning
experiences.
3.5 Plan and adapt instruction to diverse student needs, adding specific accommodations
and/or modifications for student exceptionalities.
3.7 Demonstrate knowledge of current technology by planning and implementing learning
experiences that require students to appropriately use technology to meet lesson objectives.
Instructional Decision Making
4.4 Recognize the changing dynamics of the environment and adjust instructional
tasks based on student responses.
Section Score
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
Analysis of Student Learning
5.2 Use appropriate assessments to evaluate student learning before, during, and after
instruction.
Section Score
1
1
2
2
3
3
Reflection and Self-Evaluation
Section Score
1
1
2
2
3
3
1
2
3
1
1
1
1
2
2
2
2
3
3
3
3
5.3 Utilize the reflective cycle to implement change in teacher performance, student learning,
and instructional goals and decisions.
6.2 Participate in activities that enhance collaboration and lead to professional growth and
development.
Writing Mechanics and Appearance
Section Score
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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
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VII. 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
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http://www.uni.edu/itq/Scored_TWS/index.htm
http://education.csufresno.edu/rengroup
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