English/Secondary Education
Teacher Work Sample
INTRODUCTION TO PORTFOLIO
RUBRIC
Trait
Introduction to Portfolio
1
Unacceptable
Does not define the
purpose of the portfolio.
2
Beginning
Vaguely defines the
purpose of the
portfolio.
3
Developing
Adequately defines
the purpose of the
portfolio.
4
Capable
Clearly and
accurately
delineates the
purpose of the
portfolio.
5
Accomplished
Defines the purpose of the
TWS portfolio in a
professional and articulate
manner.
There is no description
(or a very poor one) of
the learning outcomes
selected.
There is a brief
description of
outcomes, but the
number is less than
required.
There is an
acceptable
description of
learning outcomes.
There is a specific
description of the
learning outcomes.
There is an exemplary
description of the outcomes.
There are no
connections made
between the TWS
elements, N.J. State
and NCTE Standards,
and the College of
Education Outcomes.
The connections made
between the elements
of the TWS, N.J. State
and NCTE Standards,
and the COE
Outcomes are minimal
The connections
made between the
elements of the
TWS, N.J. State
and NCTE
Standards, and the
COE Outcomes are
satisfactory.
The connections
made between the
elements of the
TWS, N.J. State
and NCTE
Standards, and the
College of
Education
Outcomes are
clear.
The connections made
between the elements of the
TWS, N.J. State and NCTE
Standards, and the COE
Outcomes are clear and
focused.
There is no description
of the TWS portfolio
organization.
The description of the
organization of the
TWS portfolio is vague
and not easily
understood.
The description of
the TWS portfolio
organization is
acceptable.
The description of
the TWS portfolio
organization is
logical and in an
easy to understand
format.
The description of the
organization is excellent,
well thought out, and logical.
English/Secondary Education
Teacher Work Sample
PHILOSOPHY N.J. STATEMENT
RUBRIC
Trait
Philosophy N.J.
Statement
1
Unacceptable
Offers no evidence
that the candidate has
the K-12 English
student as the focus.
2
Beginning
Offers minimal
evidence that the
candidate has the K-12
English student as the
focus.
3
Developing
Offers adequate
evidence that the
candidate has the K12 English student
as the focus.
4
Capable
Offers significant
evidence that the
candidate has the K12 English student
as the focus.
5
Accomplished
Offers superior evidence that
the candidate has the K-12
English student as the focus.
Offers no evidence
that the SPECTRUM
model is the
framework
Offers minimal
evidence that the
SPECTRUM model is
the framework.
Offers adequate
evidence that the
SPECTRUM model
is the framework.
Offers significant
evidence that the
SPECTRUM model
is the framework.
Offers superior evidence that
the SPECTRUM model is
the framework.
Offers no evidence
that the candidate
understands theory
and research.
Offers minimal
evidence that the
candidate understands
theory and research.
Offers adequate
evidence that the
candidate
understands theory
and research.
Offers significant
evidence that the
candidate
understands theory
and research.
Offers superior evidence that
the candidate understands
theory and research.
Offers no evidence
that the candidate has
gained insight into
teaching and learning
through field
experiences and
coursework.
Offers minimal
evidence that the
candidate has gained
insight into teaching
and learning through
field experiences and
coursework.
Offers adequate
evidence that the
candidate has
gained insight into
teaching and
learning through
field experiences
and coursework.
Offers significant
evidence that the
candidate has
gained insight into
teaching and
learning through
field experiences
and coursework.
Offers superior evidence that
the candidate has gained
insight into teaching and
learning through field
experiences and
coursework.
English/Secondary Education
Teacher Work Sample
Writing Mechanics and Organization
Rubric
Standard: TWS Portfolio is organized clearly, grammatically correct, and written in standard English.
Trait
1
Unacceptable
2
Beginning
3
Developing
4
Capable
5
Accomplished
Writing Mechanics
The use of standard
written English is
unsatisfactory at this
level. More than ten
errors in punctuation,
capitalization, subjectverb agreement may
exist or excessive
fragments or run-ons
may detract from the
overall content of the
writing.
The use of standard
written English needs
attention. More than
nine errors in
punctuation,
capitalization, subjectverb agreement may
exist or two or more
fragments or run-ons
may exist.
The use of standard
written English is
adequate with no
more than eight errors
in punctuation,
capitalization, subjectverb agreement may
exist or 1 or more
fragments or run-ons
may exist.
The use of standard
written English is
good with no more
than five errors.
The use of standard
written English is
outstanding with no
more than two errors in
punctuation,
capitalization, subjectverb agreement may
exist. No fragments or
run-ons may exist.
Syntax
Syntax and word choice
may be unsatisfactory,
or the writing may lack
cohesion.
Syntax and word
choice may need
attention, or the writing
may lack cohesion.
Syntax and word
choice are
satisfactory, and the
writing is cohesive.
Syntax and word
choice are
appropriate, and the
writing is cohesive.
Syntax and word choice
are clearly superior, and
the writing is very
cohesive.
English/Secondary Education
Teacher Work Sample
Contextual Factors Rubric
TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan
instruction and assess learning.
Rating →
1
2
3
4
5
Score
Indicator ↓
Unacceptable
Beginning
Developing
Capable
Accomplished
Displays no knowledge of Displays minimal,
Displays some
Displays a
Displays and explains
the characteristics of the
irrelevant, or biased
knowledge of the
comprehensive
an in-depth
community, school, and
knowledge of the
characteristics of the
understanding of the
understanding of the
Knowledge of
classroom.
characteristics of the
community, school,
characteristics of the
characteristics of the
Community,
community, school, and
and classroom that
community, school,
community, school, and
School and
classroom.
may affect learning.
and classroom that
classroom that may
Classroom
may affect learning.
affect learning with
Factors
specific data, cited
sources, and/or
statistics.
Displays no knowledge of Displays minimal,
Displays general
Displays general and
Displays and explains
student differences (e.g., stereotypical, or irrelevant
knowledge of student
specific knowledge of
in-depth knowledge of
Knowledge of development, interests,
knowledge of student
differences (e.g.,
student differences
student differences
Characteristics culture,
differences (e.g.,
development,
(e.g., development,
(e.g., development,
of Students
abilities/disabilities).
development, interests,
interests, culture,
interests, culture,
interests, culture,
culture,
abilities/disabilities).
abilities/disabilities).
abilities/disabilities).
abilities/disabilities).
Fails to demonstrate
Demonstrates general
Demonstrates general Articulates an
Articulates general and
Knowledge of understanding of a
understanding of a variety
understanding of a
understanding of
specific understanding
Students’
variety of approaches to
of approaches to learning
variety of approaches
varied learning
of varied learning
Varied
learning among students, among students and may
to learning among
modalities and
modalities and multiple
Approaches to e.g., multiple
know one or two learning
students and can
multiple intelligences.
intelligences.
Learning
intelligences and/or
modalities but not a variety. distinguish between
learning modalities.
multiple modalities.
Displays no knowledge of Identifies the value of
Identifies the value of
Displays knowledge of Articulates an in-depth
students’ skills and
understanding students’
understanding
understanding
understanding of
Knowledge of
previous learning and
skills and previous learning students’ skills and
students’ skills and
students’ skills and
Students’
does not indicate either is but demonstrates its
previous learning for
previous learning,
previous learning for the
Skills and
important.
importance for the whole
the group and
including special
group and individuals
Prior Learning
class only.
individuals.
needs students.
including special needs
students.
Does not provide
Provides minimal
Provides general
Provides specific
Provides specific
Implications
implications for
implications for instruction
implications for
implications for
implications and
for
instruction and
and assessment based on
instruction and
instruction and
analyzes decisions for
Instructional
assessment based on
student individual
assessment based on
assessment based on
instruction and
Planning and
student individual
differences and community, student individual
student individual
assessment based on
Assessment
differences and
school, and classroom
differences and
differences and
student individual
community, school, and
classroom characteristics
or provides inappropriate
implications.
characteristics or provides
inappropriate implications.
community, school, or
classroom
characteristics.
community, school,
and classroom
characteristics.
differences (ELL and
inclusion students) and
community, school, and
classroom
characteristics.
English/Secondary Education
Teacher Work Sample
Learning Goals
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating →
Indicator ↓
Significance,
Challenge and
Variety
Clarity
Appropriateness for
Students
Alignment with
National, N.J. State
or Local Standards
1
Unacceptable
Goals are not in
evidence.
2
Beginning
Goals reflect only one
type or level of
learning
Goals are vague or not
in evidence.
Goals are not stated
clearly and are
activities rather than
learning outcomes.
Goals are not
developmentally
appropriate; nor
address pre-requisite
knowledge, skills,
experiences, or other
student needs.
Goals presented are
inappropriate for the
class or set unrealistic
expectations for
students.
Fails to develop goals
aligned with national,
N.J. State and COE
standards
Goals are not aligned
with national, NJ State
or COE standards.
3
Developing
Goals reflect several
types or levels of
learning but lack
significance or
challenge
Some of the goals are
clearly stated as
learning outcomes.
4
Capable
Goals reflect several
types or levels of
learning and are
significant and
challenging.
Most of the goals are
clearly stated as
learning outcomes
5
Accomplished
Goals are significant
and challenge thought
and expectations
including three or
more levels and types.
Goals are clearly
stated in behavioral
terms.
Some goals are
developmentally
appropriate and
address some prerequisite knowledge,
skills, experiences,
and other student
needs.
Some goals are
aligned with national,
N.J. State or COE
standards.
Most goals are
developmentally
appropriate;
addresses prerequisite knowledge,
skills, experiences and
other student needs
are considered.
Most of the goals are
explicitly aligned with
national, N.J. State
and COE standards.
Goals demonstrates
realistic expectations
for all students in
addition to providing
for students’ critical
thinking and reflection.
Goals are aligned with
national, N.J. State
and COE standards
and are articulated
through the lesson
presentations.
Alignments are
explained.
Score
English/Secondary Education
Teacher Work Sample
Assessment Plan
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating →
Indicator ↓
Alignment with
Learning Goals
and Instruction
Clarity of
Criteria and
Standards for
Performance
Multiple Modes
and Approaches
Technical
Soundness
1
Unacceptable
Minimal plans for
pre and post
assessments are
provided;
assessments do
not measure
learning goals.
The assessments
contain no criteria
for measuring
student
performance
relative to the
learning goals.
The assessment
plan fails to
demonstrate
evidence of student
assessment other
than after
instructions.
Limited knowledge
of formal/informal
assessments
Assessments are
not designed to
measure lessons
goals and
2
Beginning
Content and methods
of assessment lack
congruence with
learning goals or lack
cognitive complexity.
3
Developing
Some of the learning goals are
assess through the
assessment plan, but many
are not congruent with learning
goals in content and cognitive
complexity.
4
Capable
Each of the learning goals
is assessed through the
assessment plan;
assessments are
congruent with the
learning goals in content
and cognitive complexity.
Assessment criteria are
clear and are explicitly
linked to the learning
goals.
5
Accomplished
All learning goals are
assessed by the
assessment plan,
and provide students
with constructive
feedback on their
learning.
Assessment criteria
are linked to learning
goals; accurately
documenting student
learning.
Assessments contain
poorly stated criteria for
measuring student
performance leading to
student confusion.
Assessment criteria have been
developed, but they are not
clear or are not explicitly linked
to the learning goals.
The assessment plan
includes only one
assessment mode and
does not assess
students before, during,
and after instruction.
The assessment plan includes
multiple modes but all are
either pencil/paper based (i.e.,
they are not performance
assessments) and/or do not
require the integration of
knowledge, skills and critical
thinking.
The assessment plan
includes multiple
assessment modes
(including performance
assessments, lab reports,
research projects, etc.)
and assesses student
performance throughout
the instructional sequence.
Assessments appear to have
some validity. Some scoring
procedures are explained;
some items or prompts are
Assessments appear to be
valid; scoring procedures
are explained; most items
or prompts are clearly
The assessment plan
uses formal/informal
assessments and
student’s selfassessments to
assess student
performance and
effectiveness of the
instructional
sequence.
Assessments appear
to be valid and clearly
written.
Assessments data
Assessments are not
valid; scoring
procedures are
inaccurate; items or
Score
Adaptations
Based on the
Individual
Needs of
Students
objectives; scoring
procedures are
inaccurate.
prompts are poorly
written; directions and
procedures are
confusing to students.
clearly written; some directions
and procedures are clear to
students.
written; directions and
procedures are clear to
students.
Teacher does not
address or link
assessments to
identified
contextual factors.
Teacher does not adapt
assessments to meet
the individual needs of
students or these
assessments are
inappropriate.
Teacher makes adaptations to
assessments that are
appropriate to meet the
individual needs of some
students.
Teacher makes
adaptations to
assessments that are
appropriate to meet the
individual needs of most
students.
used to document
students’ strengths
as well as
opportunities for
learning.
Teacher’s
adaptations of
assessments for all
students needs to be
met. Adaptations are
creative and show
evidence of
outstanding problemsolving skills by
teacher candidate.
English/Secondary Education
Teacher Work Sample
Design for Instruction
Rubric
TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.
Rating →
1
2
3
4
5
Score
Indicator ↓
Unacceptable
Beginning
Developing
Capable
Accomplished
No lesson is
Few lessons are
Most lessons are
All lessons are
All lessons are
linked to
explicitly linked to
explicitly linked to
explicitly linked to
explicitly linked to
learning goal.
learning goals. Few
learning goals. Most
learning goals. All
learning goals,
No learning
learning activities,
learning activities,
learning activities,
demonstrating
Alignment with activities are
assignments, and
assignments, and
assignments, and
critical thinking and
Learning Goals aligned to
resources are aligned
resources are aligned
resources are aligned
reflection in activities
learning goals.
with learning goals. Not with learning goals.
with learning goals.
and assignments.
all learning goals are
Most learning goals
All learning goals are
covered in the design.
are covered in the
covered in the design.
design.
Teacher does
Teacher’s use of
Teacher’s use of
Teacher’s use of
Teacher provides
not demonstrate content appears to
content appears to be
content appears to be cross-content
purpose and
contain numerous
mostly accurate.
accurate. Focus of
approach to student
Accurate
relevancy of
inaccuracies. Content
Shows some
the content is
learning, stressing
Representation content.
seems to be viewed
awareness of the big
congruent with the big depth and breadth of
of Content
more as isolated skills
ideas or structure of
ideas or structure of
content.
and facts rather than as
the discipline.
the discipline.
part of a larger
conceptual structure.
The lessons
The lessons within the
The lessons within the Most lessons within
All lessons within the
within the unit do unit are not logically
unit have some logical the unit are logically
unit demonstrate
not demonstrate organized
organization and
organized and appear how knowledge of
knowledge of
(e.g., sequenced).
appear to be
to be useful in moving content is created
Lesson and
how content is
somewhat useful in
students toward
and organized and
Unit Structure
created and
moving students
achieving the learning integrates
developed.
toward achieving the
goals.
knowledge from
learning goals.
other fields of
content.
Use of a
Variety of
Instruction,
Activities,
Assignments
and Resources
Single,
instructional
modality is used
with textbook as
only reference.
Little variety of
instruction, activities,
assignments, and
resources. Heavy
reliance on textbook or
single resource (e.g.,
work sheets).
Some variety in
instruction, activities,
assignments, or
resources but with
limited contribution to
learning.
Use of
Contextual
Information
and Data to
Select
Appropriate
and Relevant
Activities,
Assignments
and Resources
Instruction has
not been based
upon knowledge
of subject
matter, students
or preassessment
data.
Instruction has been
designed with very
limited reference to
contextual factors and
pre-assessment data.
Activities and
assignments do not
appear productive and
appropriate for each
student.
Technology is
inappropriately used
and inappropriate
rationale is provided.
Some instruction has
been designed with
reference to
contextual factors and
pre-assessment data.
Some activities and
assignments appear
productive and
appropriate for each
student.
Teacher uses
technology but it does
not make a significant
contribution to
teaching and learning
or teacher provides
limited rationale for
not using technology.
Use of
Technology
Teacher does
not use
technology
during
instruction.
Significant variety
across instruction,
activities,
assignments, and/or
resources. This
variety makes a clear
contribution to
learning.
Most instruction has
been designed with
reference to
contextual factors and
pre-assessment data.
Most activities and
assignments appear
productive and
appropriate for each
student.
Teacher integrates
appropriate
technology that makes
a significant
contribution to
teaching and learning
or provides a strong
rationale for not using
technology.
Instructional
strategic
assignments are
varied to
accommodate
individual learners
and to achieve
lesson goals.
All instruction
addresses the
diverse needs of
individual students
and contextual
factors of
community, school
and class.
Teacher integrates a
variety of media and
technology into
instruction and
relates both directly
to lesson goals.
English/Secondary Education
Teacher Work Sample
Instructional Decision-Making
Rubric
TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.
Rating →
Indicator ↓
Sound
Professional
Practice
Modifications
Based on
Analysis of
Student
Learning
Congruence
Between
Modifications
and Learning
Goals
1
Unacceptable
Instructional
decisions are
inappropriate for
age of student,
content, and
community.
2
Beginning
Many instructional
decisions are
inappropriate and not
pedagogically sound.
3
Developing
Instructional decisions
are mostly appropriate,
but some decisions
are not pedagogically
sound.
4
Capable
Most instructional
decisions are
pedagogically sound
(i.e., they are likely to
lead to student learning).
Teacher treats
class as “one
plan fits all” with
no
modifications.
Fails to
demonstrate
evidence of
instructional
modifications.
Limited modifications of
the instructional plan
have been made, to
accommodate
individual learners.
Some modifications of
the instructional plan
are made to address
individual student
needs, but these are
not based on the
analysis of student
learning, best practice,
or contextual factors.
Inappropriate
modification in
instruction.
Modifications in
instruction lack
congruence with
learning goals.
Modifications in
instruction are
somewhat congruent
with learning goals.
Appropriate
modifications of the
instructional plan are
made to address
individual student needs.
These modifications are
informed by the analysis
of student
learning/performance,
best practice, or
contextual factors.
Modifications in
instruction are congruent
with learning goals.
5
Accomplished
Most instructional
decisions are
pedagogically
sound and build
on concepts and
skills previously
learned.
Appropriate
modifications of
the plan are
made to
individualize
instruction.
Rational to
improve student
progress is
provided.
Modifications in
instruction are
congruent with
learning goals
and cites current
research as the
rationale for the
modifications.
Score
English/Secondary Education
Teacher Work Sample
Analysis of Student Learning
Rubric
TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress
and achievement.
Rating →
Indicator ↓
Clarity and
accuracy of
Presentation
Alignment
with Learning
Goals
Interpretation
of Data
1
Unacceptable
Presentation does not
include data.
2
Beginning
Presentation is not
clear and accurate; it
does not accurately
reflect the data.
3
Developing
Presentation is
understandable and
contains few errors.
4
Capable
Presentation is easy
to understand and
contains no errors of
presentation.
Neither analysis of
student learning nor
visual representation
is aligned with learning
goals.
Analysis of student
learning is aligned
with learning goals.
Visual
representations do
not include whole
class, sub-groups or
individual students.
Analysis is fully
aligned with learning
goals and provides a
comprehensive
profile of student
learning for the
whole class,
subgroups, and two
individuals.
Interpretation is
unsupported by data
Interpretation is
inaccurate, and
conclusions are
missing.
Analysis of student
learning is general
with learning goals
and/or fails to provide
a comprehensive
profile of student
learning relative to
the goals for the
whole class,
subgroups, and two
individuals.
Interpretation is
technically accurate,
but conclusions are
missing or not fully
supported by data.
Interpretation is
meaningful, and
appropriate
conclusions are
drawn from the data.
5
Accomplished
Contains no errors of
presentation.
Presentation is
communicated with
the use of technology
and media.
Analysis is thorough
and complete,
recognizing student
progress in
developing content
proficiency. Visual
and narrative
summaries
demonstrate the
extent of student
progress.
Interpretation is
comprehensive.
Appropriate
conclusions are drawn
from the data.
Candidate has
detailed the
assessment and
evaluation of student
gains.
Score
Analysis is weak and
fails to provide
subgroup achievement
Evidence of
Impact on
Student
Learning
Analysis of student
learning fails to
include evidence of
impact on student
learning in terms of
numbers of students
who achieved and
made progress
toward learning
goals. No
remediation is
provided.
Analysis of student
learning includes
incomplete evidence
of the impact on
student learning in
terms of numbers of
students who
achieved and made
progress toward
learning goals.
Limited remediation
is provided.
Analysis of student
learning includes
evidence of the
impact on student
learning in terms of
number of students
who achieved and
made progress
toward each learning
goal. Remediation is
specific.
A thorough analysis of
the learning gains of
all students and
subgroups is
presented.
Remediation is
specific.
English/Secondary Education
Teacher Work Sample
Reflection and Self-Evaluation
Rubric
TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching
practice.
Rating →
1
2
3
4
5
Score
Indicator ↓
Unacceptable
Beginning
Developing
Capable
Accomplished
No evidence or
Provides one
Provides evidence but
Uses evidence to
Uses evidence to
reasons provided to possible reason as
simplistic, superficial
support conclusions
support more than
support conclusions evidence to support
reasons are given or
drawn in “Analysis of four conclusions
drawn in “Analysis
conclusions drawn in hypotheses to support
Student Learning”
drawn in “Analysis of
Interpretation
of Student
Analysis of Student
conclusions drawn in
section.
Student Learning”
of Student
Learning” section.
Learning.
“Analysis of Student
section. Explores
Learning
Learning” section.
multiple hypotheses
for why some
students did and
others did not meet
learning goals.
Provides no
Rationale for
Identifies successful
Identifies successful Reflects on own
rationale for why
activities or
and unsuccessful
and unsuccessful
performance as a
some activities or
assessments
activities or
activities and
teacher focusing on
Insights on
assessments were
presented in
assessments and
assessments and
the impact of the
Effective
more successful
confusing manner;
superficially explores
provides plausible
experience on student
Instruction and than others.
insights limited to
reasons for their
reasons (based on
learning. Current
Assessment
knowledge-based
success or lack thereof
theory or research)
research findings are
instruction and use
(no use of theory or
for their success or
incorporated as
of formal
research).
lack thereof.
supportive
assessments.
documentation.
Does not connect
Connections among
Connects learning
Logically connects
Connects learning
Alignment
learning goals,
learning goals,
goals, instructions, and
learning goals,
goals, instruction and
Among Goals, instruction, and
instructions and
assessment results in
instruction, and
assessment results in
Instruction and assessment results assessments are
the discussion of
assessment results
the discussion of
Assessment
in the discussion of irrelevant or
student learning and
in the discussion of
student learning and
student learning
inaccurate.
effective instruction, but student learning and effective instruction.
and effective
instruction and/or
the connections are
irrelevant or
inaccurate.
Implications
for Future
Teaching
Provides no ideas
or inappropriate
ideas for
redesigning
learning goals,
instruction, and
assessment.
Provides no
professional
learning goals.
Implications
for
Professional
Development
Provides limited
ideas for redesigning
learning goals,
instruction, and
assessment.
Rationale is
inadequate; or
absent.
Provides goals that
are not related to the
insights and
experiences
described in this
section.
misunderstandings or
conceptual gaps are
present.
effective instruction.
Current research
findings are
incorporated as
supportive
documentation.
Provides ideas for
redesigning learning
goals, instruction, and
assessment but offers
no rationale for why
these changes would
improve student
learning.
Presents professional
learning goals that are
not strongly related to
the insights and
experiences described
in this section and/or
provides a vague plan
for meeting the goals.
Provides ideas for
redesigning learning
goals, instruction,
and assessment and
explains why these
modifications would
improve student
learning.
Presents
professional learning
goals that emerge
from the insights and
experiences
descried in this
section.
Provides a repertoire
of strategies, offering
specific alternative
actions complete with
probable successes
for student learning.
Presents four or more
professional learning
goals that clearly
emerge from the
insights and
experiences
described in this
section. Describes at
least two specific
steps to meet these
goals