Alignment with SPA Standards and Final TWS Scoring Sheet
Name of Person Aligning SPA Standards and TWS: MaryBeth
Cancienne-Acgtblu
Content Area: English
NCTE National Council of Teachers of English
Date Assessed: October 7, 2009
Note that you must earn a minimum of 80% on each section and an overall score of 80% on the TWS.
You may not receive any “indicator not met” classifications for any section of the TWS.
If you do not meet the minimum competency, you will not pass the course.
Section I: Contextual Factors
Spa Standards
1. Required Elements
2. Community, District, School Factors
3. Classroom Factors
4. Student Characteristics
5. Instructional Implications
6. Writing Quality
NCTE 2.5 (Target) Make meaningful and creative connections between
ELA curriculum and developments in culture, society and education.
NCTE 2.1 (Target) Create and sustain an inclusion and supportive
learning environment in which all students can engage in learning.
NCTE 2.2 (Target) Use ELA extensively and creatively to help their
students become more familiar with their own and other’s cultures.
NCTE 4.4 (Target) Create opportunities for students to analyze how
social context affects language use and behavior in terms of
demonstrating respect for individual differences of ethnicity, race,
language, culture, gender, and ability.
NCTE 2.1 (Target) Create and sustain an inclusion and supportive
learning environment in which all students can engage in learning.
NCTE 2.5 (Target) Make meaningful and creative connections between
ELA curriculum and developments in culture, society and education.
NCTE 3.4.2 (Acceptable) Teach students to make appropriate
selections from different forms of written discourse for a variety of
audiences and purposes and to assess the effectiveness of their
products in influencing thought and action.
Total Pts. Possible = 60; Passing Score > 48
Section II: Learning Goals
Spa Standards
1. Required Elements
2. Appropriate Nature of LGs
3. Alignment of LGs w/ Standards
4. Significance, Challenge, & Variety
NCTE 2.1 (Target) Create and sustain an inclusion and supportive
learning environment in which all students can engage in learning.
2.4 NCTE (Target) Design and implement instruction and assessment
that assist students in developing habits of critical thinking.
2.4 NCTE (Target) Design and implement instruction and assessment
that assist students in developing habits of critical thinking.
5. Appropriate for Students
6. Writing Quality
NCTE 3.4.2 (Acceptable) Teach students to make appropriate
selections from different forms of written discourse for a variety of
audiences and purposes and to assess the effectiveness of their
products in influencing thought and action.
Total Pts. Possible = 60; Passing Score > 48
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Section III: Assessment Plan
Spa Standards
1. Required Elements
2. Validity: Assessments Aligned w/ LGs
2.4 NCTE (Target) Design and implement instruction and assessment
that assist students in developing habits of critical thinking.
4.10 NCTE (Target Section 1) Integrate assessment consistently into
instruction:
Establishing criteria and developing strategies for assessment that
allow all students to understand what they know and can do in light of
their instructional experiences.
3. Clarity
4. Multiple Modes & Approaches
4.10 NCTE (Target Section 1) Integrate assessment consistently into
instruction:
Establishing criteria and developing strategies for assessment that
allow all students to understand what they know and can do in light of
their instructional experiences.
5. Adaptations Based on Needs
6. Writing Quality
NCTE 3.4.2 (Acceptable) Teach students to make appropriate
selections from different forms of written discourse for a variety of
audiences and purposes and to assess the effectiveness of their
products in influencing thought and action.
Total Pts. Possible = 60; Passing Score > 48
Section IV: Design for Instruction
Spa Standards
1. Required Elements
2. Alignment w/ LGs & AP
3. Unit & Lesson Structure
4. Use of Varied Activities, Assignments, etc.
4.2 (Acceptable) Align curriculum goals and teaching strategies with
organization of classroom environments and learning experiences and
learning experiences to promote whole-class, small-group, and
individual work.
4.2 (Acceptable) Align curriculum goals and teaching strategies with
organization of classroom environments and to promote whole-class,
small-group, and individual work.
4.1 (Target) Understand the purposes and characteristics of different
kinds of curricula and related teaching resources and select or create
instructional materials that are consistent with what is currently known
about student learning in ELA.
5. Use of CFs and Data to Influence Design
6. Use of Technology
7. Writing Quality
3.6.3 (Acceptable) Incorporate technology and print/non print media
into their own work and instruction.
NCTE 3.4.2 (Acceptable) Teach students to make appropriate
selections from different forms of written discourse for a variety of
audiences and purposes and to assess the effectiveness of their
products in influencing thought and action.
Total Pts. Possible = 70; Passing Score > 56
Section V: Instructional Decision Making
Spa Standards
1. Required Elements
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2. Mods. Grounded in ASL
3. Congruence b/t Mods. & LGs
NCTE 3.3 (Target) Part 1: Use the results of reflective practice not
only to adapt instruction and behavior to assist all students to
learn.
NCTE 3.3 (Target) Part 1: Use the results of reflective practice not
only to adapt instruction and behavior to assist all students to
learn.
4. Sound Professional Practice
5. Writing Quality
NCTE 3.4.2 (Acceptable) Teach students to make appropriate
selections from different forms of written discourse for a variety of
audiences and purposes and to assess the effectiveness of their
products in influencing thought and action.
Total Pts. Possible = 50; Passing Score > 40
Section VI: Analysis of Student
Learning
Spa Standards
1. Required Elements
2. Quality of Visual Presentation of Data
3. Rationale for Subgroups & Individuals
4. Description/Discussion of Whole Group
5. Description/Discussion of Subgroups
6. Description/Discussion of Individuals
7. Writing Quality
4.2 (Acceptable) Align curriculum goals and teaching strategies with the
organization of classroom environment to promote whole-class, smallgroup, and individuals work.
4.2 (Acceptable) Align curriculum goals and teaching strategies with the
organization of classroom environment to promote whole-class, smallgroup, and individuals work.
4.2 (Acceptable) Align curriculum goals and teaching strategies with the
organization of classroom environment to promote whole-class, smallgroup, and individuals work.
4.10 (Target) interpreting the individual an group results of any
assessments and drawing upon a variety of information in these
assessments to inform instruction.
4.2 (Acceptable) Align curriculum goals and teaching strategies with the
organization of classroom environment to promote whole-class, smallgroup, and individuals work.
4.10 (Target) interpreting the individual an group results of any
assessments and drawing upon a variety of information in these
assessments to inform instruction.
4.2 (Acceptable) Align curriculum goals and teaching strategies with the
organization of classroom environment to promote whole-class, smallgroup, and individuals work.
4.10 (Target) interpreting the individual an group results of any
assessments and drawing upon a variety of information in these
assessments to inform instruction.
NCTE 3.4.2 (Acceptable) Teach students to make appropriate
selections from different forms of written discourse for a variety of
audiences and purposes and to assess the effectiveness of their
products in influencing thought and action.
Total Pts. Possible = 70; Passing Score > 56
Section VII: Reflection & Self-Evaluation
Spa Standards
1. Required Elements
2. Interpretation: Most Successful LG
NCTE 4.10 (Target) Part 2 Interpreting the individual and
group results of any assessments and drawing upon a
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3. Interpretation: Least Successful LG
4. Insights about Effective Instruction
5. Ideas for Redesign
6. Implications for PD
7. Writing Quality
variety of information in these assessments to inform
instruction.
NCTE 3.2.2 (Acceptable) Use writing, speaking, and
observing as major forms of inquiry, reflection, and
expression in their coursework and teaching.
NCTE 4.10 (Target) Part 2 Interpreting the individual and
group results of any assessments and drawing upon a
variety of information in these assessments to inform
instruction.
NCTE 3.2.2 (Acceptable) Use writing, speaking, and
observing as major forms of inquiry, reflection, and
expression in their coursework and teaching.
NCTE 4.10 (Target) Part 2 Interpreting the individual and
group results of any assessments and drawing upon a
variety of information in these assessments to inform
instruction.
NCTE 3.7.1 (Acceptable) Use major sources of research
and theory related to ELA to support their teaching decision.
NCTE 4.10 (Target) Part 2 Interpreting the individual and
group results of any assessments and drawing upon a
variety of information in these assessments to inform
instruction.
NCTE 3.2.2 (Acceptable) Use writing, speaking, and
observing as major forms of inquiry, reflection, and
expression in their coursework and teaching.
NCTE 2.3 (Target) Use the results of reflective practice not
only to adapt instruction and behavior to assist all students
to learn but also to design a well-conceived plan for
professional development that features collaboration with
academic community, professional organizations, and
others.
NCTE 3.4.2 (Acceptable) Teach students to make
appropriate selections from different forms of written
discourse for a variety of audiences and purposes and to
assess the effectiveness of their products in influencing
thought and action.
Total Pts. Possible = 70; Passing Score > 56
Section VIII: Appendices
Spa Standards
Lesson Plan 1 + Instructional Materials
Lesson Plan 2 + Instructional Materials
Lesson Plan 3 + Instructional Materials
Lesson Plan 4 + Instructional Materials
Lesson Plan 5 + Instructional Materials
Inventory Instrument (used for CF section)
Student 1 Assessments (Pre/Post/Formative)
Student 2 Assessments (Pre/Post/Formative)
Reference List (for all sections; APA format)
Total Pts. Possible = 45; Passing Score > 36
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Overall Organization & Presentation
Spa Standards
Professional Presentation:
3-ring binder utilized; cover page follows specified
guidelines
Section Organization:
Table of Contents included; tabs utilized; sequential page
numbers used throughout
APA Formatting:

Double-spaced text

12 pt. easily-readable font (Times New Roman,
Arial, Helvetica, Tahoma, Palatino, etc.)

Consistent & appropriate margins (generally 1
inch; 1 ½ inch top margin preferred for first page
of each section
Total Pts. Possible = 15; Passing Score > 12
TOTAL POINTS POSSIBLE: 500
Other Alignments
Grading Scale:
A
468 – 500 pts.
A-
448 – 467 pts.
B+
433 – 447 pts.
B
418 – 432 pts.
B-
398 – 417 pts.
C
397 pts. and below
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