Contextual factors
Learning Goals/Assessment Plan
Design for Instruction
Instructional Decision Making
Analysis of Student Learning
Reflection and Self Evaluation
TWS Rubric:
Student Name:
Contextual Factors
Assessor Name:
1. Part 1: Presentation
of Community,
District, and School
Factors

o


Indicator Met
Indicator Partially Met
Indicator Minimally Met
3 pts
2 pts
1 pt
Addresses one Community Factor that has a direct
impact and:
o
Provides a reasoned rationale for selection and
makes a strong case grounded in observations,
interviews, and analysis of relevant data.
Description for this factor is rich and clearly and
convincingly discusses how it impacts student
learning.
Addresses one District Factor that has a direct impact
and :
o
Provides a reasoned rationale for selection and
makes a strong case grounded in observations,
interviews, and analysis of relevant data.
o
Description for this factor is rich and clearly and
convincingly discusses how it impacts student
learning.
Addresses one School Factor that has a direct impact
and:
o
Provides a reasoned rationale for selection and
makes a strong case grounded in observations,
interviews, and analysis of relevant data.
o
Description for this factor is rich and clearly and
convincingly discusses how it impacts student
learning.
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
Date:
Section insufficiently describes one of the
following:

Community Factor
o
Reasoned Rationale
o
Rich Description

District Factor
o
Reasoned Rationale
o
Rich Description

School Factor
o
Reasoned Rationale
o
Rich Description

Credible Sources appropriately cited

Link to Research/Theory
Section omits or insufficiently addresses
more than one of the following:


Community Factor
Reasoned Rationale
Rich Description
District Factor
o
Reasoned Rationale
o
Rich Description
School Factor
o
Reasoned Rationale
o
Rich Description
Credible Sources appropriately cited

Link to Research/Theory
o
o


Indicator Not
Met
0 pts
Substantial portions of
this section are
incomplete or missing.
Score
2. Part 2: Knowledge
of Classroom
Factors

Credible sources are appropriately cited to support
presentation of information.

Links discussion to current research and/or relevant
theory related to the factor.

Rich description of Classroom Factor A: Layout of
the Classroom and Technology and includes:

3. Part 3 A: Student
Characteristics and
implications for
Whole Class
Instruction.
A Map of Key features
o
Location of technology and instructional equipment
o
Arrangement of teacher and student desks
Rich description of Classroom Factor B: Role of
school and classroom schedule on instruction that
clearly and convincingly discusses how this factor
impacts student learning and the general classroom
management plan and includes:
o
Discussion of the length of instructional periods
o
Discussion of cooperating teacher’s daily schedule
and routines
o
Discussion of the flow and pattern of a typical day
and patterns of engagement

Rich description of Classroom Factor C: Overview of
teacher experience and involvement OR Classroom
Factor D: Other resources and/or personnel that
might impact your instruction

Provides a rich “big picture” portrait of the whole class

Addresses two whole class factors that have a direct
impact and:
Description of Whole-Class
Learning Characteristics
4. Part 3B: Discussion
of three Individual
case studies and
implications for
instruction.
o
o
Provides a reasoned rationale for selection and
makes a strong case grounded in observations,
interviews, and analysis of relevant data.
o
Description for this factor is rich and clearly and
convincingly discusses how it impacts student
learning.

Credible sources are appropriately cited to support
presentation of information.

Addresses 3 representative students, using
pseudonyms, who reflect diverse learners and:
o
Reasoned rationale for selection and
representativeness; and makes a strong case with
tangible evidence of observations, interviews, and
analysis of relevant data.
o
Description of each student is rich and clearly and
convincingly discusses learner profiles including
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
Section insufficiently describes one of the
following:

Classroom Layout
o
Rich Description
o
Map of Key features
o
Location of equipment
o
Teacher and student desks

Role of School and Classroom
Schedule on Instruction
o
Rich Description
o
Student learning
o
Classroom management plan
o
Instructional periods
o
Daily schedule and routines
o
Flow and patterns of
engagement

Rich description of either Factor C:
Teacher Experience and Involvement
OR Factor D: Resources and/or
Personnel
Section omits or insufficiently addresses
more than one of the following:

Classroom Layout
o
Rich Description
o
Map of Key features
o
Location of equipment
o
Teacher and student desks

Role of School and Classroom
Schedule on Instruction
o
Rich Description
o
Student learning
o
Classroom management plan
o
Instructional periods
o
Daily schedule and routines
o
Flow and patterns of
engagement

Rich description of either Factor C:
Teacher Experience and Involvement
OR Factor D: Resources and/or
Personnel
Substantial portions of
this section are
incomplete or missing.
Section insufficiently describes one of the
following:

“Big picture” of whole class

Two whole class factors
o
Reasoned Rationale
o
Rich Description

Credible sources appropriately cited
Section omits or insufficiently addresses
more than one of the following:
Substantial portions of
this section are
incomplete or missing.
Section insufficiently describes one of the
following:

Three students each presented with
the following:
o
Pseudonyms
o
Reasoned Rationale
o
Tangible evidence
o
Learner profile
Section omits or insufficiently addresses
more than one of the following:




“Big picture” of whole class
Two whole class factors
o
Reasoned Rationale
o
Rich Description
Credible sources appropriately cited
Three students each presented with
the following:
o
Pseudonyms
o
Reasoned Rationale
o
Tangible evidence
o
Learner profile
Substantial portions of
this section are
incomplete or missing.
strengths and challenges based on data and
focuses on what students can do.
o
5. Writing Quality
o
o
o
o
Discussion of instructional plan to meet learning
needs of individual and others based on researchbased strategies
Instructional plan
Strength based model
Research-based strategies
Credible sources appropriately
cited

Credible sources appropriately cited

Organization: Coherent, clear narrative and paragraph
structure; appropriate headings and transitions between
ideas are present.


Organization: Coherent narrative
and paragraph structure; may lack
appropriate headings and/or
transitions between ideas.
Style: Varied sentence structure is appropriately used to
enhance meaning; conscious attention to phrasing and
word choice is evident.

Style: Some varied sentence
structure; run-ons and/or sentence
fragments present; some attention
has been paid to phrasing and word
choice.

Tone: Information is presented
informally or lacks a professional
tone.

Usage and Mechanics:
Demonstrates reasonable use of
grammar, punctuation and spelling;
some mechanical errors are present.
Appropriate verb tense used
throughout.

Tone: Information is presented with a professional tone.

Usage and Mechanics: Demonstrates mastery of
grammar, punctuation and spelling; few mechanical
errors are present and do not impact meaning.
Appropriate verb tense used throughout. Any in-text
citations are properly formatted.
o
o
o
o
Instructional plan
Strength based model
Research-based strategies
Credible sources appropriately
cited

Organization: Lack of coherent
structure in narrative and/or
paragraphs interferes with meaning.
Headings and/or transitions between
ideas are not present.

Style: Lacks sentence variety and/or
contain serious problems with run-ons
and sentence fragments.
Inappropriate word choice and
diction.

Tone: Informal, casual, and not
appropriately professional.

Usage and Mechanics:
Demonstrates substandard use of
grammar, punctuation and spelling;
multiple mechanical errors interfere
with meaning. Verb tense inconsistent
and/or inappropriate.
Passing Score > 12 points

Substantial
errors in
multiple writing
elements.
Total Pts.
Possible = 15
Total
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
TWS Rubric:
Student Name:
Learning Goals / Assessment Plan
Assessor Name:
Indicator Met
3 pts.
1. Nature of Learning
Goals
2. Importance of
Learning Goals
Indicator Partially Met
2 pts.
 The Overarching Understanding goal
…
o reflects the big idea or “so what”
behind your unit
o revolves around important concepts
o is broad enough to invite inquiry and
transfer
o is specific enough to state something
important to
the discipline/reflect deep content
knowledge
o influences and is supported by the
“Know” and “Do” goals
 Learning Goals reflect skills (NOT
activities) and are assessable in the
classroom setting
 Learning Goals reflect appropriate
level of Bloom’s revised Taxonomy (‘01)
 Learning Goals are aligned with
appropriate content standards (state
and national, if appropriate)

 The Learning Goals (Overarching
Understanding, Knows, and Dos) hold
great potential for engaging students
and revealing connections among the
discipline, the world, and students’ lives
 The narrative clearly and in detail
explains how the Learning Goals bear
significance within and beyond the
discipline
 The narrative clearly and in detail
explains how the goals will be
communicated to students in order to
clarify expectations and enhance
interest and motivation
 Section fails to sufficiently meet one of
the following criteria:
o LGs hold potential for engaging
students and revealing connections
o Narrative clearly explains how LGs are
significant
o Narrative clearly explains how goals
will be communicated to students in a
meaningful way
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
Date:
Learning Goals fail to sufficiently
meet one of the following criteria:
o Overarching Understanding goal
reflects big idea or so chat behind unit,
revolves around important concepts, is
broad enough to invite inquiry and
transfer, is specific enough to state
something important about the
discipline, and is influenced by and
supported by the “Know” and “Do”
goals
o LGs reflect skills and are assessable
o LGs reflect appropriate level of
Bloom’s Revised Taxonomy
o LGs are aligned with appropriate
content standards
Indicator Minimally Met
1 pt.
Indicator Not Met
0 pts.
Learning Goals fail to sufficiently
meet more than one of the following
criteria:
o Overarching Understanding goal
reflects big idea or so chat behind unit,
revolves around important concepts, is
broad enough to invite inquiry and
transfer, is specific enough to state
something important about the
discipline, and is influenced by and
supported by the “Know” and “Do”
goals
o LGs reflect skills and are assessable
o LGs reflect appropriate level of
Bloom’s Revised Taxonomy
o LGs are aligned with appropriate
content standards
 Learning Goals are not present, are
incomplete, or fail to sufficiently meet all
of the following criteria:
o Overarching Understanding goal
reflects big idea or so chat behind unit,
revolves around important concepts, is
broad enough to invite inquiry and
transfer, is specific enough to state
something important about the
discipline, and is influenced by and
supported by the “Know” and “Do”
goals
o LGs reflect skills and are assessable
o LGs reflect appropriate level of
Bloom’s Revised Taxonomy
o LGs are aligned with appropriate
content standards
 Section fails to sufficiently meet more
than one of the following criteria:
o LGs hold potential for engaging
students and revealing connections
o Narrative clearly explains how LGs are
significant
o Narrative clearly explains how goals
will be communicated to students in a
meaningful way
 Significant portions of narrative
explanation are missing and/or section
fails to sufficiently meet all of the
following criteria:
o LGs hold potential for engaging
students and revealing connections
o Narrative clearly explains how LGs are
significant
o Narrative clearly explains how goals
will be communicated to students in a
meaningful way

Score
3. Progression &
Alignment among
Learning Goals
4. Alignment
between Learning
Goals and PreAssessment(s) &
Formative
Assessments
5. Alignment
between Learning
Goals and
Summative
Assessment(s)
 The Learning Goals (Overarching
Understanding, Knows, and Dos) relate
to one another in a manner that reflects
alignment
 Chart and narrative reflect purposeful
progression(s) within the set of Learning
Goals which will lead students to higher
order thinking and/or inquiry
 Section fails to sufficiently meet one of
the following criteria:
o LGs are aligned
o Chart and narrative reflect purposeful
progression of LGs leading to higher
order thinking
 Section fails to sufficiently meet of the
following criteria:
o LGs are aligned
o Chart and narrative reflect purposeful
progression of LGs leading to higher
order thinking
 Alignment and/or purposeful
progression of learning goals is not
evident, or significant portions of narrative
explanation are missing
 Each of the Learning Goals (including
the Overarching Understanding) is
appropriately assessed through preassessment(s) and formative
assessments
 Assessment methods match cognitive
complexity of skills (i.e., Bloom’s level)
 Narrative clearly explains the rationale
for the manner in which Learning Goals
are assessed
 Learning Goals are assessed in a
manner that will allow comparison and
analysis to determine student learning
 Section fails to sufficiently meet one of
the following criteria:
o LGs appropriately assessed
o Assessment methods match cognitive
complexity of skills
o Narrative explains rationale for how
LGs are assessed
o LGs assessed in a manner to allow
analysis
 Section fails to sufficiently meet more
than one of the following criteria:
o LGs appropriately assessed
o Assessment methods match cognitive
complexity of skills
o Narrative explains rationale for how
LGs are assessed
o LGs assessed in a manner to allow
analysis
 Assessments fail to align with LGs
and/or significant portions of narrative
explanation are missing
 Each of the Learning Goals (including
the Overarching Understanding) is
appropriately assessed through
summative assessment(s)
 Assessment methods match cognitive
complexity of skills (i.e., Bloom’s level)
 Narrative clearly explains the rationale
for the manner in which Learning Goals
are assessed
 Learning Goals are assessed in a
manner that will allow comparison and
analysis to determine student learning
 Section fails to sufficiently meet one of
the following criteria:
o LGs appropriately assessed
o Assessment methods match cognitive
complexity of skills
o Narrative explains rationale for how
LGs are assessed
o LGs assessed in a manner to allow
analysis
 Section fails to sufficiently meet more
than one of the following criteria:
o LGs appropriately assessed
o Assessment methods match cognitive
complexity of skills
o Narrative explains rationale for how
LGs are assessed
o LGs assessed in a manner to allow
analysis
 Assessment(s) fail to align with LGs
and/or significant portions of narrative
explanation are missing
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
6. Quality of PreAssessment(s) &
Formative
Assessments







All pre-assessment instruments (and
rubrics/scoring guides, if appropriate)
are provided
Thorough descriptions of formative
assessments (or actual instruments, if
preferred) are provided
Assessments and strategies are
appropriate to determine/gather
evidence about each individual
student’s grasp of the unit’s learning
goals at the unit’s outset (before
instruction)
Assessments and strategies are
appropriate to determine/gather
evidence about each individual
student’s grasp of learning goals at
the lesson level (during instruction)
Narrative anticipates how information
from pre-assessment(s) and
formative assessments can be used
to inform instructional planning and
implementation
Multiple modes of assessment are
employed to address content
complexity and diverse student needs
Planned methods of analysis are
likely to yield meaningful data and
interpretations about student
background knowledge and ongoing
learning
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
 Section fails to sufficiently meet one of
the following criteria:
o Instruments (pre-assessments) and
descriptions (formative assessments)
are provided
o Assessments appropriate to assess
individual student learning before and
during the unit
o Narrative anticipates how assessment
data will be used to plan instruction
o Multiple modes of assessment
employed
o Planned methods of analysis are
appropriate
 Section fails to sufficiently meet more
than one of the following criteria:
o Instruments (pre-assessments) and
descriptions (formative assessments)
are provided
o Assessments appropriate to assess
individual student learning before and
during the unit
o Narrative anticipates how assessment
data will be used to plan instruction
o Multiple modes of assessment
employed
o Planned methods of analysis are
appropriate
 No assessment instruments are
provided and/or significant portions of
narrative explanation are missing
7. Quality of
Summative
Assessment(s)
All summative assessment
instruments (and rubrics/scoring
guides, if appropriate) are provided
Assessments and strategies are
appropriate to determine each
individual student’s grasp of ALL the
unit’s learning goals at the close of
the unit (after instruction)
Planned methods of analysis (i.e.,
scoring guides, rubrics) are aligned
with Learning Goals and assessment
instruments
Multiple modes of assessment
(including performance assessments)
are employed to address content
complexity and diverse student needs
Planned methods of analysis (i.e.,
scoring guides, rubrics) are likely to
yield meaningful data and
interpretations
Narrative anticipates how information
from summative assessment will be
used to gauge student learning and
overall instructional effectiveness for
the unit
 Section fails to sufficiently meet one of
the following criteria:
o Summative assessment instruments
are provided
o Assessments appropriate to assess
individual students’ grasp of all of the
LGs at the close of the unit
o Multiple modes of assessment
employed
o Planned methods of analysis are
appropriate and aligned with LGs
o Narrative anticipates how assessment
data will be used to gauge student
learning and overall instructional
effectiveness for the unit

Organization: Coherent, clear
narrative and paragraph structure;
appropriate headings and transitions
between ideas are present.

Organization: Coherent narrative
and paragraph structure; lacks
appropriate headings and/or
transitions between ideas.

Style: Varied sentence structure is
appropriately used to enhance
meaning; conscious attention to
phrasing and word choice is evident.

Style: Some varied sentence
structure; run-ons and/or sentence
fragments present; some attention
has been paid to phrasing and word
choice.






8. Writing Quality

Usage and Mechanics:
Demonstrates mastery of grammar,
punctuation and spelling; few errors
mechanical errors are present and do
not impact meaning. Appropriate verb
tense used throughout. Any in-text
citations are properly formatted.
Usage and Mechanics:
Demonstrates reasonable use of
grammar, punctuation and spelling;
some mechanical errors are present.
Appropriate verb tense used
throughout.




Section fails to sufficiently meet more
than one of the following criteria:
o Summative assessment instruments
are provided
o Assessments appropriate to assess
individual students’ grasp of all of the
LGs at the close of the unit
o Multiple modes of assessment
employed
o Planned methods of analysis are
appropriate and aligned with LGs
o Narrative anticipates how assessment
data will be used to gauge student
learning and overall instructional
effectiveness for the unit
Organization: Lack of coherent
structure in narrative and/or
paragraphs interferes with meaning.
Headings and/or transitions between
ideas are not present.
 No summative assessment is provided
and/or significant portions of narrative
explanation are missing

Organization: No organization in that
no paragraph demarcation is
apparent

Style: No attention to style. Contains
repetitive sentence errors that
consistently obscure meaning,
reoccurring issues with run-on
sentences, comma splices and
sentence fragments. Tone is informal
and inappropriate, multiple errors in
word choice and diction.

Usage and Mechanics:
Demonstrates consistent substandard
use of grammar, punctuation, and
spelling; consistent errors that
interfere with meaning. Verb tense
inappropriate. In-text citations are
improperly formatted.
Style: Lacks sentence variety and/or
contains serious problems with runons and sentence fragments.
Inappropriate word choice and
diction.
Usage and Mechanics:
Demonstrates substandard use of
grammar, punctuation and spelling;
multiple mechanical errors interfere
with meaning. Verb tense inconsistent
and/or inappropriate. Any in-text
citations are improperly formatted.
Points Possible: 24 pts.
Passing Score: 19.5 pts.
TOTAL
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
TWS Rubric:
Student Name:
Design for Instruction
Assessor Name:
1. Method and
Analysis of Preassessment Results
2. Unit Overview –
Snapshot of 5
Lessons
Date:
Indicator Met
Indicator Partially Met
Indicator Minimally Met
3 pts
2 pts
1pt
Section clearly and thoroughly addresses the
following:
 Evidence of analysis
o Method(s) selected
o Rationale for selection(s)
o Data presented in organized manner
that clearly demonstrates findings for
EACH learning goal
 Implications
o Discussion of students’ background
skills and prior knowledge in relation
to the learning goals
o Link to contextual factors
o Discussion of impact on lesson
planning
Section insufficiently addresses one of the
following:
 Evidence of analysis
o Method(s) selected
o Rationale for selection(s)
o Data presented in organized manner
that clearly demonstrates findings.
 Implications
o Discussion of students’ background
skills and prior knowledge in relation
to the learning goals
o Link to contextual factors
o Discussion of impact on lesson
planning
Section omits or insufficiently addresses more
than one of the following:
Section includes matrix with specific details and
overview of five lessons and includes the
following for EACH lesson:
o The learning goal(s) to be addressed
o The planned progression of instruction
for each lesson and the
learning/teaching strategies and
activities to be employed
o Assessments (informal or formal
formative) to be used – these match
with those included in the Assessment
Plan
 The matrix should illustrate multiple days on
one page to provide a sense of the
progression of the unit
 Clear alignment exists between learning goals,
instruction, and assessments shown in the
matrix
Section fails to meet one of the following
criteria:

Includes matrix with specific details and
overview of five lessons and includes the
following for EACH lesson:
o The learning goal(s) to be addressed
o The planned progression of instruction
for each lesson and the
learning/teaching strategies and
activities to be employed
o Assessments (informal or formal
formative) to be used – these match
with those included in the Assessment
Plan
 The matrix should illustrate multiple days on
one page to provide a sense of the
progression of the unit
 Clear alignment exists between learning goals,
instruction, and assessments shown in the
matrix
Section fails to meet more than one of the
following criteria:

Includes matrix with specific details and
overview of five lessons and includes the
following for EACH lesson:
o The learning goal(s) to be addressed
o The planned progression of instruction
for each lesson and the
learning/teaching strategies and
activities to be employed
o Assessments (informal or formal
formative) to be used – these match
with those included in the Assessment
Plan
 The matrix should illustrate multiple days on
one page to provide a sense of the
progression of the unit
 Clear alignment exists between learning goals,
instruction, and assessments shown in the
matrix
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University


Evidence of analysis
o Method(s) selected
o Rationale for selection(s)
o Data presented in organized manner
that clearly demonstrates findings.
Implications
o Discussion of students’ background
skills and prior knowledge in relation
to the learning goals
o Link to contextual factors
o Discussion of impact on lesson
planning
Indicator Not
Met
0pts
Substantial portions
are missing or
incomplete
Substantial portions
are missing or
incomplete
Score
3. Lesson Plan
Components
Section meets ALL of the following criteria:





Thoughtful and thorough plans are
provided for all lessons in the unit
Plans follow format consistent with those
utilized in content area methods course or
another format approved by the instructor
Plans include estimated time frames for
each activity or class segment
Plans include plans for assigning
homework and/or extension activities
Plans describe specific modifications and
differentiation to meet the needs of
diverse students (at the whole class,
small group and/or individual level)
Section fails to meet one of the following
criteria:
Section fails to meet more than one of the
following criteria:







4. Lesson Plan Quality
Section meets ALL of the following criteria:




Plans incorporate a variety of instructional
strategies that will promote learning for
students.
All of the lessons within the unit are
logically structured to scaffold students’
thinking and engagement and to move
them toward the learning goals
Particular attention is given to the “big
ideas” (or concepts) related to the content
Learning/teaching activities within and
across lessons build upon one another
and cultivate students’ retention, transfer,
and application of new information and
skills
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
Thoughtful and thorough plans are
provided for all lessons in the unit
Plans follow format consistent with those
utilized in content area methods course or
another format approved by the instructor
Plans include estimated time frames for
each activity or class segment
Plans include plans for assigning
homework and/or extension activities
Plans describe specific modifications and
differentiation to meet the needs of
students (at the whole class, small group
and/or individual level)




Thoughtful and thorough plans are
provided for all lessons in the unit
Plans follow format consistent with those
utilized in content area methods course or
another format approved by the instructor
Plans include estimated time frames for
each activity or class segment
Plans include plans for assigning
homework and/or extension activities
Plans describe specific modifications and
differentiation to meet the needs of
students (at the whole class, small group
and/or individual level)


Section fails to meet one of the following
criteria:
Section fails to meet more than one of the
following criteria:





Plans incorporate a variety of instructional
strategies that will promote student
learning
All of the lessons within the unit are
logically structured to scaffold students’
thinking and engagement and to move
them toward the learning goals
Particular attention is given to the “big
ideas” (or concepts) related to the content
Learning/teaching activities within and
across lessons build upon one another
and cultivate students’ retention, transfer,
and application of new information and
skills



Substantial portions
are missing or
incomplete
Plans incorporate a variety of instructional
strategies that will promote student
learning
All of the lessons within the unit are
logically structured to scaffold students’
thinking and engagement and to move
them toward the learning goals
Particular attention is given to the “big
ideas” (or concepts) related to the content
Learning/teaching activities within and
across lessons build upon one another
and cultivate students’ retention, transfer,
and application of new information and
skills
Substantial portions
are missing or
incomplete
5. Narrative – Lesson
Organization,
Strategies, and Use of
Technology
Narrative clearly and convincingly addresses
the following:
 How the lessons in the unit align with one
another and promote student progress
toward the Learning Goals
 How the lessons incorporate classroom
routines and why they are important
 Two learning/teaching strategies from
the unit and a reasoned rationale for
planning these activities.
 How the two identified activities reflect a
variety of instructional
strategies/approaches that are appropriate
for students in the class
 How each activity:
o
Builds on prior knowledge, previous
lessons, and/or connects to
subsequent lessons
o
Promotes student learning
o
Reflects sound instructional
practices that support and promote
student learning (Candidate draws
on information from previous
coursework specifically general
methods, content methods, and
diversity to support instructional
decisions) – appropriate citations
should be included
o
Will be modified to enhance learning
for all students
 The use of technology in the unit, including:
o
How it will be used in planning
and/or instruction
o
How it will enhance student learning
* If no/limited technology will be used in the unit,
a clear and well-justified rationale for this
omission should be provided.
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
Narrative fails to clearly and convincingly
address one of the following:
Narrative fails to clearly and convincingly
address more than one of the following:
 How the lessons in the unit align with one
another and promote student progress
toward the Learning Goals
 How the lessons incorporate classroom
routines and why they are important
 Two learning/teaching strategies from
the unit and a reasoned rationale for
planning these activities.
 How the two identified activities reflect a
variety of instructional
strategies/approaches that are appropriate
for students in the class
 How each activity:
o
Builds on prior knowledge, previous
lessons, and/or connects to
subsequent lessons
o
Promotes student learning
o
Reflects research-based instructional
practice that supports and promotes
student learning (generally and/or for
the content area) – appropriate
citations should be included
o
Will be modified to enhance learning
for all students
 The use of technology in the unit, including:
o
How it will be used in planning
and/or instruction
o
How it will enhance student learning
 How the lessons in the unit align with one
another and promote student progress
toward the Learning Goals
 How the lessons incorporate classroom
routines and why they are important
 Two learning/teaching strategies from
the unit and a reasoned rationale for
planning these activities.
 How the two identified activities reflect a
variety of instructional
strategies/approaches that are appropriate
for students in the class
 How each activity:
o
Builds on prior knowledge, previous
lessons, and/or connects to
subsequent lessons
o
Promotes student learning
o
Reflects research-based instructional
practice that supports and promotes
student learning (generally and/or for
the content area) – appropriate
citations should be included
o
Will be modified to enhance learning
for all students
 The use of technology in the unit, including:
o
How it will be used in planning
and/or instruction
o
How it will enhance student learning
* If no/limited technology will be used in the unit,
a clear and well-justified rationale for this
omission should be provided.
* If no/limited technology will be used in the unit,
a clear and well-justified rationale for this
omission should be provided.
Substantial portions
are missing or
incomplete
6. Writing Quality

Organization: Coherent, clear narrative
and paragraph structure; appropriate
headings and transitions between ideas
are present.

Organization: Coherent narrative and
paragraph structure; may lack appropriate
headings and/or transitions between
ideas.

Organization: Lack of coherent structure
in narrative and/or paragraphs interferes
with meaning. Headings and/or transitions
between ideas are not present.

Style: Varied sentence structure is
appropriately used to enhance meaning;
conscious attention to phrasing and word
choice is evident.

Style: Some varied sentence structure;
run-ons and/or sentence fragments
present; some attention has been paid to
phrasing and word choice.

Style: May lack sentence variety and/or
contain serious problems with run-ons
and sentence fragments. Inappropriate
word choice and diction.

Usage and Mechanics: Demonstrates
mastery of grammar, punctuation and
spelling; few mechanical errors are
present and do not impact meaning.
Appropriate verb tense used throughout.
Any in-text citations are properly
formatted.

Usage and Mechanics: Demonstrates
reasonable use of grammar, punctuation
and spelling; some mechanical errors are
present. Appropriate verb tense used
throughout.

Usage and Mechanics: Demonstrates
substandard use of grammar, punctuation
and spelling; multiple mechanical errors
interfere with meaning. Verb tense
inconsistent and/or inappropriate. Any intext citations are improperly formatted.
Passing Score = 14.5 pts

Substantial
errors in
organization,
style, usage,
tone, and/or
mechanics are
present.
Total Score = 18 pts
Total
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
TWS Rubric:
Student Name:
Instructional Decision Making
Assessor Name:
1. One change to the
instructional plan
based the concrete
data from a formal
formative assessment
2. Second change to the
instructional plan
based upon data from a
formal or informal
formative assessment
Indicator Met
Indicator Partially Met
Indicator Minimally Met
Indicator Not Met
3 pts
2 pt
1 pts
0 pts
The rationale for this component includes:

A specific narrative that describes
the modification that you made in
your instruction based upon what
was in your Design for Instruction
Lesson Plan.

A thorough discussion of the
formative assessment data and a
careful analysis of its impact on
your modification of instruction.

A discussion must include a clear
analysis about how it impacts a
Learning Goal.
The rationale for this component includes:

A specific narrative that describes
the modification that you made in
your instruction based upon what
was in your Design for Instruction
Lesson Plan.

A thorough discussion of the
formative assessment data and a
careful analysis of its impact on
your modification of instruction.

A discussion must include a clear
analysis about how it impacts a
Learning Goal.
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
Date:
The rational for this component must include:

A general narrative that describes
the modification of instruction.

A general discussion of the
formative assessment data and its
impact on instruction.

A general discussion about how it
impacts a Learning Goal.
The rational for this component must include:

A general narrative that describes
the modification of instruction.

A general discussion of the
formative assessment data and its
impact on instruction.

A general discussion about how it
impacts a Learning Goal.
The rationale for this component may be
missing one of the sections outlined in the
previous sections.
The rationale for this
section is missing more
than one of the sections
outlined in the previous
sections.
The rationale for this component may be
missing one of the sections outlined in the
previous sections.
The rationale for this
section is missing more
than one of the sections
outlined in the previous
sections.
Score
3. Congruence Between
Modifications and
Learning Goals
Modifications to the instructional plan are fully
congruent with the Learning Goal(s) for the unit
and are likely to facilitate students’ progress
toward the Learning Goal(s).
Modifications to the instructional plan are
partially congruent with the Learning Goal(s) for
the unit and may facilitate students’ progress
toward the Learning Goal(s).
Modifications to the instructional plan lack
congruence with the Learning Goal(s) for
the unit and are unlikely to facilitate
students’ progress toward the Learning
Goal(s).
Substantial portions of
this section are
incomplete or missing.
5. Sound Professional
Practice linked to
Research
Instructional decisions are pedagogically
sound: they are supported by research as well
as a clear analysis of data from formative
assessments. All modifications to instruction
reference specific research-based strategies
that clearly support instructional modifications
for this group of students.
Instructional decisions are mostly appropriate,
but are only partially supported by a discussion
of outside research and its connection to the
data gathered from formative assessments.
Instructional decisions are inappropriate
and are not supported by research and data
from formative assessments. Modifications
to instruction do not reference specific
research-based strategies.
Substantial portions of
this section are
incomplete or missing.

Organization: Coherent, clear narrative
and paragraph structure; appropriate
headings and transitions between ideas
are present.

Organization: Coherent narrative and
paragraph structure; may lack appropriate
headings and/or transitions between
ideas.



Style: Varied sentence structure is
appropriately used to enhance meaning;
conscious attention to phrasing and word
choice is evident.

Style: Some varied sentence structure;
run-ons and/or sentence fragments
present; some attention has been paid to
phrasing and word choice.
Organization: Lack of coherent
structure in narrative and/or
paragraphs interferes with meaning.
Headings and/or transitions between
ideas are not present.


Tone: Information is presented with a
professional tone.

Tone: Information is presented informally
or lacks a professional tone.
Style: Lacks sentence variety and/or
contain serious problems with run-ons
and sentence fragments.
Inappropriate word choice and
diction.

Usage and Mechanics: Demonstrates
reasonable use of grammar, punctuation
and spelling; some mechanical errors are
present. Appropriate verb tense used
throughout.

Tone: Informal, casual, and not
appropriately professional.

Usage and Mechanics:
Demonstrates substandard use of
grammar, punctuation and spelling;
multiple mechanical errors interfere
with meaning. Verb tense inconsistent
and/or inappropriate.
6. Writing Quality

Usage and Mechanics: Demonstrates
mastery of grammar, punctuation and
spelling; few mechanical errors are
present and do not impact meaning.
Appropriate verb tense used throughout.
Any in-text citations are properly
formatted.
Some modifications to instruction reference
specific research-based strategies.
Passing Score = 12
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
Substantial errors
in multiple writing
elements.
Total Score= 15 pts
Total
Student Name:
TWS Rubric:
Analysis of Student Learning
Date:
Assessor Name:
Indicator Met
Indicator Partially Met
Indicator Minimally Met
3 pts
2 pts
1 pt
Indicator
Not Met
0 pts
1. Whole Class:
Presentation of Data
2. Whole Class:
Analysis of Data
Data regarding the performance of the whole class
is presented, including the following:

A table comparing pre-assessment and
summative assessment data for every student
in the class

Appropriate basic statistics that describe the
overall performance of the class (i.e., mean,
median, range)

A graph showing each student’s overall
growth throughout the unit

Appropriate basic statistics that describe the
performance of the class in relation to EACH
Learning Goal (i.e., mean, median, range)

Graphs showing each student’s overall growth
in relation to EACH Learning Goal
Narrative analysis of data regarding performance of
the whole class includes the following:

A clear explanation of the tables, charts, and
statistics being presented

Presentation of data regarding the performance of
the whole class omits or insufficiently addresses one
of the following:
Presentation of data regarding the performance of
the whole class omits or insufficiently addresses
more than one of the following:

A table comparing pre-assessment and
summative assessment data for every student
in the class

A table comparing pre-assessment and
summative assessment data for every student
in the class

Appropriate basic statistics that describe the
overall performance of the class (i.e., mean,
median, range)

Appropriate basic statistics that describe the
overall performance of the class (i.e., mean,
median, range)

A graph showing each student’s overall
growth throughout the unit

A graph showing each student’s overall
growth throughout the unit

Appropriate basic statistics that describe the
performance of the class in relation to EACH
Learning Goal (i.e., mean, median, range)

Appropriate basic statistics that describe the
performance of the class in relation to EACH
Learning Goal (i.e., mean, median, range)

Graphs showing each student’s overall growth
in relation to EACH Learning Goal
Narrative analysis of data regarding the
performance of the whole class omits or
insufficiently addresses one of the following:

Graphs showing each student’s overall growth
in relation to EACH Learning Goal
Narrative analysis of data regarding the
performance of the whole class omits or
insufficiently addresses more than one of the
following:

A thoughtful description of important findings
about student performance (overall and in
relation to each Learning Goal)
An explanation of the tables, charts, and
statistics being presented


An explanation of the tables, charts, and
statistics being presented


A thorough discussion of important revelations
resulting from comparison of pre-assessment
and summative assessment results
A description of important findings about
student performance (overall and in relation to
each Learning Goal)



A thorough discussion of important revelations
resulting from analysis of formative
assessments
A discussion of important revelations resulting
from comparison of pre-assessment and
summative assessment results
A description of important findings about
student performance (overall and in relation to
each Learning Goal)

A discussion of important revelations resulting
from analysis of formative assessments
A discussion of important revelations resulting
from comparison of pre-assessment and
summative assessment results


A connection to relevant Contextual Factors
A discussion of important revelations resulting
from analysis of formative assessments

A connection to relevant Contextual Factors

A clear connection to relevant Contextual
Factors
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
Substantial
portions of data
presentation for
the whole class
are missing or
incomplete.
Substantial
portions of the
narrative are
missing or
incomplete.
Score
3. Student One:
Presentation &
Analysis of Data
4. Student Two:
Presentation &
Analysis of Data
Data and narrative analysis regarding the
performance of targeted Student One includes the
following:
Data and narrative analysis regarding the
performance of targeted Student One omits or
insufficiently addresses one of the following:

A graph for Student One depicting his/her
progress from the pre-assessment to the
summative assessment for EACH Learning
Goal

A graph for Student One depicting his/her
progress from the pre-assessment to the
summative assessment for EACH Learning
Goal

A description of the student’s progress
throughout the unit as evidenced by the preassessment, formative assessments, and the
summative assessment

A description of the student’s progress
throughout the unit as evidenced by the preassessment, formative assessments, and the
summative assessment

A description of the challenges faced by the
student as well as what helped him/her to be
successful

A description of the challenges faced by the
student as well as what helped him/her to be
successful

An explanation of how the student’s
performance, progress, challenges, and
successes is representative of others in the
class

An explanation of how the student’s
performance, progress, challenges, and
successes is representative of others in the
class

An explanation of how the student’s
performance, progress, challenges, and
successes differs from others in the class

An explanation of how the student’s
performance, progress, challenges, and
successes differs from others in the class

A thoughtful discussion of what aspects of the
student’s performance on the TWS was
revealing, surprising, or representative of
his/her typical performance in class

A thoughtful discussion of what aspects of the
student’s performance on the TWS was
revealing, surprising, or representative of
his/her typical performance in class

A clear connection to information provided
about the student in the Contextual Factors
section

A clear connection to information provided
about the student in the Contextual Factors
section
Data and narrative analysis regarding the
performance of targeted Student Two includes the
following:
Data and narrative analysis regarding the
performance of targeted Student Two omits or
insufficiently addresses one of the following:

A graph for Student Two depicting his/her
progress from the pre-assessment to the
summative assessment for EACH Learning
Goal

A graph for Student Two depicting his/her
progress from the pre-assessment to the
summative assessment for EACH Learning
Goal

A description of the student’s progress
throughout the unit as evidenced by the preassessment, formative assessments, and the
summative assessment

A description of the student’s progress
throughout the unit as evidenced by the preassessment, formative assessments, and the
summative assessment

A description of the challenges faced by the
student as well as what helped him/her to be
successful


An explanation of how the student’s
performance, progress, challenges, and
successes is representative of others in the

Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
Data and narrative analysis regarding the
performance of targeted Student One omits or
insufficiently addresses more than one of the
following:

A graph for Student One depicting his/her
progress from the pre-assessment to the
summative assessment for EACH Learning
Goal

A description of the student’s progress
throughout the unit as evidenced by the preassessment, formative assessments, and the
summative assessment

A description of the challenges faced by the
student as well as what helped him/her to be
successful

An explanation of how the student’s
performance, progress, challenges, and
successes is representative of others in the
class

An explanation of how the student’s
performance, progress, challenges, and
successes differs from others in the class

A thoughtful discussion of what aspects of the
student’s performance on the TWS was
revealing, surprising, or representative of
his/her typical performance in class

A clear connection to information provided
about the student in the Contextual Factors
section
Data and narrative analysis regarding the
performance of targeted Student Two omits or
insufficiently addresses more than one of the
following:

A graph for Student Two depicting his/her
progress from the pre-assessment to the
summative assessment for EACH Learning
Goal

A description of the challenges faced by the
student as well as what helped him/her to be
successful
A description of the student’s progress
throughout the unit as evidenced by the preassessment, formative assessments, and the
summative assessment

An explanation of how the student’s
performance, progress, challenges, and
successes is representative of others in the
A description of the challenges faced by the
student as well as what helped him/her to be
successful

An explanation of how the student’s
performance, progress, challenges, and
Substantial
portions of data
presentation
and analysis for
targeted
Student One
are missing or
incomplete.
Substantial
portions of data
presentation
and analysis for
targeted
Student Two
are missing or
incomplete.
class
5. Student Three:
Presentation &
Analysis of Data
class

An explanation of how the student’s
performance, progress, challenges, and
successes differs from others in the class

An explanation of how the student’s
performance, progress, challenges, and
successes differs from others in the class

A thoughtful discussion of what aspects of the
student’s performance on the TWS was
revealing, surprising, or representative of
his/her typical performance in class

A thoughtful discussion of what aspects of the
student’s performance on the TWS was
revealing, surprising, or representative of
his/her typical performance in class

A clear connection to information provided
about the student in the Contextual Factors
section

A clear connection to information provided
about the student in the Contextual Factors
section
Data and narrative analysis regarding the
performance of targeted Student Three includes the
following:
Data and narrative analysis regarding the
performance of targeted Student Three omits or
insufficiently addresses one of the following:

A graph for Student Three depicting his/her
progress from the pre-assessment to the
summative assessment for EACH Learning
Goal

A graph for Student Three depicting his/her
progress from the pre-assessment to the
summative assessment for EACH Learning
Goal

A description of the student’s progress
throughout the unit as evidenced by the preassessment, formative assessments, and the
summative assessment

A description of the student’s progress
throughout the unit as evidenced by the preassessment, formative assessments, and the
summative assessment

A description of the challenges faced by the
student as well as what helped him/her to be
successful

A description of the challenges faced by the
student as well as what helped him/her to be
successful

An explanation of how the student’s
performance, progress, challenges, and
successes is representative of others in the
class

An explanation of how the student’s
performance, progress, challenges, and
successes is representative of others in the
class

An explanation of how the student’s
performance, progress, challenges, and
successes differs from others in the class

An explanation of how the student’s
performance, progress, challenges, and
successes differs from others in the class

A thoughtful discussion of what aspects of the
student’s performance on the TWS was
revealing, surprising, or representative of
his/her typical performance in class

A thoughtful discussion of what aspects of the
student’s performance on the TWS was
revealing, surprising, or representative of
his/her typical performance in class

A clear connection to information provided
about the student in the Contextual Factors
section

A clear connection to information provided
about the student in the Contextual Factors
section
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
successes is representative of others in the
class

An explanation of how the student’s
performance, progress, challenges, and
successes differs from others in the class

A thoughtful discussion of what aspects of the
student’s performance on the TWS was
revealing, surprising, or representative of
his/her typical performance in class

A clear connection to information provided
about the student in the Contextual Factors
section
Data and narrative analysis regarding the
performance of targeted Student Three omits or
insufficiently addresses more than one of the
following:

A graph for Student Three depicting his/her
progress from the pre-assessment to the
summative assessment for EACH Learning
Goal

A description of the student’s progress
throughout the unit as evidenced by the preassessment, formative assessments, and the
summative assessment

A description of the challenges faced by the
student as well as what helped him/her to be
successful

An explanation of how the student’s
performance, progress, challenges, and
successes is representative of others in the
class

An explanation of how the student’s
performance, progress, challenges, and
successes differs from others in the class

A thoughtful discussion of what aspects of the
student’s performance on the TWS was
revealing, surprising, or representative of
his/her typical performance in class

A clear connection to information provided
about the student in the Contextual Factors
section
Substantial
portions of data
presentation
and analysis for
targeted
Student Three
are missing or
incomplete.
6. Quality of Data
Presentation &
Analysis
7. Writing Quality
All aspects of the section reflect the following quality
indicators:
Aspects of the section omit or insufficiently reflect
one of the following quality indicators:
Aspects of the section omit or insufficiently reflect
more than one of the following quality indicators:

Charts, statistics, and other calculations are
accurate, clearly presented, and are
incorporated throughout the narrative to clarify
and enhance the reader’s understanding of
the data

Charts, statistics, and other calculations are
accurate, clearly presented, and are
incorporated throughout the narrative to clarify
and enhance the reader’s understanding of
the data

Charts, statistics, and other calculations are
accurate, clearly presented, and are
incorporated throughout the narrative to clarify
and enhance the reader’s understanding of
the data

Charts and tables are correctly labeled and
referred to explicitly throughout the narrative

Charts and tables are correctly labeled and
referred to explicitly throughout the narrative

Charts and tables are correctly labeled and
referred to explicitly throughout the narrative

Assertions about class or individual student
performance are supported with concrete
evidence from assessments

Assertions about class or individual student
performance are supported with concrete
evidence from assessments

Assertions about class or individual student
performance are supported with concrete
evidence from assessments

Factors discussed in this section align with
class and individual student descriptions
provided in the Contextual Factors section

Factors discussed in this section align with
class and individual student descriptions
provided in the Contextual Factors section

Factors discussed in this section align with
class and individual student descriptions
provided in the Contextual Factors section

Organization: Coherent, clear narrative and
paragraph structure; appropriate headings
and transitions between ideas are present.

Organization: Coherent narrative and
paragraph structure; may lack appropriate
headings and/or transitions between ideas.


Style: Varied sentence structure is
appropriately used to enhance meaning;
conscious attention to phrasing and word
choice is evident.

Style: Some varied sentence structure; runons and/or sentence fragments present; some
attention has been paid to phrasing and word
choice.
Organization: Lack of coherent structure in
narrative and/or paragraphs interferes with
meaning. Headings and/or transitions
between ideas are not present.


Tone: Information is presented with a
professional tone.

Tone: Information is presented informally or
lacks a professional tone.
Style: Lacks sentence variety and/or contain
serious problems with run-ons and sentence
fragments. Inappropriate word choice and
diction.


Usage and Mechanics: Demonstrates

mastery of grammar, punctuation and
spelling; few mechanical errors are present
and do not impact meaning. Appropriate verb
tense used throughout. Any in-text citations

are properly formatted.
Tone: Informal, casual, and not appropriately
professional.

Usage and Mechanics: Demonstrates
substandard use of grammar, punctuation and
spelling; multiple mechanical errors interfere
with meaning. Verb tense inconsistent and/or
inappropriate.
Usage and Mechanics: Demonstrates
reasonable use of grammar, punctuation and
spelling; some mechanical errors are present.
Appropriate verb tense used throughout.
Passing Score= 17 pts
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
Substantial
quality
indicators are
missing.
Substantial
errors in
multiple writing
elements.
Total Score= 21 pts
Total
TWS Rubric:
Student’s Name:
Reflection and Self Evaluation
Assessor’s Name:
1. Reflect on key
successes and/or
insights gained from
the TWS experience
2. Reflect on the key
challenges of the TWS
experience
Date:
Indicator Met
Indicator Partially Met
Indicator Minimally Met
Indicator Not Met
3 pts
2 pt
1 pts
0 pts
Provides detailed descriptions of the most
successful aspect or insight gained from your
TWS experience including:

A rich description that
contextualizes your experience.

Specific feedback received from
cooperating teacher, university
supervisor and/or students or other
sources.

An explanation of factors
contributing to your success.

An explanation of how the
experience relates to your personal
or professional growth as a teacher
and the nature of teaching.
Section fails to sufficiently address one of the
following criteria:

A rich description that contextualizes
your experience.

Specific feedback received from
cooperating teacher, university
supervisor and/or students or other
sources.

An explanation of factors contributing
to your success

An explanation of how the experience
relates to your personal or
professional growth as a teacher and
the nature of teaching. .
Section fails to sufficiently address two or
more of the following criteria:
 A rich description that
contextualizes your experience.
 Specific feedback received from
cooperating teacher, university
supervisor and/or students or other
sources.
 An explanation of factors
contributing to your success.
 An explanation of how the
experience relates to your personal
or professional growth as a teacher
and the nature of teaching.
Section fails to sufficiently address one of the
following criteria:

A rich description that
contextualizes your experience.

Specific feedback received from
cooperating teacher, university
supervisor and/or students or other
sources.

A discussion of at least two
hypotheses that may explain why
these challenges occurred including
specific contributing factors.

An explanation of how the
experience relates to your personal
or professional growth as a teacher
and the nature of teaching.
Section fails to sufficiently address two or
more of the following criteria:

A rich description that
contextualizes your experience.

Specific feedback received from
cooperating teacher, university
supervisor and/or students or
other sources.

A discussion of at least two
hypotheses that may explain why
these challenges occurred
including specific contributing
factors.

An explanation of how the
experience relates to your
personal or professional growth as
a teacher and the nature of
teaching.
Provides detailed descriptions of the greatest
challenges that the TWS experience, including:

A rich description that contextualizes
your experience.

Specific feedback received from
cooperating teacher, university
supervisor and/or students or other
sources.

A discussion of at least two
hypotheses that may explain why
these challenges occurred including
specific contributing factors.

An explanation of how the experience
relates to your personal or
professional growth as a teacher and
the nature of teaching.
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
Substantial portions of this
section are incomplete or
missing.
.
Substantial portions of this
section are incomplete or
missing
Score
3. Idea for Re-teaching or
Re-designing the Unit
4. Design a professional
development plan that
addresses two
professional goals
Provides detailed descriptions of ideas for reteaching or re-designing the TWS unit,
including:

A rich description of substantive
revisions, key changes, or major
additions that you would make if you
were to re-teach this unit.

A discussion of the issue or problem
the alterations are intended to
improve or address.

A discussion of specific suggested
changes and/or modifications

A discussion of anticipated results
related to instruction and student
needs.
Provides detailed descriptions of a professional
development plan, including:

A discussion of two or more professional
development goals based on insights
derived from work on the TWS.

A reasoned rationale for the two goals
based on evidence and insights related
to the TWS experience.

A discussion of professional development
activities available to address these goals

A discussion of professional resources
and scholarly research available to
address these goals
.
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
Section fails to sufficiently address one of the
following criteria:

A rich description of substantive
revisions, key changes, or major
additions that you would make if you
were to re-teach this unit.

A discussion of the issue or problem
the alterations are intended to
improve or address.

A discussion of specific suggested
changes and/or modifications

A discussion of anticipated results
related to instruction and student
needs.
Section fails to sufficiently address two or
more of the following criteria:

A rich description of substantive
revisions, key changes, or major
additions that you would make if
you were to re-teach this unit.

A discussion of the issue or
problem the alterations are
intended to improve or address.

A discussion of specific suggested
changes and/or modifications

A discussion of anticipated results
related to instruction and student
needs.
Substantial portions of this
section are incomplete or
missing
Section fails to sufficiently address one of the
following criteria:

A discussion of two or more
professional development goals based
on insights derived from work on the
TWS.

A reasoned rationale for the two goals
based on evidence and insights related
to the TWS experience.

A discussion of professional
development activities available to
address these goals

A discussion of professional resources
and scholarly research available to
address these goals
.
Section fails to sufficiently address two or
more of the following criteria:

A discussion of two or more
professional development goals
based on insights derived from work
on the TWS.

A reasoned rationale for the two goals
based on evidence and insights
related to the TWS experience.

A discussion of professional
development activities available to
address these goals

A discussion of professional
resources and scholarly research
available to address these goals
.
Substantial portions of this
section are incomplete or
missing
5. Writing Quality
 Organization: Coherent, clear narrative and
paragraph structure; appropriate headings and
transitions between ideas are present.
 Organization: Coherent narrative and
paragraph structure; may lack appropriate
headings and/or transitions between ideas.
 Style: Varied sentence structure is
appropriately used to enhance meaning;
conscious attention to phrasing and word
choice is evident.
 Style: Some varied sentence structure;
run-ons and/or sentence fragments
present; some attention has been paid to
phrasing and word choice.
 Usage and Mechanics: Demonstrates
 Usage & Mechanics: Demonstrates
mastery of grammar, punctuation and
reasonable use of grammar, punctuation
spelling; few mechanical errors are present
and spelling; some mechanical errors are
and do not impact meaning. Appropriate verb
present. Appropriate verb tense used
tense used throughout. Any in-text citations
throughout.
are properly formatted.
 Organization: Lack of coherent structure
in narrative and/or paragraphs interferes
with meaning. Headings and/or
transitions between ideas are not
present.
 Style: May lack sentence variety and/or
contain serious problems with run-ons
and sentence fragments. Inappropriate
word choice and diction.
 Usage & Mechanics: Demonstrates
substandard use of grammar, punctuation
and spelling; multiple mechanical errors
interfere with meaning. Verb tense
inconsistent and/or inappropriate. Any intext citations are improperly formatted.
Passing Score= 12 pts
Teacher Work Sample / Fall 2011
Middle and Secondary Education Programs
James Madison University
 Substantial errors in
organization, style, tone,
and /or mechanics are
present.
Total Points = 15 pts
Total