FEINSTEIN SCHOOL OF EDUCATION AND
HUMAN DEVELOPMENT
Teacher Candidate Work Sample
Rubric and Tasks
Revised Summer 2014
PART I. CONTEXTUAL FACTORS
TEACHING PROCESS
Teacher Candidate (TC) uses contextual factors to plan goals, assessment and instruction.
TASK
1. Describe the context for teaching and learning. Describe the contextual factors of
demographics and culture, learners, policy environment, and previous assessment data.
Explain how the knowledge of these factors influences the instruction of students.
2. Explain instructional implications for each category of factors.
3. To insure confidentiality, identify the school and community using fictitious names, age of
students, grade level, and subject area. Assign IDs for students’ names.
4. Create a Tiered Groups Requiring Accommodations and Modifications table.
Groups
Number and IDs of
Students Belonging
to Group
Brief Description
Instructional Implications
Indicate the number of students in each group. Identify the IDs for students belonging to the
group.
5. Suggested length: three to five pages of text. Embed the above table.
RUBRIC
PERFORMANCE STATEMENTS
1. TC will be able to identify several contextual factors that influence assessment and
instruction of students in the field placement.
2. TC will be able to explain instructional implications for the contextual factors.
TCWS - REVISED SUMMER 2014
INDICATORS
0
Unacceptable
Not
1. Demographics
submitted
and Culture
or
incomplete.
2. Learners
Not
submitted
or
incomplete.
LEVELS OF PERFORMANCE
1-2
3-4
Developing
Acceptable
5-6
Target
Minimal,
irrelevant, or
biased
understanding
of and
presentation of
characteristics
and
instructional
implications.
General
understanding of
characteristics
and instructional
implications.
Comprehensive understanding
of several characteristics and
instructional implications.
a. Identifies several
demographic and cultural
characteristics.
b. Describes instructional
implications.
c. Relates contextual factors
and instructional
implications to
professional standards.
d. Relates contextual factors
and instructional
implications to theory or
research-based practices.
Minimal,
stereotypical, or
irrelevant
knowledge of
student
differences and
instructional
implications.
General
knowledge of
student
differences and
instructional
implications.
Comprehensive understanding
and presentation of several
student differences and
instructional implications.
a. Identifies several different
learner factors.
b. Describes instructional
implications.
c. Explains basis for
identifying “tiered” groups
and individuals requiring
accommodations and
modifications.
d. Describes instructional
implications.
e. Relates contextual factors
and instructional
implications to
professional standards.
f. Relates contextual factors
and instructional
implications to theory or
research-based practices
2
TCWS - REVISED SUMMER 2014
3. Policy
Environment
4. Previous
Assessment
Data
Not
submitted
or
incomplete.
Minimal or
irrelevant
understanding
and
presentation of
policies and
instructional
implications.
Comprehensive understanding
and presentation of several
policies and instructional
implications.
a. Identifies several federal,
state, and /or local policies.
b. Describes instructional
implications.
c. Relates contextual factors
and instructional
implications to
professional standards.
d. Relates contextual factors
and instructional
implications to theory or
research-based practices.
Not
Minimal or
Some general
Comprehensive knowledge of
submitted
irrelevant prior prior
students’ prior
or
knowledge/
knowledge/skills knowledge/skills based on
incomplete. skills based on based on
previous assessment data and
previous
previous
instructional implications.
assessment data assessment data a. Identifies condition based
and
and instructional
on current and historical
instructional
implications.
assessment data.
implications.
b. Describes instructional
implications.
c. Relates contextual factors
and instructional
implications to
professional standards.
d. Relates contextual factors
and instructional
implications to theory or
research-based practices.
3
General
understanding of
policies and
instructional
implications.
TCWS - REVISED SUMMER 2014
PART 2. GOALS
TEACHING PROCESS
TC sets significant goals and translates them into rigorous, attainable, measurable SLOs.
TASK
1. Create the following Goals table.
SLO 1 (SLO statement)
SLO 2 (SLO statement)
SLO # Stan- Students
Target Criteria
dards
Assessment
Evidence:
Type of
Assessment
Assessment
Evidence:
How Measured
SLO 1
SLO 2
In Part 3 and 4, TC will have an opportunity to modify SLOs for tiered groups.
2. Develop a rationale justifying the selection of the SLOs and target criteria.
3. Suggested length: two to four pages of text. Embed the Goals table in the text.
RUBRIC
PERFORMANCE STATEMENTS
1. TC will be able to develop significant goals and translate them into rigorous, attainable and
measurable SLOs.
2. TC will be able to align SLOs with standards and curriculum, set targets for achievement of
SLOs and identify methods of assessing SLOs.
3. TC will be able to justify the selection of SLOs.
4
TCWS - REVISED SUMMER 2014
INDICATORS
5.
Student
Learning
Objectives
- Priority of
Content
- Scope
6.
Target
Criteria
7. Assessment
Evidence
LEVELS OF PERFORMANCE
1-2
3-4
Developing
Acceptable
0
Unacceptable
Not submitted Few SLOs are
or incomplete. clear and
appropriate.
Not submitted Few target
or incomplete. criteria are clear
and appropriate.
Most SLOs
are clear and
appropriate.
Most target
criteria are
clear and
appropriate.
Not submitted Few assessments Most
or incomplete. are validity and assessments
measurable.
are valid and
measurable.
5
5-6
Target
SLOs are clear and appropriate significant, rigorous, attainable,
measurable, aligned with
standards.
a. Aligns with school/district
standards and curriculum.
b. Selects the most important
content and skills to teach
and assess.
c. Attainable within time
interval for unit; not too
broad, not too narrow.
d. Explains reasons the SLO
content/skill is important,
developed in response to
contextual factors.
Target criteria are clear and
appropriate - rigorous,
attainable, and measurable.
a. Describes highest level of
performance by end of unit.
b. Rigorous; students
demonstrate higher-order
thinking.
c. Explains reasons for
modification of target
criteria for tiered groups of
students and individuals
with different learning
needs.
Assessments are valid and
measurable.
a. Selects appropriate types of
assessment for measuring
student growth related to
SLOs.
b. Scoring system measures
student growth in
achievement of SLOs.
TCWS - REVISED SUMMER 2014
PART 3. ASSESSMENT SYSTEM
TEACHING PROCESS
TC uses formal and informal assessments aligned with SLOs that measure student growth before,
during, and after instruction.
TASK
1. Create the following Assessment Plan table.
Type of Assessment
SLO #
How Assessment
Assessed
Measures Student
Growth
Accommodations and
Modifications per Tiered
Group(s)
2. Create a scoring system that measures student growth related to SLOs.
3. Insert original teacher copy of the formal assessments and scoring systems (instructions,
response forms, rubrics, checklists) in the Appendix A.
4. Write a one to two page explanation of the scoring system and a two to four page rationale
for the assessment system.
5. Suggested length: three to six pages of text. Embed the Assessment Plan table in text.
RUBRIC
PERFORMANCE STATEMENTS
1. TC will be able to design an assessment system that includes different types of assessments,
accommodations and modifications, and a scoring system that measures student growth
related to SLOs.
2. TC will be able to explain how assessments are appropriate for measuring student growth,
how assessments are aligned to SLOs, and reasons for the scoring system.
6
TCWS - REVISED SUMMER 2014
INDICATORS
LEVELS OF PERFORMANCE
0
Unacceptable
Not
submitted
or
incomplete.
1-2
Developing
3-4
Acceptable
Assessment
plan lacks
validity,
purpose,
coordination, and
coherence
or includes
few of the
criteria
listed under
Target.
Most of
assessment plan
is valid,
purposeful,
coordinated, and
coherent and
includes some of
the criteria listed
under Target.
5-6
Target
Assessment plan is valid,
purposeful, coordinated, and
coherent.
a. Plan is logical, sequential.
b. Uses multiple forms of
formal and informal
assessments.
c. Assessments are aligned
with SLOs.
d. Assessments and scoring
system measure student
growth.
e. Justifies selection of
formal and informal
assessments.
f. Relates plan for
assessment system to
professional standards.
g. Relates plan for
assessment system to
theory or research-based
practices.
h. Includes evidence:
assessment plan table,
rationale, rubric/checklists,
and assessment
instruments.
Few
AccommodaAccommodations and
9. Differentiated Not
accommoda tions and
modifications are included and
Assessments submitted
or
tions and
modifications
based on the needs of all
incomplete. modificaare included and students who need
tions are
are appropriate accommodations and
included
and based on the modifications.
and are not needs of some
a. Justifies accommodations
appropriate students who
and modifications.
and not
need
b. Relates accommodations
based on the accommodations
and modifications to
needs of
and
professional standards.
most
modifications.
c. Relates accommodations
students.
and modifications to
theory or research-based
practices.
8. Planning
7
TCWS - REVISED SUMMER 2014
INDICATORS
10. Scoring
System
LEVELS OF PERFORMANCE
0
Unacceptable
Not
submitted
or
incomplete.
1-2
Developing
Scoring
procedures
and method
of
measuring
student
growth are
confusing
and unclear,
and includes
weak
evidence of
the criteria
listed under
Target.
3-4
Acceptable
Scoring
procedures and
method of
measuring
student growth
are clear and
includes some
evidence of the
criteria listed
under Target.
8
5-6
Target
Scoring procedures and
method of measuring student
growth are clear includes
strong evidence of the
following criteria:
a. Scoring system relates to
SLOs and measures
student growth.
b. Includes method of
measuring and assessment
instruments (e.g., rubric,
criteria checklist) in
Appendix A.
c. Justifies scoring system.
TCWS - REVISED SUMMER 2014
PART 4. DESIGN FOR INSTRUCTION – THE UNIT
TEACHING PROCESS
TC designs instruction based on contextual factors and aligned with SLOs and the assessment
plan.
TASK
1. Analyze pre-assessment data.
2. Develop a Unit Plan table.
Lesson # and Topic Key SLO
Standards
Instructional
Procedures/Key
Activities
Strategies for
Differentiating
Instruction
3. Develop a Calendar Block table.
WEEK
MON
TUES
WED
THUR
FRI
Week of
(Dates)
4. Develop one formal lesson plan from your unit that is evaluated by either your cooperating
teacher or college supervisor using Observation and Progress Report (OPR). Insert the lesson
plan in Appendix B.
5. Develop a two to four page rationale for planned learning experiences.
6. Suggested length: two to four pages of text. Embed Unit Plan and Calendar Block tables.
RUBRIC
PERFORMANCE STATEMENTS
1. TC will be able to design a coherent, coordinated unit that includes five to seven lessons.
2. TC will be able to develop three authentic lesson plans for the unit.
3. TC will be able to design instruction relating learner factors with pre-assessment data.
9
TCWS - REVISED SUMMER 2014
INDICATORS
11. Design
0
Unacceptable
Not
submitted
or
incomplete.
LEVELS OF PERFORMANCE
1-2
3-4
5-6
Developing Acceptable
Target
Design is
inappropriate with
weak
evidence of
criteria
under
Target.
Design is
appropriate
with some
evidence of
criteria under
Target.
10
Design is appropriate (purposeful,
coordinated, and coherent) with strong
evidence of considering contextual
factors and instructional implications.
a. Design is logical, sequential.
b. Develops content/skills reflected in
SLOs.
c. Integrates assessment with
instruction.
d. Includes opportunities for formal and
informal assessments.
e. Considers contextual factors and preassessment data.
f. Develops student ownership of
learning.
g. Is authentic - relates content/skills to
lives of students, lifelong learning.
h. Engages students in learning and
holds their attention.
i. Uses available technical resources to
enhance student learning.
j. Supports individual and cooperative
learning.
k. Supports student learning with
instructional materials and resources
support.
l. Relates planned learning experiences
to professional standards.
m. Relates planned learning experiences
to theory or research-based practices.
n. Includes evidence: unit plan and
calendar block tables, rationale, three
formal lesson plans.
TCWS - REVISED SUMMER 2014
INDICATORS
12. Lesson
Planning
0
Unacceptable
Not
submitted
or
incomplete.
Not
13. Differensubmitted
tiated
Instruction or
incomplete.
LEVELS OF PERFORMANCE
1-2
3-4
5-6
Developing Acceptable
Target
Planning is
inappropriat
e with weak
evidence of
criteria
listed under
Target.
Planning is
appropriate
with some
evidence of
criteria listed
under
Target.
Accommod
ations and
modificatio
ns are
inappropriate,
inadequate,
or
unjustified.
Accommoda
tions and
modifications are
based on the
needs of all
students and
meet most of
the criteria
under Target
11
Planning is appropriate (purposeful,
coordinated, and coherent) with strong
evidence of considering contextual
factors and instructional implications.
a. Clear, relevant lesson SLO; aligned
with standards and curriculum.
b. Achievement of lesson SLO causes
students to demonstrate higher-level
thinking.
c. Includes a variety of assessments that
align with the assessment plan.
d. Uses modeling and visual, oral, and
written scaffolding to differentiate
instruction.
e. Presents logical, sequential set of
teacher and student actions; time is
planned well; varies mode of
learning.
f. Includes teacher questioning that
causes learners to use a wide ranging
of thinking.
g. Supports student learning with
instructional materials and resources.
h. Inserts three lesson plans in
Appendix B.
Accommodations and modifications
based on the needs of all students who
will need accommodations and
modifications.
a. Includes extensive, specific, targeted
accommodations for tiered groups
and individual students.
b. Justifies strategies for differentiated
instruction.
c. Relates differentiated instruction to
professional standards.
d. Relates differentiated instruction to
theory or research-based practices.
TCWS - REVISED SUMMER 2014
PART 5. ASSESSMENT RESULTS
TEACHING PROCESS
TC presents and analyzes assessment data and communicates key findings about student growth.
TASK
1. Organize your assessment data (e.g., pre-assessment, post-assessment, summative) in tables
and figures (e.g., graphs, charts).
2. Analyze assessment data. Examine distribution of scores on indicators in rubric or other
scoring systems.
3. Determine key findings based on data in tables and figures.
4. Present several key findings about student growth and refer to the tables and figures. Include
tables and figures that compare performance of tiered groups.
5. Suggested length: two to four pages of text. Embed relevant tables and figures.
RUBRIC
PERFORMANCE STATEMENTS
1. TC will be able to describe the findings from assessing student learning.
2. TC will be able to analyze assessment results and present key findings about students’
growth related to SLO.
3. TC will be able to compare the performance of tiered groups.
4. TC will be able to represent assessment data in tables and figures.
12
TCWS - REVISED SUMMER 2014
INDICATORS
LEVELS OF PERFORMANCE
1-2
3-4
5-6
Developing Acceptable
Target
0
Unacceptable
Presentation Presentation
14. Presentation of Not
submitted or is inaccurate is accurate
Data
incomplete. and
and
confusing or understandab
lacks the
le and
criteria
includes
under
most of the
Target.
criteria under
Target.
15. Analysis of
Results
Presentation is accurate, clear
and easy to understand and
includes these components.
a. Organized around SLO.
b. Measures student growth;
provides evidence of
assessing all students.
c. Relates to key findings.
d. Compares time series data
(pre and post).
e. Compares tiered groups of
students/individuals with
all students
f. Well-formatted, selfexplanatory tables and
figures (graphs).
Not
Inappropriat Appropriate Meaningful and appropriate
submitted or e or missing key findings key findings are supported by
incomplete. key findings are supported the data.
or are not
by the data
a. Identifies key findings on
supported by and includes
the whole class and tiered
data.
most of the
groups.
criteria under b. Relates key findings to
Target.
evidence in tables and
figures (graphs).
c. Identifies confusing or
inconsistent data and
provides possible
explanations.
d. Includes evidence: tables,
figures, and text.
13
TCWS - REVISED SUMMER 2014
PART 6. LEARNING FROM PRACTICE – THE REFLECTION
TEACHING PROCESS
TC reflects on key findings about student growth, formulates conclusions, makes instructional
decisions to improve teaching practice, and self-assesses.
TASK
1. Formulate conclusions and explain results.
2. Make instructional decisions related to key findings and assessment results.
3. Write about two to three pages for conclusions and instructional decisions.
4. Self assess. Identify one strength and one area for growth and relate to teaching processes.
Set a goal for improving teaching practice. Consider opportunities (resources) and obstacles
to achieving goal.
5. Write about two to three pages for the self-assessment.
6. Suggested total length: four to six pages of text.
Alternate Method of Communication - Instead of writing Part 6, develop a “digital teaching
story” – a slideshow presentation with video clips and voice-over narration - using available
technical resources (iPad apps, PowerPoint, Prezi). Talk with your instructor about qualities of
slides voice over-narration and other specifications for length, number of slides, types of images
(still photos, video clips).
RUBRIC
PERFORMANCE STATEMENTS
1. TC will be able to use assessment results to formulate conclusions and make instructional
decisions.
2. TC will be able to self-assess by monitoring their growth as a teacher and setting a goal for
future professional learning based on TCWS process.
14
TCWS - REVISED SUMMER 2014
INDICATORS
16. Conclusions
and
Instructional
Decisions
17. SelfAssessment
0
Unacceptable
Not
submitted
or
incomplete.
LEVELS OF PERFORMANCE
1-2
3-4
5-6
Developing Acceptable
Target
Conclusion
s and
instructiona
l decisions
are
confusing
or unrelated
to
assessment
results and
SLOs.
Conclusions
and
instructional
decisions
are clear
and mostly
related to
assessment
results and
SLOs.
Conclusions and instructional
decisions are explained clearly and
relate to assessment results and
SLOs.
a. Relates key findings and
instructional decisions to
assessment results, contextual
factors, assessment system, and
design for instruction and
assessment.
b. Explains reasons for inconsistent
or confusing assessment results.
c. Includes new questions for
inquiry about student learning
and instruction.
d. Relates conclusions and
instructional decisions to
professional standards.
e. Relates conclusions and
instructional decisions to theory
or research-based practices.
Not
Does not
Explains
Clearly explains strength and area
submitted
explain
strength and for growth and sets a clear goal for
or
strength
area for
improving teaching practice;
incomplete. and area for growth and insightful.
growth or
sets a goal
a. Monitors personal growth as
does not set for
teacher by explaining a strength
a goal for
improving
and an area for growth; relates to
improving teaching
a particular situation.
teaching
practice.
b. Sets a goal for improving
practice;
learning as a teacher and presents
lacks
possible actions; anticipates
insight.
opportunities and obstacles.
c. Relates self-assessment to
professional standards.
d. Relates self-assessment to theory
or research-based practices.
15