Teacher Work Sample Project
The purpose of the TWS activity is for the observer to develop an understanding of how students respond
to a structured lesson, interact with each other and the content. The TWS activity is NOT an evaluation of a
teacher or students.
THE TASK
1. Identify the class that you will use for the TWS unit. The TWS project requires a regular-size class,
which you will teach for a minimum of three days and no more than five days.
2. Collect information about school facilities and class demographics using the attached form.
3. Identify the lesson or unit goal and the objectives for the lessons you will teach. Write the goal and
objectives using performance outcome language, such as “the student will be able to …..” For example,
“The tenth grade students will be able to explain in writing the relationship between Shakespeare’s Julius
Caesar and the impact of 20th century political assassinations on recent events in human history as well as
individual citizen’s perceptions of society.”
4. Prepare, administer and score the pretest. The pretest is usually very short—three-four short answer
questions. The goal of the pretest is to assess student prior knowledge of the topic. Observe and note
student reactions as they complete the pretest.
5. Teach 3-5 days of lessons on the topic you chose. Note student behavior, interest and participation.
Collect examples of student work completed as part of the lessons. Do not return written assignments to
students until you have made copies of the ones you want to use in the TWS.
6. Prepare and administer the post-test. The post-test should be longer than the pretest, but not more than 15
questions (shorter for elementary classes). The post-test could be short answer questions, multiple-choice or
T/F or a combination. Score the test.
THE PRODUCT
Write a reflective essay of 3-5 pages that responds to these questions. Each question should be a
subheading in your essay and all information below each numbered question should be included.
Attach the appendices listed below.
1. What were characteristics of the students and school facilities?
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Include information from the TWS Classroom Demographics and Facility Assessment Survey
2. What was the goal or objectives of this set of three-five days of lessons? What were the results of the
pretest?

List the goal or objective for this set of lessons. Include an explanation of why this content is
important for these students.

Why are you teaching this topic? Why is this topic important for these students?

How was the pretest prepared?

How was the pretest administered?

How was the pretest scored? Summarize the results of the pretest.

Do you believe that the results of the pretest accurately represent student prior knowledge? Why
or why not?

What modifications for students were required or added in the course of teaching these lessons?
3. How did the students respond during the lessons?

How did the students interact or participate (or did not participate) in the lesson? Why do you
believe that students did or not actively participate in the lesson? Was the amount of student
participation what your anticipated? Why or why not?

Did the students appear to be interested or bored? How did they show interest or boredom?
Revised July 2009
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How do the examples of student written work illustrate learning?
Describe the student written work included in Appendix F. What was the actual assignment? Did
students complete it in or outside of class? How much assistance did the teacher provide with the
assignment?
How does student written work demonstrate that the students did or did not achieve the unit goal
and/or objective?
Should additional modifications for some students been added?
4. What were the results of the post-test?

How was the post-test prepared?

Do you believe that the post-test accurately assess student learning?

How did the results of the post-test compare to the results of the pretest?
5. How should the unit be modified to be more effective?

How you would make the lessons be more effective if you teach this topic again?
6. What did you learn from this experience as an educator?

Why should this topic be included in an ELAR classroom?

What is your interpretation of student perceptions of the lesson? Did students view the topic
important? Why or why not?

What is your long-term goal as an educator?
Include as appendices each of the following:
Appendix A: A statement of the lesson goal and/or objective in performance outcome language. Re-state
the reasons for including this topic in an ELAR classroom
Appendix B: A copy of the pretest with or without intended answers
Appendix C: The agenda summarizing lesson activities for each day of the unit
Appendix D: A copy of the post-test with correct answers
Appendix E: A chart or graph showing all post-test scores
Appendix F: Briefly describe the written assignment. Include nine samples of student work from the
written assignment you described. Sort the nine examples into these categories” proficient, competent,
development. Explain in one-two sentences why the examples in each category represent that category.
NOTE: Use only first names of students in reporting any results. Black out last names if
they appear on student papers. Refer to the teacher by the initial letter of her/his last
name. For example, Mrs. Smith = Mrs. S or Mr. W.
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Rubric for Assessment of Teacher Work Sample Final Product
Product needs further
Product meets target
development = 1
expectations = 2
Part 1: What was the context for the teaching-learning activity?
Thorough description of the
academic, physical and linguistic
characteristics of students
Thorough description of campus
facility, district and community
Part 2: What were the results of the pretest?
Description of the preparation of
the pretest, including a statement
of lesson goal and/or objective
Discussion of administration of
pretest, scoring, results summary
Part 3: What were the post-test results?
Description of the preparation of
the post-test, administration
Description of administration of
post-test, scoring results summary
Part 4: How do the examples of student work illustrate learning?
Discussion of student response to
lesson and interaction during the
lesson
Discussion of student written
work samples and relationship to
the unit goal
Part 5: How should the unit be modified to be more effective?
Discussion of proposed revisions
to make lessons more effective
Part 6: What did you learn from this experience as an educator?
Discussion of the importance of
the unit topic
Discussion of your interpretation
of student perceptions of the
lessons
Discussion of your future goals as
an educator
Appendices for each of the following:
Appendix A: Unit goal and/or
objectives in outcomes language
Appendix B: Copy of pretest
Appendix C: Agenda of lesson
activities for each day of the unit
Appendix D. Copy of post-test
with correct answers
Appendix E. Chart summarizing
post-test scores
Appendix F: Nine examples of
student work, sorted into
categories of proficient,
competent and developing, with
written explanations.
Revised July 2009
Product exceeds target
expectations = 3
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TWS
Classroom Demographics, Academic and Special Needs, Facility Assessment Survey
Interview the classroom teacher to obtain this information that you do not already have
for the class that you will observe and/or teach.
1. # females ________ # males _______
2. Age range of students _____________
3. # students English proficient_____ # Limited English proficient_____
4. # identified with any of these special needs:
ADD _________
Learning disability _________
Visual impairment ________
Physical disability ________
Hearing problems ________
504 modifications ________
Emotional disability _______
Multiple impairments ________
Giftedness _________
Other _________
5. # of students in this class in each of these general instructional levels
Advanced ____________
Average _________
Below grade level ______
6. What modifications are usually made in the classroom for the special needs listed
in #4 and #5? Describe.
7. # in these ethnic groups
American Indian or Alaskan Native ______ Hispanic or Latino ___________
Asian or Pacific Islander _______
African American _________
White, not of Hispanic or Latino origin ___________
Other ___________
8. The neighborhoods where the students who attend this school live could best be
described as: (circle all that apply)
Upper income
Middle income
Lower income
Urban
Suburban
Rural
9. Where is the campus located?
Urban area
Suburban area
Rural area
10. # total students in the building______ # in this grade______
11. # of teachers in the building__________ # administrators _______
# and titles of “special” teachers ____________________________________
12. Describe the school campus facilities (old, new, in good repair, clean, too small
for number of students, multi-story, attached gym, etc.)
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