Teacher Work Sample
 Overview
 Teaching Process Standards
 Performance Prompts and Scoring Rubrics
Fall 2010
Pilot
Overview of Teacher Work Sample (TWS)
The Vision
Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range
of strategies and builds on each student’s strengths, needs, and prior experiences. Through this
performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning
by meeting the following TWS standards:
 The teacher uses information about the learning-teaching context and student individual differences, to
include value-added data, to set learning targets and plan instruction and assessment.
 The teacher uses multiple assessment modes and approaches aligned with learning targets to assess student
learning before, during, and after instruction.
 The teacher sets appropriate, challenging, and varied learning targets.
 The teacher designs and differentiates instruction for specific learning targets, student characteristics and
needs, and learning contexts.
 The teacher uses assessment data, to include value-added assessment data, to profile student learning and
communicate information about student progress and achievement.
Your Assignment
The TWS contains five teaching processes identified by research and best practice as fundamental to
improving student learning. Each Teaching Process is followed by a TWS Standard, the Task, a Prompt,
and a Rubric that defines various levels of performance on the standard. The Standards and Rubrics will
be used to evaluate your TWS. The Prompts (or directions) help you document the extent to which you
have met each standard. You are required to teach a comprehensive unit, minimum eight to ten days.
Before you teach the unit, you will describe the students and environment, create assessments designed to
measure student performance before (pre-assessment), during (formative assessment), and after
(summative assessment), identify learning goals based on state/national standards, and plan for your
instruction. After you teach the unit, you will analyze student learning and reflect upon and evaluate your
teaching as it related to student learning.
Format
 Ownership. Complete a cover page that includes (a) your name, (b) date submitted, (c) grade
level taught, (d) subject taught, and (e) seminar course number and title. Binder is to be no more
than 1 inch – name, grade level, and TWS content area are to be identified on the spine of the
binder.
 Table of Contents. Provide a Table of Contents that lists the sections and attachments in your
TWS document with page numbers.
 Charts, graphs and attachments. Charts, graphs and assessment instruments are required as part of
the TWS document. You also want to provide student work. However, you should be very
selective and make sure your attachments provide clear, concise evidence of your performance
related to TWS standards and your students’ learning progress.
 Narrative length. The total length of your written narrative (excluding charts, graphs, attachments
and references) should be approximately twenty-five (25) word-processed pages, double-spaced
in 12-point font, with 1-inch margins.
 References and Credits: If you referred to another person’s ideas or material in your narrative,
you should cite these in a separate section at the end of your narrative under References and
Credits. You are to use the American Psychological Association (APA) format (explained in the
manual entitled “Publication Manual of the American Psychological Association”).
 Anonymity. In order to insure the anonymity of students in your class, do not include any student
names or identification in any part of your TWS.
 Student work samples are not required for the TWS submission on TaskStream.
 University Supervisors/Cooperating Teachers may request the entire TWS prior to signing the
respective sections.
TWS Standards and Indicators
Context for Learning: Students and Environment
The candidate uses information about the learning-teaching context and student
individual differences, to include value-added data, to plan instruction and assessment.
SE1 Knowledge of characteristics of students
SE2 Knowledge of students’ skills and developmental levels
SE3 Knowledge of environmental factors
Reflection - Implications for instructional planning and assessment
Design for Learning:
 Assessment
The candidate uses multiple assessment modes and approaches aligned with learning
targets to assess student learning before, during and after instruction.
AP1 Assessment of Prior Knowledge and Technical Soundness
AP2 Formative Assessment
AP3 Summative Assessment and Technical Soundness
Reflection – How assessment guides instruction
 Learning Targets
The candidate sets appropriate, challenging, and varied learning targets.
LT1 Appropriate, challenging, varied, and clear
LT2 Alignment with National/State content standards
LT3 Relationship to taxonomy
Reflection – Alignment to context for learning
 Instructional Design and Content
The candidate designs and differentiates instruction for specific learning targets,
student characteristics and needs, and learning contexts.
ID1 Results of pre-assessment
Reflection – Data driven instruction
ID2 Unit Overview – Structure and Content
ID3 Differentiated Instruction
Reflection – Impact on student learning
Impact on Learning: Analysis of Student Learning
The candidate uses assessment data, to include value-added assessment data, to profile
student learning and communicate information about student progress and achievement.
AL1 Analysis of student learning– table or graphic presentation of data
AL2 Analysis of student learning for whole class
Reflection – Hypothesis and modifications for whole class
AL3 Analysis of individual student learning
Reflection – Hypothesis and modification for individual students
--------------------------------------------------------------------------Reflection - Conclusion
Context for Learning:
Students and Environment
(Cooperating Teacher and University Supervisor signatures required)
TWS Standard: The candidate uses information about the learning-teaching context and student
individual differences, to include value-added data, to plan instruction and assessment.
Task: Discuss relevant factors and how they may affect the teaching-learning process. Include
any supports and challenges that affect instruction and student learning.
Prompts: In your discussion, include:

SE1 Student characteristics:
- Address student characteristics you must consider as you design instruction and
assess learning to include gender, age, race, special needs, cultural/ethnic group,
interests, learning styles/modalities and school district report card information
including value-added assessment data where appropriate.

SE2 Student developmental levels and skills:
- Address students’ developmental levels and skills within the specific content area(s),
including academic performance and cognitive functioning, which may influence the
development of your learning targets, instruction, and assessment.
- Identify a high, average and low achieving student based on any/all of the following:
cooperating teacher recommendation, your own observations, standardized
assessments, etc.

SE3 Environmental factors that affect student learning:
- Classroom factors: For example, physical features, availability of technology
equipment and resources and the extent of parental involvement. You might also
discuss other relevant factors such as classroom rules and routines, grouping patterns,
scheduling, classroom arrangement, and other support services for the classroom and
school related factors.

-
SE Reflection:
What are the implications of or restrictions related to students and environment that
will impact instructional planning and assessment?
Context for Learning: Students and Environment
TWS Standard: The candidate uses information about the learning-teaching context and student
individual differences, to include value-added data, to plan instruction and assessment.
Rating →
Indicator ↓
Unsatisfactory
Satisfactory
Competent
Exemplary
Candidate exhibits
minimal, stereotypical,
or irrelevant
knowledge of student
differences (e.g.,
interests, culture,
learning styles/
modalities, abilities/
disabilities) that must
be considered to
design instruction and
assess learning.
Candidate exhibits
little or irrelevant
knowledge of the
students’
developmental level
and skills which may
influence instruction
and assessment AND
the levels/skills of
three students are not
identified.
Candidate exhibits
adequate knowledge of
student differences (e.g.,
interests, culture,
learning
styles/modalities,
abilities/ disabilities)
that must be considered
to design instruction and
assess learning.
Candidate exhibits
specific knowledge of
student differences (e.g.,
interests, culture,
learning
styles/modalities,
abilities/ disabilities)
that must be considered
to design instruction and
assess learning..
Candidate exhibits
comprehensive
knowledge of student
differences (e.g.,
interests, culture,
learning
styles/modalities,
abilities/ disabilities)
that must be considered
to design instruction and
assess learning..
Candidate exhibits
adequate knowledge of
the students’
developmental levels
and skills which may
influence instruction
and assessment AND
adequate knowledge of
the levels/skills of three
students.
Candidate exhibits
specific knowledge of
the students’
developmental levels
and skills which may
influence instruction
and assessment AND
specific knowledge of
the level/skills of three
students.
SE3
Knowledge of
environmental
factors that affect
student learning
Candidate exhibit
minimal, irrelevant, or
biased knowledge of
the characteristics of
school related factors.
Candidate exhibits
adequate knowledge of
the characteristics of
school related factors
that may affect learning.
Candidate exhibits
specific knowledge of
the characteristics of
school related factors
that may affect learning.
SE Reflection:
Implications for
instructional
planning and
assessment
Reflection does not
provide implications
of or restrictions
related to students and
environment for
instructional planning
and assessment OR
reflection is not based
on reasonable
assumptions about
how learning and
assessment will be
affected by students
and the environment.
Reflection provides
general implications of
or restrictions related to
students and
environment for
instructional planning
and assessment AND
reflection is based on
reasonable assumptions
about how learning and
assessment will be
affected by students and
the environment.
Reflection provides
specific implications of
and/or restrictions
related to students and
environment for
instructional planning
and assessment AND
reflection is based on
sound knowledge about
how learning and
assessment will be
affected by students and
the environment.
Candidate exhibits
comprehensive
knowledge of the
students’ developmental
levels and skills which
may influence
instruction and
assessment AND
comprehensive
knowledge of the
level/skills of three
students.
Candidate exhibits
comprehensive
knowledge and
critically analyzes
characteristics of the
school related factors
that may affect learning.
Reflection critically
analyzes implications of
and/or restrictions
related to students and
environment for
instructional planning
and assessment AND
reflection integrates
knowledge about how
learning and assessment
will be affected by
students and the
environment.
SE1
Knowledge of
characteristics of
students
SE2
Knowledge of
students’ skills
and
developmental
levels
Design for Learning:
Assessment
TWS Standard: The candidate uses multiple assessment modes and approaches aligned with
learning targets to assess student learning before, during and after instruction.
Task: Design diagnostic, formative and summative assessments to monitor student progress
toward the learning targets. Use multiple assessment modes and approaches aligned with the
learning targets to assess student learning before, during, and after instruction. These
assessments should authentically measure student learning and may include performance-based
tasks, paper-and-pencil tasks, or personal communication. Describe why your assessments are
appropriate for measuring student learning.
Prompt:

AP1/AP1a Assessment of Prior Knowledge, Skills and/or Dispositions:
- Provide an overview of the pre-assessment (baseline data, needs assessment,
readiness inventory, pre/post test, diagnostic assessment) for assessing prior
knowledge, skills and/or dispositions of the specific content area. Discuss the format
of the pre-assessment instrument, the congruence of the assessment with the content
area standards, and the criteria established to determine the level of student
knowledge. Based on the Context for Learning, list any adaptations or modifications
needed to the assessment itself.
- Include copies of the pre-assessment instrument with prompts and/or student
directions and criteria for judging student performance (e.g., scoring rubrics,
observation checklist, rating scales, item weights, test blueprint, answer key) The
assessment should be purposeful with clear scoring procedures; prompts clearly
written; directions clear to students.

AP2 Formative Assessment:
Provide an overview of the formative assessment(s) to be used during instruction.
Discuss the format of the assessment(s), the alignment of the assessment(s) with the
content area standards and with learning targets, and the criteria that you will use to
determine the level of student knowledge. Based on the Context for Learning, list any
adaptations or modifications needed to the assessment(s) itself.

AP3/AP3a Summative Assessment:
- Provide an overview of the summative assessment for assessing knowledge of the
specific content area after instruction. Discuss the format of the assessment, the
alignment of the assessment with the content area standards and learning targets, and
the criteria that you will use to determine the level of student knowledge. Based on
the Context for Learning, list any adaptations or modifications needed to the
assessment itself.
- Include copies of the assessment with prompts, and/or student directions and criteria
for judging student performance (e.g., scoring rubrics, observation checklist, rating
scales, item weights, test blueprint, answer key). The assessment should be
purposeful with clear scoring procedures; prompts clearly written; directions clear to
students; and feedback to students included.

AP Reflection: What is your justification for the selection of these assessments?
Design for Learning: Assessment
TWS Standard: The candidate uses multiple assessment modes and approaches aligned with learning goals to
assess student learning before, during and after instruction.
Rating →
Indicator ↓
AP1
Assessment of
Prior Knowledge
AP1a
Technical
Soundness
AP2
Formative
Assessment
AP3
Summative
Assessment
AP3a
Technical
Soundness
AP Reflection:
Unsatisfactory
Satisfactory
Competent
Exemplary
Content and methods of
assessment lack congruence
with content standards
AND contain no clear
criteria for determining the
level of student knowledge
AND no adaptations to the
assessment were made to
meet the individual needs
of students.
Prior knowledge is assessed
but the assessment is not
congruent with content
standards AND contains
criterion but it is not clear
to determine the level of
student knowledge AND
the adaptations to the
assessment are appropriate
to meet the needs of some
students.
Candidate demonstrates
adequate knowledge in
developing, scoring and
administering assessments.
Prior knowledge is assessed
with an assessment that is
congruent with the content
standards AND contains
clear criterion to determine
the level of student
knowledge AND the
adaptations to the
assessment are appropriate
to meet the needs of most
students.
Candidate demonstrates
specific knowledge in
developing, scoring and
administering assessments
Prior knowledge is assessed
with a cognitively complex
assessment that is
congruent with the content
standards AND contains
clear individual criterion to
determine the level of
student knowledge AND
the adaptations are
appropriate to meet the
needs of all students.
Candidate demonstrates
comprehensive knowledge
developing, scoring and
administering assessments
The formative assessments)
is not congruent with
content standards and/or
learning targets AND
contains criterion but it is
not clear to determine the
level of student knowledge
AND the adaptations to the
assessment are appropriate
to meet the needs of some
students.
The formative
assessment(s) is congruent
with content standards and
learning targets AND
contains clear criterion to
determine the level of
student knowledge AND
the adaptations to the
assessment are appropriate
to meet the needs of most
students.
The formative
assessment(s) is cognitively
complex and congruent
with the content standards
and learning targets AND
contains clear individual
criterion to determine the
level of student knowledge
AND the adaptations are
appropriate to meet the
needs of all students.
The summative assessment
is not congruent with
content standards and/or
learning targets AND
contains criterion but it is
not clear to determine the
level of student knowledge
AND the adaptations to the
assessment are appropriate
to meet the needs of some
students.
The summative assessment
is congruent with content
standards and learning
targets AND contains clear
criterion to determine the
level of student knowledge
AND the adaptations to the
assessment are appropriate
to meet the needs of most
students.
The summative assessment
is cognitively complex and
congruent with the content
standards and learning
targets AND contains clear
individual criterion to
determine the level of
student knowledge AND
the adaptations are
appropriate to meet the
needs of all students.
Candidate demonstrates
adequate knowledge in
developing, scoring and
administering assessments
Candidate demonstrates
specific knowledge in
developing, scoring and
administering assessments
Candidate demonstrates
comprehensive knowledge
in developing, scoring and
administering assessments
Reflection provides a
general justification for the
selection of the assessments
which is pedagogically
sound but not based on
students.
Reflection provides a
specific justification for the
selection of the assessments
which is pedagogically
sound and based on
students.
Reflection provides a
comprehensive analysis of
the selection of the
assessments which is
pedagogically sound and
based on students and the
environment.
Pre-assessment is not valid;
scoring procedures are
absent or inaccurate; items
or prompts are poorly
written; directions and
procedures are confusing to
students, no constructive
feedback to students.
Content and methods of
formative assessment(s)
lack congruence with
content standards and
learning targets AND
contain no clear criteria for
determining the level of
student knowledge AND no
adaptations to the
assessment were made to
meet the individual needs
of students.
Content and methods of
summative assessment lack
congruence with content
standards and learning
targets AND contain no
clear criteria for
determining the level of
student knowledge AND no
adaptations to the
assessment were made to
meet the individual needs
of students.
Summative assessment is
not valid; scoring
procedures are absent or
inaccurate; items or
prompts are poorly written;
directions and procedures
are confusing to students;
no constructive feedback to
students.
Reflection provides no
justification for the
selection of the assessments
OR justification is not
pedagogically sound.
Design for Learning:
Learning Targets
TWS Standard: The candidate sets appropriate, challenging, and varied learning targets
Task: Provide and justify 2 learning targets for the unit.
Prompt:
 LT1 Learning Targets
- List the 2 learning targets (not the activities) that will guide the planning, implementation and
assessment of your unit. These targets should reflect dispositions and what you expect
students to know, understand and be able to do at the completion of your unit. The targets
should be clearly stated, appropriate (reflect the national/state content standards),
challenging (meet the diverse needs of your students, while scaffolding learning) and varied.

LT2 Alignment with Standards
- Identify how they are aligned with national/state content standards

LT3 Taxonomy
- Describe the relationship of your learning targets to the appropriate domain Taxonomy.

LT4 Reflection
- How do your learning targets align with the students and the environment?
Design for Learning: Learning Targets
TWS Standard: The candidate sets appropriate, challenging, and varied learning targets.
Rating →
Indicator ↓
LT1
Appropriate,
challenging,
varied, and
clear
Unsatisfactory
Satisfactory
All or most of the learning
targets are not appropriate,
challenging, or varied,
and/or are more
descriptions of activities
than learning targets.
All or most of the learning
targets are not
appropriately aligned with
the national/state content
standards.
Some of the learning
targets are appropriate,
challenging, varied and
are clearly learning targets
and not activities.
All learning targets are
appropriate, challenging,
varied and are clearly
learning targets and not
activities.
Some of the learning
targets are not
appropriately aligned with
the national/state content
standards.
All learning targets are
appropriately aligned with
the national/state content
standards.
LT3
Relationship of
learning targets
to taxonomy
Most or all of the learning
targets are not correctly
aligned with the
appropriate Taxonomy
which demonstrates a lack
of knowledge of the
Taxonomy.
The learning targets are
appropriately aligned with
descriptions that
demonstrate specific
knowledge of the
appropriate Taxonomy.
LT Reflection:
Alignment to
context for
learning
Reflection does not align
the learning targets with
the students and
environment AND is not
based on knowledge of the
students and the
environment.
The learning targets are
aligned with levels of the
appropriate Taxonomy,
but 1 or 2 are not
appropriately described
which demonstrates
general knowledge of the
Taxonomy.
Reflection aligns some of
the learning targets with
the students and/or the
environment AND is
based on general
knowledge of the students
and the environment
LT2
Alignment with
national/state
content
standards
Competent
Reflection clearly aligns
all learning targets with
both the students and the
environment AND is
based on specific
knowledge of the students
and the environment
Exemplary
All learning targets are
appropriate, challenging,
varied and connects to
other relevant areas AND
are clearly learning targets
and not activities.
All learning targets are
appropriately aligned with
the national/state content
standards AND district
curriculum priorities
identified.
The learning targets are
appropriately aligned with
descriptions that
demonstrate
comprehensive knowledge
of the appropriate
Taxonomy.
Reflection integrates all
learning targets with the
students and the
environment AND is
based on a comprehensive
knowledge of the students
and the environment.
Design for Learning:
Instructional Design and Content
(Cooperating Teacher and University Supervisor signatures required)
TWS Standard: The candidate designs and differentiates instruction for specific learning
targets, student characteristics and needs, and learning contexts.
Task: Describe how you will design your unit instruction related to the learning targets,
students’ characteristics and needs and the specific learning context.
Prompt:
 ID1Results of Pre-Assessment
- After administering the pre-assessment(baseline data, needs assessment, readiness
inventory, pre/post test, diagnostic assessment), depict the results in a format that
allows you to find patterns of student performance by using a table, graph, or chart
relative to each learning target.

IDa Reflection
- What does your students’ performance on the pre assessment indicate relative to the
learning targets? How will the assessment data guide your instruction or modification
of the learning targets?

ID2 Unit Overview- Structure and Content
- Provide an overview of your unit using the required visual organizer, block plan, to
make your unit plan clear. Include the day, content, topic, learning target(s), standard,
learning activities, and assessment for each day. (Visual organizer – 10 font required)

ID3 Differentiated Instruction
- Describe how you will modify the original design for instruction based on students
and the pre assessment results. Relate these modifications to the learning targets of
the unit.

IDb Reflection
- Describe one of your most successful/innovative learning activities and how it
positively affected student learning.
Design for Learning: Instructional Design and Content
TWS Standard: The candidate designs and differentiates instruction for specific learning
targets, student characteristics and needs, and learning contexts.
Rating →
Indicator ↓
ID1
Results of preassessment
IDa Reflection:
Data driven
instruction
ID2
Unit overview:
Structure
Content
ID3
Differentiated
instruction
IDb Reflection:
Impact on
student learning
Unsatisfactory
Satisfactory
Competent
Exemplary
The results of the preassessment are not
included or are depicted in
an ambiguous format.
The results of the preassessment are depicted in
an appropriate format
and/or are not clear for
one of the targets.
The results of the preassessment for each target
are clearly depicted in a
format which interprets
student performance.
Reflection does not
provide reasonable
conclusions for the data
results identified for one
or both of the learning
targets AND analysis is
not based on knowledge
of data driven instruction
The lessons within the
unit are not logically
organized to move
students toward achieving
learning targets.
Reflection provides
reasonable assumptions on
pre-assessment data and
learning targets AND a
general analysis on the
design of instruction
based on data
Reflection provides sound
conclusions on pre
assessment data and
learning targets. AND a
specific analysis on the
design of instruction
based on data.
The results of the preassessment for each target
are clearly depicted in a
format which identifies
patterns of student
performance.
Reflection provides
integrative conclusion on
pre assessment data and
learning targets AND a
comprehensive analysis
on the design of
instruction based on data.
The lessons within the
unit have some logical
organization and appear to
be somewhat useful in
moving students toward
achieving the learning
targets.
Content appears to be
mostly accurate with some
awareness of the big ideas
or structure of the
discipline AND some
activities appear
productive and
appropriate for the content
and students.
All lessons within the unit
are logically organized
and appear to be useful in
moving students toward
achieving the learning
targets.
All lessons within the unit
are logically organized
and clearly demonstrate
how all students will
move toward achieving
the learning targets.
Content appears to be
accurate with focus of the
content congruent with the
big ideas or structure of
the discipline AND most
activities are productive
and appropriate for the
content and students.
Content appears to be
accurate with focus of the
content clearly congruent
with the big ideas or
structure of the discipline
AND all activities are
productive and
appropriate for the content
and students.
Modifications of
instruction provide
general support to address
student needs AND are
based on adequate
knowledge about the
students, pre assessment
results and learning
targets.
Modifications of
instruction provide
targeted support to
address student needs
AND are based on
specific knowledge about
the students, pre
assessment results and
learning targets.
Modifications of
instruction demonstrate
comprehensive
understanding of students,
pre assessment results and
learning targets.
Reflection provides
general implications of
how the activity was
successful AND reflection
is based on reasonable
assumptions about how
the activity positively
affected student learning.
Reflection provides
specific implications of
how the activity was
successful AND reflection
is based on sound
knowledge about how the
activity positively affected
student learning.
Reflection critically
analyzes how the activity
was successful AND
reflection is based on
comprehensive knowledge
about how the activity
positively affected student
learning.
Content contains
numerous inaccuracies
and seems to be viewed
more as isolated skills and
facts rather than as part of
a larger conceptual
structure AND activities
do not appear productive
or appropriate for the
content and students.
Modifications of
instruction provide no
support to address student
needs AND are not based
on knowledge about the
students, pre assessment
results and learning
targets.
Reflection does not
provide implications of or
restrictions related to
students and environment
for instructional planning
and assessment OR
reflection is not based on
reasonable assumptions
about how the activity
positively affected student
learning.
Impact on Learning:
Analysis of Student Learning
(Cooperating Teacher and University Supervisor signatures required)
TWS Standard: The candidate uses assessment data, to include value-added assessment data, to
profile student learning and communicate information about student progress and achievement.
Task: Analyze your assessment data, including pre-, formative, and summative assessments to
determine the whole class and students’ progress related to the unit learning targets. Use visual
representations and narrative to communicate the performance of the whole class and three
individual students.
Prompt:

AL1/AL2 Whole class
- To analyze the progress of your whole class, create a table or graph that shows preassessment and summative assessment data on every student on each learning target.
- Explain why it is important to understand the learning of the whole class and provide
an analysis on the extent to which the whole class attained the learning targets. Give
the number of students who met the criterion, the number of students who made
substantial progress toward the criterion, and the number of students who made little
or no progress toward the criterion

ALa Reflection
- Hypothesize as to why the whole class performed as they did (e.g. calamity day,
social emotional issues, scheduling, lack of preparation, time of day, instructional
effectiveness). Explain the modifications you will make for the whole class to
improve student learning.

AL3 Individual Students
- Using the three (3) students identified in the Context for Learning, explain why it is
important to understand the learning of these particular students. Use pre-, formative,
and summative assessment data with examples of the students’ work to draw
conclusions about the extent to which each of these students attained the two learning
targets. Do not include graphic representations in this subsection.

ALb Reflection
- Hypothesize why students performed as they did on any of the following: learning
targets, assessment strategies, content, and instructional effectiveness. Explain the
modifications you will make and how they will lead to improved student learning.
Conclusion:

Reflection: How effective was your instruction? Address how your formative assessment
guided instruction. Provide suggestions for redesigning the learning targets, your instruction,
and/or the assessments. Explain how these modifications would lead to improved student
learning.
Impact on Learning: Analysis of Student Learning
TWS Standard: The candidate uses assessment data, to include value-added assessment data, to profile student
learning and communicate information about student progress and achievement.
Rating →
Indicator ↓
AL1
Analysis of
student learning
– table or
graphic
presentation of
data
AL2
Analysis of
student learning
for whole class
Unsatisfactory
Satisfactory
Competent
Exemplary
The assessment data are
not included or are
depicted in an ambiguous
format which does not
accurately reflect the data.
The assessment data are
depicted in an appropriate
format but are somewhat
confusing and/or not
meaningful.
The assessment data are
clearly depicted in an
appropriate format in
which student
performance is accurate,
complete, and meaningful
Superficial knowledge of
why it is important to
understand the learning of
the whole class AND no
analysis on the extent to
which the whole class
attained the learning
targets.
General knowledge of
why it is important to
understand the learning of
the whole class AND
general analysis on the
extent to which the whole
class attained the learning
targets.
Specific knowledge of
why it is important to
understand the learning of
the whole class AND
specific analysis on the
extent to which the whole
class attained the learning
targets
ALa Reflection:
Hypothesis and
modifications
for whole class
Reflection provides no
rationale for why the
whole class performed as
they did and identifies
inappropriate
modifications OR
reflection is based on
superficial or no rationale
for why the changes
would lead to improved
student learning.
AL3
Analysis of
individual
student learning
Superficial analysis of
why it is important to
understand the learning of
these students AND no
conclusions as to the
extent the students
attained the learning
targets
Reflection provides
general assumptions of
why some of the class
performed as they did and
identifies reasonable
modifications AND
reflection is based on
reasonable assumptions on
why the modifications
would lead to improved
student learning for some
of the class.
General analysis of why it
is important to understand
the learning of these
students AND general
conclusions based on few
assessment data and work
examples as to the extent
the students attained the
learning targets.
ALb Reflection:
Hypothesis and
modifications
for individual
students
Reflection provides no
rationale for why the
students performed as
they did and identifies
inappropriate
modifications OR
reflection is based on
superficial or no rationale
for why the changes
would lead to improved
student learning.
Reflection provides sound
conclusions of why the
whole class performed as
they did and identifies
sound modifications
AND reflection is based
on sound knowledge on
why specific
modifications would lead
to improved student
learning for the whole
class
Specific analysis of why it
is important to understand
the learning of these
students AND specific
conclusions based on
some assessment data
and work examples as to
the extent all three
students attained the
learning targets
Reflection provides sound
conclusions of why all
three students performed
as they did and identifies
appropriate modifications
AND reflection is based
on specific knowledge on
why modifications would
lead to improved student
learning for the three
students.
The assessment data for
each target are clearly
depicted in an appropriate
format which identifies
patterns of student
performance for each
target.
Comprehensive
knowledge of why it is
important to understand
the learning of the whole
class AND comprehensive
analysis on the extent to
which the whole class
attained the learning
targets.
Reflection critically
analyzes why the whole
class performed as they
did AND reflection is
based on comprehensive
knowledge of specific
modifications for students
that would lead to
improved learning for
each student.
Reflection provides
general assumptions of
why two students
performed as they did and
identifies some reasonable
modifications to address
student needs AND
reflection is based on
reasonable assumptions on
why the modifications
would lead to improved
student learning.
Comprehensive analysis
of why it is important to
understand the learning of
each student AND
specific conclusions
based on all assessment
data and work examples
as to the extent each
student attained the
learning targets
Reflection critically
analyzes all three
students’ performances
AND reflection is based
on comprehensive
knowledge of specific
modifications, for each
student, that would lead to
improved learning of each
student.
Impact on Learning: Analysis of Student Learning
Rating →
Indicator ↓
Reflection:
Conclusion
Unsatisfactory
Satisfactory
Competent
Exemplary
Reflection provides no
rationale for why
instruction was/not
effective and how
formative assessment
guided the instruction
AND reflection provides
inappropriate ideas for
redesigning learning
goals, instruction, and/or
assessment OR reflection
is based on superficial or
no rationale for why the
changes would lead to
improved student
learning.
Reflection provides
reasonable assumptions
for why instruction
was/not effective and how
formative assessment
guided instruction AND
reflection provides general
ideas for redesigning
learning goals, instruction,
and/or assessment AND
reflection is based on
reasonable assumptions on
why the modifications
would lead to improved
student learning.
Reflection provides sound
conclusions for why
instruction was/not
effective and how
formative assessment
guided the instruction
AND reflection provides
specific ideas for
redesigning learning
goals, instruction, and/or
assessment AND
reflection is based on
sound knowledge on why
the modifications would
lead to improved student
learning.
Reflection critically
analyzes effectiveness of
instruction and how
formative assessment
guided the instruction
AND integrates ideas for
redesigning learning
goals, instruction, and/or
assessment AND
reflection is based on
comprehensive knowledge
on why the modifications
would lead to improved
student learning.
Writing Quality and Presentation Rubric
Minimum score of 2 in each element
Student teacher candidates assume full responsibility for the quality of writing in the Teacher Work Sample. Candidates are strongly encouraged to
contact the Writing Center (330-941-3055) for support.
Element
1
2
3
4
Score
.
Presentation
Unprofessional presentation
of TWS and components.
Organized presentation of
TWS and components.
Lack of appropriate
bibliographic citations.
Appropriate bibliographic
citations.
Professional presentation
of TWS and components
with clear organizational
markers for sections.
Appropriate bibliographic
citations.
Professional presentation of TWS and
components with clear organizational
markers for sections, neatly organized
content within each section, and easily
understood organizational aides.
Appropriate bibliographic citations.
TWS has some errors in
 spelling,
 capitalization,
 grammar,
 punctuation
that somewhat negatively
affect meaning.
TWS has few errors in
 spelling,
 capitalization,
 grammar,
 punctuation
that do not affect meaning.
Professional quality of writing.
Meaning is clear.
Mechanics
TWS has multiple errors in
any of the following:
 spelling,
 capitalization,
 grammar,
 punctuation
that negatively affect
meaning.
Content
Narrative, analysis, and
reflection:
 lack of transitions or
poor use of transitions

disorganized and
unclear.
Narrative, analysis, and
reflection:
 logical transitions
 organized and clear.
Narrative, analysis, and
reflection:
 smooth and logical
transitions,

organized , concise
synthesis of each TWS
component
Narrative, analysis, and reflection:
 smooth and logical transitions,

well organized ,
comprehensive
synthesis of each
TWS component.
TWS UNIT OVERVIEW
Content:
Week of:
Standard(s)
Learning Target(s):
Assessment(s):
Content:
Key Learning Activities:
Topic:
(M)
(T)
Grade:
(W)
(Th)
(F)