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 Shakespeares Julius Caesar and the impact of 20th century political assassinations on recent events in human history as well as individual citizens perceptions of society. 4. Prepare, administer and score the pretest. The pretest is usually very shortthree-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? 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?
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Did the students appear to be interested or bored? How did they show interest or boredom? 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.
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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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