Northern State University

Student Teaching Experience

Teacher Work Sample
Fall 2017

Candidate Name: Chandler Britzman

Candidate Website Address:

Candidate ID Number: 7038004

Name of School where data C. C. Lee Elementary

was collected:

Subject/Content Area: Math Lesson

Grade Level: Second Grade

Date Submitted: November 14, 2017

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.

I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.

Signature of Candidate Submitting the TWS: electronic submission)

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Description
A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates instruction
on students learning as well as provide evidence of candidates teaching performance during the
Student Teaching Experience. The TWS assignment includes the following tasks:

I. Professional Goal Setting and Reflection

II. Contextual Information
III. Instructional Design and Implementation

Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.

References and Credits: If you refer to another persons ideas or material (such as theorists), cite
these in a separate section at the end of the TWS under References and Credits. (APA is
recommended)

Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both
sides.

Anonymity: Do not include the names of individual students, teachers, or staff as well as
participating schools in any part of the work sample in order to insure the anonymity of all involved.

Submission
An electronic copy of your completed TWS must be submitted to:

D2L for ELED/SPED/SEED 488

Your electronic portfolio/professional website (please remember to remove the cover page
with identifying information before posting).
Your university supervisor (please check with your university supervisor to determine which
format (print copy or electronic) he/she prefers.

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Task I: Professional Goal Setting
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes
Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an Respect and Concern for Students
Individual
Commitment to Health and Safety
Knowledge of the Learner Developmental Needs
Student Diversity
Knowledge of Content Understanding Subject Matter
Knowledge of Pedagogy Planning
Implementation
Assessment
Classroom Management and
Organization
Instructional Materials and Technology
Knowledge of Self as a Parent and Community Involvement
Teacher and Member of a Commitment to Teaching
Learning Community Interpersonal Relations
Professional Growth and Development
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Description
Knowledge of Self as an Individual
recognizes the educators influence in the
lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the learner focuses on an
understanding of growth and development
of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content implies a broad
understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Pedagogical Knowledge includes those
principles and strategies necessary for
effective teaching, including the planning,
implementation, and assessment of
instruction, classroom management and
organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a Teacher and
Member of a Learning Community calls for
a collaboration among teachers, students
and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
 1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy

b. Identify the specific Category Outcome you will use to determine your goal:
Classroom Management and Effective Teaching

c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
During this experience, my goal is to be more efficient with classroom management and
effective teaching. This would include keeping students on task during a lesson and when doing
their assignments, keeping students engaged in the lesson and interested. It also involves
controlling distractions in the classroom. For effective teaching, I will make sure that I am talking
in a clear voice that is also calm. I will be excited about what I am teaching so that the students
are excited as well. I will be modeling and showing examples in many different ways so that
students have multiple opportunities to learn about what is being taught.

I chose this goal because having classroom management is key to teaching a good lesson. If
the students are engaged and on task there is much more learning that is going on rather than if
there are many distractions. I also chose effective teaching because in a previous experience I
felt that I may not have been as clear as I would have liked to have been and I wanted to give
students many different opportunities to learn what I was teaching.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
To accomplish my goal, I am going to talk with my cooperating teacher about the different ways
to have good classroom management. I will then know what skills to use with certain students
that may get distracted easily. I will talk to my cooperating teacher about how to make my
teaching effective and efficient.

e. Reflect on your progress/growth toward achieving this goal:

My classroom management skills have improved and progressed since my last experience in a
classroom. I felt I was much clearer about what I wanted the students to do and was able to give
them good directions. I used many skills that the classroom teacher uses throughout the day
like saying class, class and they respond with yes, yes it is a great way to bring them back if
they have lost focus. I made sure this time during my lesson that students were engaged in the
lesson and were getting to participate. I have realized that the more students are engaged and
being involved the less behavior problems that will arise. I made sure to give very clear and
exact directions so that there was no confusion. For effective teaching, I also made sure I
checked in with students if they were understanding the concept that they were learning. In the
video, I say multiple times that if they have questions to please ask and that I want to help them.
I also had students move from the carpet area to their desk and back again. This way they were
not just sitting in one spot the whole time. I used student collaboration for even more effective

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 teaching. Students talked with a partner about how they were able to get the answer to the story
problem. By having students talk together they were sharing ideas with each other that I might
not have mentioned when teaching. I also believe student discussion is so important because
the person doing the talking is doing the learning.

Task II: Contextual Information (see rubric for scoring details)

Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.

Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/

**The below information and resource is taken from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.

Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Such factors include the community, classroom procedures, student demographics, and the
physical environment in which teaching takes place. Understanding these factors as they relate to your
teaching will help you determine the instructional strategies and approaches that will support your students
learning. In this chart, address any factors listed as they pertain to your teaching assignment. The
subcategories listed under each category are just suggestions; there may be other subcategories that you
would like to address, or there may be a subcategory listed that does not apply to your situation.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students -Second Grade

(All subcategories listed in this box are required.) -Second Grade Math
-Ages: 7-8 years old
Students grade and developmental levels; the age range -3 Students on an IEP
of students; the content area being taught; any other
-2 ESL students
factors that are pertinent to understanding your class
assignment

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Community -Urban area as the population is 27,333 people
(e.g., whether the area is urban, suburban, or rural; as of 2014.
socioeconomic information; census data for the
community)
-The median household income for the area is
$47,540.
-Estimated per capita income is $25,468.
District -Enrollment: 6,863 Students
(e.g., enrollment; percent of students receiving free or -Free or Reduced-Priced Lunches: 38%
reduced-priced lunches; graduation rates; ethnicities;
percent of students with IEPs; percent of students who are
-Graduation Rates: Four-Year Cohort
ELLs; per-pupil expenditures) Graduation: 82.70%
-Ethnicities: 7%
-Asian :98
-Black: 76
-Hispanic:127
-Native American: 252
-Pacific Islander: 14
-Multiple Races: 99
-White: 3,788
-IEPs: 12.5%
-ELLs: 3%

School K-5 Enrollment: 442

(e.g., enrollment; percent of students receiving free or Free and Reduced Lunch: 27%
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-to-
Ethnicities:
student ratio) -Asian-*
- Black-*
-Hispanic-*N
-Native American-*
-Pacific Islander-*
-Multiple Races-17
-White-400
-IEP: 13.3%
-ELL Students: 0.06%
-Teacher to Student Ratio: 12:2

*Not enough to make a percent

Classroom Demographics -17 total students

(e.g., ethnicities; gender ratios; special needs, including -10 boys to 7 girls
those of gifted students, those of students physical needs,
and those due to cultural characteristics).
-3 Students on an IEP
-2 ESL students
-1 Native American Student
-1 African American Student
-1 Black/African American/White
-1 Asian
-1 Hispanic

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Knowledge of Students
(in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior
learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
-3 Students on an IEP
-2 ESL students
-Students learn as a whole group up in the
front of the room at the smart board when the
classroom teacher is using direct instruction,
modeling for students, and showing examples.
-Students work independently as well as with
partners.
-Students teach and help each other as well.
-Students seem to be very excited to learn and
are eager to answer questions.

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Chandler Britzman
Grade Level: 2nd Grade
Subject: Math
Date: October 30, 2017
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
2.OA. 1. Represent and solve problems involving addition and subtraction.
2.R.2.1. Students can apply strategies to read and comprehend text.

Rationale (cite theories or theorists):

Howard Gardner Multiple Intelligences
Visual-Spatial: By using the smart board and the cubes and a visual.
Musical: By singing a song to help students remember the parts of a story problem.
Interpersonal/Intrapersonal: The students will be working both together and alone.
Logical: This is a math lesson which is using reasoning and calculating.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: Students will be able to
Students will be able to solve an addition story problem.
Students will read the story problem to solve the equation.
Students will comprehend the story problem and what it is asking.
Students will take the numbers out of the problem and combine them together to solve the equation.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

It is important for students to be able to read and interpret a math story problem. They need to be able to read and
understand the story and questions then take the numbers out of the problem and form an equation.

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List the materials/resources you will need to teach the lesson.

Smartboard
Doc Cam
Pencil
Math worksheet

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
I will be using the smartboard to show students examples of story problems and how to solve them. Students may
also come up to the board to assist me with the problems. I will also be using the doc cam to let students show their
classmates how they solved the problems differently.
Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students learning, culture, language, etc. *
Students will be able to use many different ways to help them solve the math equations. Students may use
counting blocks, they may draw pictures, or they may use their number lines.
One student in my class that is on an IEP will go over the worksheet with a special education teacher before I
teach the lesson. The special education teacher will explain what he will be doing to prepare him for the
lesson. During the lesson, he is allowed to sit at his desk and listen rather than be at the carpeted area
because it is too loud for him and loudness makes him upset.
The two other students who are on IEPs will receive additional help with the story problems or if they need
help understanding what the story problem is asking them to do.
The ESL students may need extra help reading the directions or need further explanation of the assignment or
task.
Pre-Assessment: Describe the instrument or process you will use to measure students level of
understanding toward the learning objective(s) prior to teaching the lesson.

The students have a song that goes along with story problems which I will have them sing to me and teach me the
actions that go along with the song. I will be measuring students level of understanding by observing if they know the
words and actions that go along with this story problem song.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
During the pre-assessment, the students and I talked about the steps to take when solving a story problem.
We made up a song with actions to remember the steps. While observing I could see that all students were
singing the song and understood the steps.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

Walking around the room and desk assisting students.

Answering any questions that students may have.
Keeping students on task.
Making sure students are using their time wisely.

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 Implementation
I Do
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
Tell students that we are going to be working on story problems again today.
Sing the song that goes along with learning story problems.
Show the story problem on the smart board and read it to students.
Tell students to close their eyes and visualize what the problem is telling them.
Ask students many open-ended questions to see how they solved the problem or what would be
good strategies when solving this problem.
I will show students a visual with cubes so that they have a visual of the numbers being put together.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
Tell students to talk in pairs about what kind of equation they might have come up with.
I will ask students if they would like to come up to the smart board and show how they came up with
the answer.
As a group, we will talk about the different ways of how this problem can be solved.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Students will go back to their desk to work on a similar problem on a worksheet independently.
I will set a timer and once the timer goes off students will then get with a partner to explain how
they solved the problems and got their answers.
I will set another timer while students are working together and once that timer goes off students
will come back to the carpeted area for a group discussion.
At the carpeted area, I will ask students to raise their hands to share with the rest of the class how
they got their answers and how they showed their work.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
I will reemphasize to read the questions carefully.
I will tell students to think about if they really need to start at 1 or if they can count on using one of
the numbers in the problem.
I will remind students to sing the story problem song in their head to check their work to make sure
they did all of the steps.
I will remind students that it is important to show their work and to circle and label their answers.
I will tell students to raise their hand if they have questions.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students
level of understanding toward the learning objectives after teaching the lesson.

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 Below is the key to this worksheet and what I was looking for when students
were solving these story problems.

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 Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Almost all of the students understood how to solve a story problem and what steps to take when solving the
story problem. In the graph, it shows the in blue the students who solved the story problems with the
correct steps and in red it shows the students who did not solve the problem with the correct steps. During
my lesson students were very involved in answer questions and participating. They all knew the steps when
singing the story problem song and knew the answers to my questions. They also were very knowledgeable
about what different skills they could use to solve the story problem. As I walked around while they were
working individually and with partners I could see that they understood what steps to take to solve the story
problem. When we came back together as a group students came up to show me how they solved the
problem and by observing I was able to see they understood the objective of the lesson. For the students
who did not understand I made sure to ask them what they did not understand and went back over it with
them.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
What went well:
1. Students were very engaged in the lesson and were answering all of my questions with correct answers.
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 2. My classroom management was good during this lesson. I had no behavior problems with the students
because the students were given clear instructions.
3. The students learned the skill that I was teaching to them.
During my lesson, I felt that it went well. Students were engaged and seemed to be very interested to learn. In the
video, I start off by having students sing a song about the steps to solving a story problem. This group of students
really enjoyed doing story problems so this got them excited to learn. My classroom management was good because I
gave them specific directions to follow which during the video you can hear me say many times what they will be
doing. During the lesson, the students knew the skill and were answering all of my questions.

Challenges I had during the lesson:

1. Which students to call on.
2. Better communication on which problems to do on the worksheet.
3. More opportunities for students to come up to smart board.
During this lesson, I asked many questions so it was challenging for me to decide who was going to be called on and
who was going to get to help me at the smart board. I wanted all students to be involved and be able to answer
questions so I think next time I would use sticks to draw out names at random. Another challenge was at the end of
the lesson students were confused which problems to do on the worksheet because that was something I was not
very clear about so next time I would make sure I told them exactly which problems. Something else that was
challenging was that after students worked on a problem on their worksheet they came back to the carpeted area to
show me on the smart board how they solved their story problems but I wish I would have done that in a different
way so that all the students would have got the opportunity to show me how they solved the problem.

Revisions:
1. Use a different pre-assessment.
2. Make more time for students to discuss their work.
3. Make a real-life story problem.
One thing I would change to this lesson is the pre-assessment. Instead of having them just sing the song to me I would
have used an exit ticket on the sticky note and had them list the steps to the story problem so I would have something
more to look at to see if they understood the correct steps. I would have also changed how much time students were
discussing their story problems to a partner. In the video, the students got three minutes to discuss to their partner
how they got their answers but if I were to redo the lesson I would have had them do one more problem as partners
so they could have learned even more from each other. I also would like to incorporate something more than just a
worksheet. If I were to do this lesson again I would still have them do a practice problem but then after instead of
them playing a game I would get the students into groups or partners and give them a problem and props that went
with a real-life story problem so they could actually see how the objects they have are either being added together or
taken away. I think that relating it to real life and being hands on makes them understand on a deeper level.

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 Teacher Work Sample Scoring Rubric
Student Teaching Experience

Teacher Candidate Chandler Britzman

Semester: Spring Fall Year 2017
Grade/Subject Area: 2nd Grade/ Math

Task I: Professional Goal Setting

Components Advanced/Excellent
4 3
Candidate identifies one
well-planned goal and
effectively communicates
reasons/justifications for why
s/he chose the goal.
Candidate provides a
detailed action plan for the
achievement of the goal and
Professional Goal cites any specific resources
s/he will use to enhance goal
Setting and Reflection achievement efforts.
Candidate is highly effective
at communicating any
progress/growth made
toward the goal in the
reflection.
Task II: Contextual Information
Components Advanced/Excellent
4 3
Candidate clearly identifies
numerous contextual factors
which may impact the
instructional strategies,
approaches, and
Contextual Factors assessments used to support
their students learning.
Task III: Instructional Design and Implementation
Components Advanced/Excellent
4 3
All lessons contains
evidence of setting
measurable objectives that
are clearly aligned with
specific state and/or national
Standards/Objectives standard(s).
Lessons allow for numerous
connections across the
curriculum which serve to
Proficient/Competent
Candidate identifies one goal
and communicates
reasons/justifications for why
s/he chose the goal.
Candidate provides an
action plan for the
achievement of the goal and
cites resources s/he will use
to enhance goal
achievement efforts.
Candidate effectively
communicates any
progress/growth made
toward the goal in the
reflection.
Proficient/Competent
Candidate identifies several
contextual factors contextual
factors which may impact the
strategies, approaches, and
assessments used to
support their students
learning.
Proficient/Competent
Most lessons contains
evidence of setting
measurable objectives that
are aligned with specific
state and/or national
standard(s).
Lessons allow for
connections across the
curriculum which serve to
Basic/Developing Below Basic/
2 Needs Work
1
Candidates identifies one Candidate does not
goal but does not identify a well-planned
adequately provide goal nor provide a reason
reasons/justifications for for the selection of the
the selection of the goal. goal.
Candidate provides an Candidate does not
action plan for the provide an action plan for
achievement of the goal the achievement of the
but needs to work to goal.
develop a more specific
list of resources to be Candidate is not clearly
used for achievement of able to reflect on his/her
that goal. performance in the area
of goal
Candidates reflection on setting/achievement.
goal achievement is
minimal and needs
development.
Basic/Developing Below Basic/
2 Needs Work
1
Candidate identifies very Candidate does not
few contextual factors identify the contextual
which prohibits his/her factors.
ability to fully recognize
any impact those factors
would have had on
potential strategies,
approaches, and
assessments used to
support their students
learning.
Basic/Developing Below Basic/
2 Needs Work
1
Lessons contain minimal Lessons contain no
evidence of setting evidence of setting
measurable objectives measurable objectives
that are only somewhat and are not aligned with
aligned with specific specific state and/or
state and/or national national standard(s).
standard(s).
Lessons allow for no
Lessons allow for very apparent connections
few connections across across the curriculum;

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 build understanding, and
encourage application to real
world issues.
Incorporates a well-aligned
pre-assessment to measure
students prior knowledge of
the learning objective and
purposefully utilizes the
results to inform
planning/instruction for the
lesson and post assessment.
Includes copies of the Pre-
Assessment and Post-Assessments used.
Includes a copy of a high
quality key/product to show
desired outcome.
Purposefully and consistently
incorporates the use of
available technology to
further enhance instruction in
ways that authentically
engage all students in the
learning experience. For
Technology
cases where technology is
not utilized, candidate
provides a logical
explanation.
Purposefully adjusts
instruction during lesson
planning and implementation
in order to significantly meet
Differentiation, all of the identified needs of
individuals, small groups or
Accommodations, the class by including
and Modifications specific methods of
differentiation,
accommodations and
modifications.
Numerous
management/motivational
strategies are clearly
identified and rationale
provided for how these
Management strategies serve to
significantly enhance both
student engagement and
learning.
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build understanding, and
encourage application to real
world issues.
Incorporates a pre-
assessment to measure
students prior knowledge of
the learning objective and
somewhat utilizes the results
to inform planning/instruction
for the lesson and post
assessment.
Includes copies of the Pre-
and Post-Assessments
used.
Includes a copy of a
key/product to show desired
outcome.
Incorporates the use of
available technology to
somewhat enhance
instruction in ways that
engage most of the students
in the learning experience.
For cases where technology
is not utilized, candidate
provides an explanation.
Adjusts instruction during
lesson planning and
implementation in order to
meet some of the identified
needs of individuals, small
groups or the class by
including general methods of
differentiation,
accommodations and
modifications.
Management and
motivational strategies are
identified and rationale is
provided for how these
strategies enhance student
engagement and learning.
the curriculum which do
not build understanding,
nor encourage
application to real world
issues.
Incorporates a pre-
assessment which
partially measures assessment to measure
students prior students prior knowledge
knowledge of the
learning objective but
fails to adequately utilize
the results to inform
planning/instruction for
the lesson and post
assessment.
Includes copies of the
Pre- and Post-
Assessments used.
Includes a copy of a
key/product to show
desired outcome.
Is still developing the
ability to incorporate the
use of available
technology to enhance
instruction in ways that
engage the students in
the learning experience.
For cases where
technology is not utilized,
candidate provides an
explanation.
Attempts to adjust
instruction during lesson
planning and
implementation but the
differentiated instruction,
accommodations and
modifications used do
not fully meet the
identified needs of
individuals, small groups
or the class.
Management and
motivational strategies
are not clearly identified
and rational is lacking
evidence of how these
strategies fully serve to
enhance student
engagement and/or
learning.
students are not able to
build an understanding or
apply to real world issues.
Does not incorporate
evidence of a pre-
of the learning objective.
Does not include copies
of the Pre- and Post-
Assessments used.
Does not include a copy
of a key/product to show
desired outcome.
Does not incorporate the
use of available
technology to enhance
instruction nor provide an
explanation for why
technology is not utilized.
Does not adjust
instruction during lesson
planning and
implementation in order to
meet the identified needs
of individuals, small
groups or the class. No
differentiation,
accommodations and
modifications present.
Management and
motivational strategies to
enhance student
engagement and learning
are not identified.
 Purposefully activates
student interest by
consistently including a
highly-effective/engaging
introduction and closing.
Effectively introduces and
repeatedly reinforces the
learning objective(s) so that
students are cognizant of
expected outcomes.
Presents all content in a
sequential manner and
provides numerous
opportunities for modeling
and practicing the skills and
content needed to meet the
learning objective(s).
Lesson Consistently checks for
Implementation student understanding
throughout the entire lesson
(I Do/We Do/You Do) cycle and provides detailed
evidence of re-
teaching/remediation where
necessary.
Includes numerous detailed
reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are supported by
relevant theory/research that
is clearly cited).
Includes professional-quality
table/charts/graphs which
clearly show post
assessment results (and pre-
post comparison if
applicable)
Provides detailed description
of the post assessment
results which thoroughly
addresses all of the following
Analyzes items :
students progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post assessment
results
how the results of the post
assessment highlight what
17 | P a g e
Activates student interest by
including an
effective/engaging
introduction and closing.
Introduces and reinforces
the learning objective(s) so
that students are cognizant
of expected outcomes.
Presents all content in a
sequential manner and
provides opportunities for
modeling and practicing the
skills and content needed to
meet the learning
objective(s).
Checks for student
understanding throughout
most of the lesson cycle and
provides evidence of re-
teaching/remediation where
necessary.
Includes reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are somewhat
supported by relevant
theory/research that is cited).
Includes average-quality
table/charts/graphs which
show post assessment
results (and pre-post
comparison if applicable)
Provides a description of the
post assessment results
which somewhat addresses
most of the following items:
students progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
Attempts to activate
student interest but
needs to work to develop
a more effective lesson
opening and closing.
Needs to be more
purposeful about
introducing and
reinforcing the learning
objective so that the
students are cognizant of
expected outcomes.
Content is not always
presented in a sequential
manner and candidate
needs to provide more
opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Checks for student
understanding
throughout most of the
lesson cycle and
provides little evidence of
re-teaching/remediation
where necessary.
Includes reasons for why
the instructional
strategies and learning
activities chosen for the
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes poor-quality
table/charts/graphs
which do not clearly
show post assessment
results (or pre-post
comparison if applicable)
Provides a weak
description of the post
assessment results
which does not
adequately address the students progress toward
following items:
from pre-to-post
students progress
toward mastery of the
objectives from pre-to-
post
factors that may have
affected the post
assessment results
There are no clear
attempts to activate
student interest.
Candidate does not
include evidence of an
effective opening and/or
closing.
Learning objective is not
reinforced throughout the
lesson.
Content is not presented
in a sequential manner
and candidate does not
provide evidence of
allowing opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Candidate does not check
for student understanding
throughout the lesson
cycle and there is no
evidence of re-teaching
/remediation.
Does not includes
reasons for why the
instructional strategies
and learning activities
chosen for the lessons
are developmentally
appropriate (claims are
not at all supported by
relevant theory/research
nor sufficiently cited).
No quality
table/charts/graphs which
show post assessment
(and/or pre) results.
Does not provide a
description of the post
assessment results is
weak and illogical and
does not address all of
the following items:
mastery of the objectives
factors that may have
affected the post
assessment results
how the results of the
post assessment highlight
what areas of the lesson
will require re-
 areas of the lesson will
require re-teaching (if any)
Identifies, describes, and
explains more than two
Lesson Reflection: relevant successful teaching
strategies and provides
Successes detailed supporting evidence
for why they were effective.
Identifies and describes more
than two challenges
Lesson Reflection: encountered throughout
lesson.
Challenges
Identifies and describes more
than two significant ideas for
Lesson Reflection: redesigning the lesson and
Improvements provides full details to
support the redesign.
Overall Professional Quality of Teacher Work Sample
Components Advanced/Excellent
4 3
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is well organized with
clarity of thought and
purpose.
Writing Skills Conventions:
Writing has very few errors in
spelling, grammar,
punctuation, and/or sentence
structure.
Overall Quality:
Professionally written, high-
quality paper.
18 | P a g e
Identifies, describes, and
explains two successful
teaching strategies and/or
provides supporting
evidence for why they were
effective.
Identifies and describes two
challenges encountered
throughout the lesson.
Identifies and describes two
ideas for redesigning the
lesson and provides details
to support the redesign.
Proficient/Competent
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is organized.
Conventions:
Writing has only occasional
errors in spelling, grammar,
punctuation, and/or sentence
structure, but does not
significantly detract from
overall quality.
Overall Quality:
Adequately written, average
quality paper.
how the results of the
post assessment
highlight what areas of
the lesson will require re-
teaching (if any)
Identifies, describes, and
explains only one
successful teaching
strategy and/or provides
only minimal supporting
evidence for why it was
effective.
Identifies and describes
only one challenge
encountered throughout
the lesson.
Identifies and describes
one idea for redesigning
the lesson and provides
very minimal details to
support the redesign.
Basic/Developing
2 Needs Work
Content Organization:
Most formatting
requirements followed:
(Cover page,
references/credits, font
and spacing, anonymity)
Paper is somewhat
organized but candidate
needs to continue to
develop communicating
thought and purpose.
Conventions:
Writing has frequent
errors in spelling,
grammar, punctuation,
and/or sentence
structure, and this
somewhat detracts from
overall quality.
Overall Quality:
Writing and quality of
paper are in
development but
resubmission is not
required.
Fails to adequately
identify, describe, or
explain successful
teaching strategies and
provides no supporting
evidence.
Fails to adequately
identify, describe, or
explain challenges
encountered throughout
lesson.
Fails to identify and
describe an idea for
redesigning the lesson
and/or provides no details
to support the redesign.
Below Basic/
1
Content Organization:
Few formatting
requirements were
followed: (Cover page,
references/credits, font
and spacing, anonymity)
Paper requires much
better organization of
content and candidate
needs to significantly
develop in the area of
communicating thought
and purpose.
Conventions:
Writing has numerous
errors in spelling,
grammar, punctuation,
and/or sentence
structure, errors which
significantly detract from
overall quality.
Overall Quality:
Poorly written, low-quality
paper. Resubmission
required.