Lander University

Teacher Education Teacher Work Sample Rubric EDUC 329 Overall Rating: ET ____/ AT _____/ D _____/ NM _____/ Pass _____

329 Teacher Work Sample Rubric

Fail _____

WORK SAMPLE ELEMENT #1: CONTEXTUAL FACTORS (including relevant school, student information and implications for instruction) (LO 1.3) (APS 1) Category Not Met Developing At Target Exceeds Target Performance 1 2 3 4 Rating An incomplete A vague description of the A general description of the A comprehensive description of the Contextual Factors
Classroom Factors description of the school, facilities, and classes is provided. school, facilities, and classes is provided. school, facilities, and classes is provided. It includes physical features, availability of technology, and the extent of parental involvement. school, facilities, and classes is provided. It includes physical features, availability of technology, resources, and the extent of parental involvement. Some discussion of classroom management or other pertinent information is provided. Student Demographics and Characteristics No description of students demographics and characteristics is provided. Implications for instruction are not identified or are inaccurate. A general description of student demographics and characteristics is provided. Including: age, gender, race/ethnicity, special needs. Some information related to skill levels and prior learning is provided. Discussion of relevance of contextual information and instructional impact is generally complete and clear based on the contextual variables. A thorough description of students demographics and characteristics. Including: age, gender, race/ethnicity, special needs, skill levels in 2 content areas, students from diverse cultural backgrounds, those with IEP or 504 plans, and prior learning are provided. Discussion of relevance of contextual information and instructional impact is insightful, complete and clear based on the contextual variables.
(LO 1.3) (APS 1)

_____ _____ _____ _____

ET (4) AT (3) D (2) NM (1)

A vague description of students demographics and characteristics is provided.

Instructional Implications

Discussion is limited and few implications for impact on instruction discussed

SPA Specific Language

Comments: WORK SAMPLE ELEMENT #2:

Approved 11/30/11 TPAAC

LESSON OBJECTIVES (including alignment with standards/indicators) (LO 1.2) (APS 1 & 4)
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Category Lesson objectives Not Met 1 Lesson objectives are incomplete, inaccurate and/or inappropriately written. Objectives are not significant or challenging or varied. Objectives are coded but not fully cited. Developing 2 Lesson objectives lack specificity or accuracy in defining what students should know and be able to do at the end of the lesson. Fewer than three to five required lesson plan objectives are provided. Lesson objectives are routine. Objectives are coded but not fully cited. Objective Alignment & Appropriate Lesson objectives are not aligned with state standards or academic indicators. Little evidence of developmental appropriateness of objectives
SPA Specific Language

329 Teacher Work Sample Rubric

At Target 3 Lessons, objective(s) clearly define what students should know and be able to do at the end of the lesson. Three to five lesson objectives are provided as required based on major. Lesson objectives are important and somewhat challenging. Objectives are coded and fully cited. All lesson objectives are aligned with state standards and academic indicators. General explanation of selected objectives in terms of appropriateness, or prerequisite skills/knowledge, or student needs is provided. Exceeds Target 4 Lessons, objective(s) are multiple and provide for integration with other content or specialty areas. More than three to five lesson objectives are provided as required based on major. Lesson objectives are significant and challenging Objectives are coded and fully cited. Performance Rating Lesson Objectives (LO 1.2) (APS 1 & 4) _____ ET (4) _____ AT (3) _____ D (2) _____ NM (1)

Lesson objectives lack purposeful alignment with state standards and academic indicators. Some explanation of developmental appropriateness

All lesson objectives are aligned with national and state standards, academic indicators, and are logically integrated. Clear explanation of selected objectives in terms of appropriateness, and prerequisite skills/knowledge, or student needs is provided.

Comments: WORK SAMPLE ELEMENT #3: ASSESSMENT PLAN (include assessment strategies to evaluate students before, during and after the instruction) (LO 2.3) (APS 3)

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Category Overview of Assessment Plan Not Met 1 No pre-assessment administered. Developing 2 Pre-assessment provided and/or assessment lacks validity or alignment with learning lesson objectives. Some formative or summative assessments used to inform planning and instruction. Assessments lack clarity in their description and/or are not valid measures of student learning A brief plan for use of formative results is provided. At Target 3 Pre-assessment is valid and criterion is identified; aligned with learning lesson objectives. Plans for a variety of formative assessments to appropriately evaluate student learning before, during and after instruction. Most assessments are clearly described (clear directions and criteria) and provide valid measures of student learning. A general plan for use of formative results is provided.

329 Teacher Work Sample Rubric

Exceeds Target 4 Pre-assessment is valid and criteria is identified; aligned with learning lesson objectives. Performance Rating

Description of Pre/during/ Post Assessments

Few, if any assessments are used.

Plans for a variety of formative and/or summative assessments to appropriately evaluate student learning before, during and after instruction. All assessments are clearly described (clear directions and criteria) and provide valid measures of student learning. A specific and comprehensive plan for use of formative results is provided.

Overview, Plan and Use

(LO 2.3) (APS 3)

_____ _____ _____ _____

ET (4) AT (3) D (2) NM (1)

Use of Formative Assessment

SPA Specific Language

Plan is not provided for use of assessment results to inform planning and instruction.

Comments: WORK SAMPLE ELEMENT #4: INSTRUCTIONAL DESIGN (include lesson plans) (LO. 1.1, 1.4, & 2.2) (APS 2, 5 & 6) Category Not Met Developing At Target Exceeds Target 1 2 3 4 Lesson 3-5 lesson plans are An incomplete set of 3- 3-5 lesson plans that 3-5 high quality, complete lesson Plans not provided or are 5 lesson plans are contain some major tasks, plans that contain major tasks, incomplete providing provided containing activities and assessments activities and assessments for only general activities few activities and/or for each of the lesson are each of the lessons are provided. for each lesson. assessments. Plans provided. Most plans All lesson plans include correct include few state include state standards/ state standards and indicators for Plans show little or no standards and indicators for each lesson. each lesson. evidence of standards indicators for each At least one plan addresses based planning. lesson. At least one plan addresses EEDA standards and one
Approved 11/30/11 TPAAC

Performance Rating Lesson Plans (LO. 1.1, 1.4, & 2.2) (APS 2, 5 & 6) _____ _____ _____ _____ ET (4) AT (3) D (2) NM (1)
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Category Not Met 1 Objectives lack clear behavior, condition, and/or criteria for one or two learning domains. No modifications or adaptations are written or misrepresent the needs of the students. Developing 2 Alignment of standards, lesson objectives, major tasks and assessments is lacking and/or not correctly aligned. Most objectives have a clear and accurate behavior, content, condition, criteria. Attention is given to student needs but content adaptations/ modifications are lacking in quality. No multimedia or technology is used. Few lessons use multimedia and technology is used. One lessons integrates P-12 students using technology to enhance learning Some general descriptors of at least one activity that reflects a variety of instructional strategies is provided. At Target 3 EEDA standards and one includes some aspect associated with SSCA (bullying or safe learning environment) Alignment of standards, lesson objectives, major tasks and assessments are generally clear. Objectives are written with accurate & observable behavior, content, condition, criteria Adaptations/modifications are specific to most students. Some lessons include multimedia and technology resources are used to enhance student learning. Some lessons integrate P12 students using technology to enhance learning General description of at least one lesson activity that reflects a variety of instructional strategies & explanation of why includes: how the content relates to objective(s), how the activity stems from student characteristics, needs,

329 Teacher Work Sample Rubric

Exceeds Target 4 includes some aspect associated with SSCA (bullying or safe learning environment) Alignment of standards, lesson objectives, major tasks and assessments are clear and based on the diverse needs of the students. Objectives are written with complete, accurate & observable behavior, a condition, content & criteria for all. Adaptations/modifications are specific to needs of student(s) with student(s) correctly identified on lesson plan. Lessons consistently use multimedia and technology to enhance student learning. Lessons usually integrate P-12 students using technology to enhance learning Comprehensive description of at least one lesson activity that reflects a variety of instructional strategies & explanation of why includes: how the content relates to objective(s), how the activity stems from student characteristics, needs, and contextual factors Performance Rating

Technology

Technology _____ ET (4) _____ AT (3) _____ D (2) _____ NM (1)

Activity(ies) Analysis

No or little description of lesson activity is provided or does not reflect a variety of instructional strategies.

Activity Analysis _____ ET (4) _____ AT (3) _____ D (2) _____ NM (1)

Approved 11/30/11 TPAAC

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Category Not Met 1 Developing 2 At Target 3 and contextual factors what materials & technology needed to implement the activity

329 Teacher Work Sample Rubric

Exceeds Target 4 what materials & technology needed to implement the activity Performance Rating

SPA Specific Language

Comments: WORK SAMPLE ELEMENT #5: ANALYSIS OF STUDENT LEARNING (including the impact of instruction on student learning) (LO 4.1 & 4.2) (APS 3 & 7) Category Not Met Developing At Target Exceeds Target Performance Rating 1 2 3 4 Assessment data is Pre-, during, and postPre-, during, and post-scores Pre-, during, and post-scores Assessment Results Data on missing and/or scores (formative) and (formative) and summary (formative) and summary data for whole class Whole Class incomplete, summary data lack data for the whole class are for the whole class are accurate (LO 4.1 & 4.2) (APS 3 & 7) inaccurate accuracy and presented accurate and presented in and clearly presented in tables information is on table or graphic with tables or graphic and graphic representation with provided. few errors. Little use representation with no no errors. _____ ET (4) of graphic errors. _____ AT (3) representation. Thorough, objective discussion _____ D (2) General summary of results of results is included. _____ NM (1) is included Discussion of impact A vague discussion and An accurate discussion and A thorough and accurate Evaluation of Student Results on 3 on instruction for 3 analysis of the impact analysis of the impact of discussion and analysis of the Performance (3 individuals individual students of instruction on fewer instruction on 3 students impact of instruction on 3 individuals) (low, (low, average, and than 3 students learning is provided. students learning is provided. average, and high) is missing learning is provided. Evaluative discussion Evaluative discussion includes: high and/or incomplete, Evaluative discussion includes: _____ ET (4) a specific discussion and achievers) inaccurate includes: _____ AT (3) a general discussion and analysis of data results for information is _____ D (2) a vague or analysis of data results individuals relative to provided. _____ NM (1) inaccurate for individuals relative achievement of all lesson discussion and to achievement of all objectives; one low, one analysis of data lesson objectives; one average, and one higher results for low, one average, and performing student individuals relative one higher performing provides evidence of student
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Category Not Met 1 Developing 2 to achievement of all lesson objectives; provides little evidence of student work At Target 3 student provides some evidence of student work that generally supports discussion

329 Teacher Work Sample Rubric

Exceeds Target 4 work that clearly and accurately supports discussion Performance Rating

SPA Specific Language

Comments: WORK SAMPLE ELEMENT #6: REFLECTION, SELF EVALUATION, AND PROFESSIONAL DEVELOPMENT (LO 4.2 & 4.3)(APS 2, 3, 10) Category Not Met Developing At Target Exceeds Target 1 2 3 4 Reflection Discussion of impact A general reflection An accurate reflection on A thorough and accurate on Showcase on instruction is relative to instructional instructional decisions is reflection relative to Lesson missing and/or decisions is provided for provided for the showcase instructional decisions is incomplete, inaccurate the class with this lesson. lesson. Reflective provided for each lesson. information is Reflective discussion discussion includes: Reflective discussion provided. includes: how your instruction includes: a general reflection impacted (in a positive or -how your instructional addressing strengths and negative way) student decisions impacted (in a weaknesses with some learning (whole class) and positive or negative way) discussion of specifically addressing student learning modifications some modifications specifically addressing implemented in order to implemented as a result of modifications implemented impact student learning. teaching and as a result of teaching and student performance, both vague and/or inaccurate -the 3 individual students performance, both during during and following reflection on what and following instruction,. instruction, in order to could/should be -general and accurate impact student learning. changed when teaching information on what -specific and insightful the lesson again to could/should be changed information on what promote more student when teaching the lesson could/should be changed learning. again to promote more when teaching again to student learning. promote more student learning.
Approved 11/30/11 TPAAC

Performance Rating Reflection of Instructional Decision Making (LO 4.2 & 4.3) (APS 2, 3, 10) _____ _____ _____ _____ ET (4) AT (3) D (2) NM (1)

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Category Other Lesson Reflection and Analysis Not Met 1 Analysis shows no evidence of reflection on decision making. Developing 2 Critical analyses of some lessons are provided addressing strengths and weaknesses with little emphasis on impact on student learning. At Target 3 Critical analyses of each lesson is provided generally addressing strengths and weaknesses with some discussion of modifications that could impact student learning. General discussion includes how changes could be implemented in future lessons. Accurate and logical evidence of ability to connect performance with professional development needs is provided.

329 Teacher Work Sample Rubric

Exceeds Target 4 Critical analyses of each lesson are provided addressing modifications that could impact teaching and student response, both during and following instruction. Specific discussion includes how changes could be implemented in future lessons. A thorough and accurate ability to connect performance with professional development needs is demonstrated. Performance Rating Reflection & SelfEvaluation (LO 4.2) _____ _____ _____ _____ ET (4) AT (3) D (2) NM (1)

Professional No or little evidence of Development ability to connect performance with professional development needs is provided.
SPA Specific Language

Some evidence of ability to connect performance with professional development needs is provided.

Professional Development (LO 4.3) _____ ET (4) _____ AT (3) _____ D (2) _____ NM (1)

Comments:

WORK SAMPLE: FORMAT, REFERENCES, AND ARTIFACTS Not Met Developing 1 2 Title page is incomplete or Title Page includes some not included. information and/or lacks correct formatting. Table of contents is missing. Table of contents is missing specified sections and/or accurate page

At Target 3 Title Page includes all required information but lacks correct formatting. Table of contents is included. Section headings are included

Exceeds Target 4 Title Page includes all required information and is formatted correctly (should be centered on page). Table of contents is complete organized by sections and by

Performance Target Rating Overall format _____ _____ _____ _____ ET (4) AT (3) D (2) NM (1)
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numbers. Section headings are not included. Work lack organization and professional presentation having more than five grammatical or spelling errors. Demonstrate inappropriate use of standard English Section headings are not included. All work is professionally presented using 12 pt. font with five or fewer grammatical or spelling errors. Demonstrates inappropriate written communication with several mechanical errors Few resources are used to meet standards and lesson objectives. Reference page is incomplete and APA style varies. Some supporting documentation submitted. throughout the work sample. All work is professionally presented using 12 pt. font with three or fewer grammatical or spelling errors. Demonstrates appropriate written communication with few mechanical errors. page numbers.

329 Teacher Work Sample Rubric

Section headings and subheadings are included throughout the work sample. All work is professionally presented using 12 pt. font with four or fewer grammatical or spelling errors. Demonstrates effective written communication with no mechanical errors. A wide variety of resources are used to meet standards and lesson objectives. Creativity is evident. The reference page is complete and APA style is followed. Required lesson observation and conference form (LOCF), required charts, and high quality artifacts that clearly support TWS are submitted.

Resources are not identified.

A variety of resources are used to meet standards and lesson objectives. Most references are identified and APA style varies. Required lesson observation and conference form (LOCF), required charts, and other artifacts that support TWS are submitted.

Resources, References, and Artifacts _____ _____ _____ _____ ET (4) AT (3) D (2) NM (1)

Reference page is not included. No supporting attachments submitted.

Approved 11/30/11 TPAAC

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