Education Department Teacher Work Sample Requirements & Scoring Guide
Each Student Teacher preparing for an Oregon Initial Teaching License (ITL) assembles and analyzes two work samples to document the candidate's ability to demonstrate knowledge, skills and competencies as designated in OAR 584-017-0100. If a Student Teacher is seeking more than one authorization level, one work sample must be completed for each authorization level. Teacher Work Samples must be a minimum of ten lessons or six block schedule lessons (90 minute).
Teacher Work Sample Timeline
Student Teachers will work with their Mentor Teacher and College Supervisor in creating their Teacher Work Sample. It is recommended that part-time Student Teachers not begin teaching their Teacher Work Sample until the ninth week of the semester and complete their Teacher Work Sample by the twelfth week of the semester. It is recommended that full-time Student Teachers not begin teaching their Teacher Work Sample until the sixth week of the semester and complete their Teacher Work Sample by the twelfth week of the semester.
Teacher Work Sample Scoring
College Supervisors assess the Teacher Work Sample. A minimum score of ‘3’ is required for each indicator in each tab to meet the standard for the Teacher Work Sample. Student Teachers must revise any indicator receiving a score of less than ‘3’ before the Teacher Work Sample can be uploaded to TaskStream.
Teacher Work Sample Components
* Title page: Linfield student ID number, semester and year, grade level, subject
* Tab 1: Context & Learners
* Tab 2: Standards, Goals & Assessments
* Tab 3: Lesson Plans
* Tab 4: Results & Interpretations
* Tab 5: Interpretive Essays
* Appendices (as needed)
Important Notes
· Tabs 1, 2 & 3 must be written and approved by the College Supervisor prior to the Student Teacher teaching the Teacher Work Sample. Tab 3 must include an outline for all of the Teacher Work Sample lessons, detailed lesson plans for at least the first three lessons, and draft lesson plans for the remaining lessons.
· The Teacher Work Sample pre-assessment should be completed & analyzed at least a week prior to teaching the first lesson.
· If the pre-assessment is given or any lessons are taught prior to College Supervisor approval, the Student Teacher will start over with the Teacher Work Sample.
· Continually save your Teacher Work Sample in multiple places (hard drive, flash drive, catfiles) throughout the semester.
Teacher Work Sample Professional Writing Requirements
The Teacher Work Sample must be typed (1 inch margins, 12 font, 1.5 spacing), error-free with no learner, teacher, school, district or city names included. Each tab must begin on a new page. Use continuous text with headings within each tab. The entire Teacher Work Sample should be one Word document to be emailed to the Education Department by the College Supervisor. Because of space, no photos, diagrams, or PDFs should be included, unless it is the pre or post-assessment. In this case, the scanned items should be sent as a separate document.
Labeling of Teacher Work Sample:
► gradelevel_contentarea_semesteryear_studentid# (Ex: 2_science_spring13_108954.doc)
Labeling of Separate document (if needed):
► gradelevel_contentarea_semesteryear_studentid#_appendix (Ex: 2_science_spring13_108954_appendix.doc)
Professional WritingExceeds Expectations / Meets Expectations / Does Not Meet Expectations
5
Exemplary / 4
Strong / 3
Proficient / 2
Concerns / 1
Unacceptable / 0
No Evidence
Exceptionally written. Strong organization. Effective word choice and smooth sentence fluency. Free of conventional errors (grammar, spelling, punctuation). All criteria met (typed, margins, font, spacing, tabs, headings, confidentiality). / Adequately written. Clear organization. Accurate word choice and acceptable sentence fluency. Minor conventional errors (grammar, spelling, punctuation). Most criteria met (typed, margins, font, spacing, tabs, headings, confidentiality). / Poorly written. Lacks clear organization. Inaccurate or unprofessional word choice and lack of sentence fluency. Significant conventional errors (grammar, spelling, punctuation). Criteria not met (typed, margins, font, spacing, tabs, headings, confidentiality).
Tab 1: Context and Learners (InTASC 1, 2, 3, 9, 10)
1. Description of Community, School & Class
a. Bulleted or narrative description of the school’s community
* Type of community (rural, suburban, urban)
* Population
* Economy (average family income compared to state and national averages; types of jobs; percentage of unemployment)
* School district description (number of schools, learners, district mission statement)
b. Bulleted or narrative description of the school
* Type of school (rural, urban, suburban)
* General information (grade levels, number of learners, number of teachers, number of administrators, number of specialists, number of classified, learner/teacher ratio, number of learners being served by English language development program)
* Stated school mission
* Relevant school report card data (http://www.ode.state.or.us/data/reportcard/reports.aspx)
* Available resources and their conditions (playground, computer lab, library, building in general).
c. Description of the class
* Grade level and/or content area (middle and high school)
* Describe the learner population (number of learners, gender, learners receiving special services)
* Brief description of the physical classroom environment and what learners do in each of the various parts of the room. Describe accessible resources (technology, supplies, library, etc.)?
* Describe the support services (When are learners pulled out for special services? What services do they receive? When does someone come in the classroom to support learners? How does the teacher support what learners are learning when they are pulled out? How do learners make-up work when gone? If your class receives multiple layers of support services, it may be helpful to create a weekly calendar with the times for pull-out, push-in for ELD, Counseling, Special Education, Speech & Language, Title 1, TAG, flooding, etc.)
* Describe your Mentor Teacher’s philosophy of education.
2. Description of Individual Learners
a. Learner Summary Table
* The Learner Summary Table’s column headings will depend on authorization level and content area of the Teacher Work Sample (possible headings may include: reading level, English Language Proficiency Assessment, OAKS scores, DRA, etc). Title the table “Learner Summary Table.” Create a key that defines each of your column-heading terms that are acronyms and defines what scores mean (define what a ‘3’ means on ELPA or ‘237’ on the OAKS Reading).
Learner Summary Table
Gender / IEP / 504 / TAG / ELPA / OAKS Reading / DRA LevelS1 / M / - / Yes, ADHD / Math / Exited / 218 / 44
S2 / F / Math / Wheelchair / - / 1, Beginning / 210 / 28
Key
IEP: Individualized Education Plan
TAG: Talented and Gifted
ELPA: English Language Proficiency Assessment (1=Beginning; 2=Early Intermediate; 3=Intermediate, 4=Early Advanced, 5=Advanced)
Reading OAKS: Oregon Assessment of Knowledge and Skills (Grade 4: Meet=216, Exceed=226)
DRA: Developmental Reading Assessment (Grade 2=28, Grade=38, Grade 4=40)
b. Individual descriptions of each learner
* General Information (age, gender)
* Interests, relevant to the Teacher Work Sample
* Observed traits in the classroom, including social, emotional and behavior development (use terms such as: seems to, appears to, at times, often or rarely), relevant to the Teacher Work Sample
* Describe the learner’s relevant cognitive (TAG, IEP, 504), linguistic (ELL), and physical strengths and areas for growth and how they will be addressed in the Teacher Work Sample
*
3. Instructional Implications
* Describe how the setting (community, school, class, individual learners) informs planning and teaching of your Teacher Work Sample. What does the data you collected mean for your teaching? Use present tense and be specific.
Tab 1: Context & LearnersIndicators / Exceeds Expectations / Meets Expectations / Does Not Meet Expectations
5
Exemplary / 4
Strong / 3
Proficient / 2
Concerns / 1
Unacceptable / 0
No Evidence
Description of Community, School & Class / Context analysis displays a comprehensive understanding of the characteristics of the community, school and class that may affect learning. / Context analysis displays an understanding of the characteristics of the community, school and class that may affect learning. / Context analysis displays minimal, irrelevant, or biased knowledge of the characteristics of the community, school and class that may affect learning.
Description of Individual Learners / Context analysis displays a comprehensive understanding of student differences that may affect learning-cognitive and physical development; interests; social, emotional, behavioral development; linguistic; cultural. / Context analysis displays an understanding of student differences that may affect learning-cognitive and physical development; interests; social, emotional, behavioral development; linguistic; cultural. / Context analysis displays minimal, stereotypical or irrelevant knowledge of student differences that may affect learning-cognitive and physical development; interests; social, emotional, behavioral development; linguistic; cultural.
Instructional implications / Context analysis provides specific implications for instruction based on student individual differences and community, school and classroom characteristics / Context analysis provides general implications for instruction based on student individual differences and community, school and classroom characteristics / Context analysis does not provide implications for instruction based on student individual differences and community, school, and classroom characteristics and/or provides inappropriate implications.
Tab 2: Standards, Goals & Assessments (InTASC 4, 6, 7, 10)
1. Standards, Big Idea & Essential Question
* List the state, professional or common core standards addressed in the Teacher Work Sample.
* List the big idea and essential question for the Teacher Work Sample.
* Describe the rationale for the selection of the big idea and essential question based on learner needs and standards.
2. Unit Goals
* List the unit goals (approximately one to three unit goals) and facets of understanding (explain, interpret, apply, perspective, empathize, self-knowledge) for each unit goal. Unit goals need to address varied facets of understanding. It is not necessary to address each of the facets of understanding.
3. Pre/Post Assessment
* Include a copy of the pre-assessment and post-assessment with the scoring guide and/or answer key. The number of assessment items depends on your authorization level, content area and unit goals. Be sure the pre-assessment is given at least one to two weeks prior to teaching the Teacher Work Sample to ensure there is time to analyze the results and write lesson plans that will meet the needs of your learners. The pre-assessment and post-assessment cannot count as Teacher Work Sample lessons.
* Describe the pre-assessment and post-assessment procedures and rationale and how the assessment effectively corresponds to the unit goals and big idea.
* Create a Unit Goals and Pre/Post Assessment Items Table that indicates which unit goals are addressed for each of the pre/post-assessment items. Include a key listing the unit goals.
Unit Goals and Pre/Post-Assessment Items Table
Unit Goals / Pre/Post-Assessment Items1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9
1
2
3
Key
Unit Goal 1:
Unit Goal 2:
Unit Goal 3:
4. Pre-Assessment Analysis & Planned Differentiation
* Describe the learners’ preparedness for the Teacher Work Sample based upon the pre-assessment data. Identify the areas of potential misunderstanding in your unit.
* Describe the planned differentiation to ensure all learners are successful.
Tab 2: Goals, Standards & AssessmentsIndicators / Exceeds Expectations / Meets Expectations / Does Not Meet Expectations
5
Exemplary / 4
Strong / 3
Proficient / 2
Concerns / 1
Unacceptable / 0 - No Evidence
Standards, Big Idea & Essential Question / Rationale for Big Idea & Essential Questions effectively addresses standards and based on learner needs. / Rationale for Big Idea & Essential Questions addresses standards and based on learner needs. / Rationale for Big Idea & Essential Questions is unclear, unpersuasive and/or incomplete.
Unit Goals / Unit goals are clearly stated as learning outcomes that define what students are expected to know and be able to do at the end of the unit that align to standards addressing a variety of facets of understanding. / Unit goals are stated as learning outcomes that define what students are expected to know and be able to do at the end of the unit that align to standards addressing a variety of facets of understanding. / Unit goals are not stated as learning outcomes and/or do not align to standards and/or do not address a variety of facets of understanding.
Pre/Post- Assessments / Pre/Post-assessment plan is clearly stated. Pre/post-assessments fit the content, are well thought out, represent cognitive complexity and are clearly linked to unit goals and big idea. Performance criteria (scoring guide) are clear. / Pre/Post-assessment plan is described adequately. Pre/post-assessments fit the content, are thought out, represent some cognitive complexity and are linked to unit goals and big idea. Performance criteria (scoring guide) are clear. / Pre/Post-assessment plan is unclear. Pre/post-assessments do not align with the content, are not well thought out, represent cognitive complexity and/or not are clearly linked to unit goals and big idea. Performance criteria (scoring guide) are unclear.
Pre-Assessment Analysis & Planned Differentiation / Pre-assessment analysis clearly describes the level of the learners before the unit using pre-assessment data. Areas of potential misunderstanding are clearly identified. Clear description of planned differentiation to ensure all learners are successful, based upon pre-assessment data. / Pre-assessment analysis describes the level of the learners before the unit using pre-assessment data. Areas of potential misunderstanding are adequately stated. Brief description of planned differentiation to ensure all learners are successful, based upon pre-assessment data. / Pre-assessment analysis does not describe the level of the learners before the unit using pre-assessment data. Areas of potential misunderstanding are not identified. Incomplete description of planned differentiation to ensure all learners are successful, based upon pre-assessment data.
Tab 3: Lesson Plans (InTASC 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
1. Lesson plan table
* Complete the Lesson Plan Table for each lesson in the Teacher Work Sample. Include: lesson number, unit goals taught by number, facet(s) of understanding of each instructional objective, standards addressed, teaching/learning strategy, type of daily formative assessment, and connection to literacy. Include a key stating the unit goals.
Lesson Plan Table
Lesson # / Unit Goal(s)Taught
(by #) / Facet of Understanding for each Instructional Objective / Standards Addressed
(ex. EL.05.LI.09) / Teaching/Learning Strategy
(small group instruction, writer’s workshop, literature circle, etc.) / Type of Daily, Formative Assessment
(observational notes, checklist, rubric, conference, assignment, performance task, etc.) / Connection to Literacy
(KWL, Cornell notes, etc.)
Key
Unit Goal 1:
Unit Goal 2:
Unit Goal 3:
2. Lesson plans are designed to teach the unit goals of the Teacher Work Sample. Each lesson plan should be complete, thoughtful and contain all of the following elements of the Linfield College Lesson Plan Template.