Teacher Work Sample Linkages to Oregon State Standards

1. Candidates plan instruction that supports student progress in learning and is appropriate for the developmental level and demonstrate they are able to:

–a. Select or write learning goals for units of instruction that are consistent with the school's long-term curriculum goals, State content standards and district standards, research findings on how students learn, and the physical and mental maturity of one's students;

–b. Determine the current performance level of one's students with respect to the learning goals established for a unit of instruction;

–c. Establish objectives within the unit of instruction that will be useful in formulating daily lessons and in evaluating the progress of students toward the attainment of unit goals;

–d. Determine content, skills, and processes that will assist students in accomplishing desired unit outcomes, and design learning activities that lead to their mastery;

–e. Select and organize materials, equipment and technologies needed to teach a unit of instruction;

–f. Adapt unit and lesson plans for exceptional learners, and for students with varying cultural, social, and linguistic backgrounds; and

–g. Estimate the time required within a unit for teacher-directed instruction, student-managed learning and practice, student evaluation/reporting and reteaching/problem solving.

4. Candidates evaluate, act upon, and report student progress in learning and demonstrate they are able to:

–a. Select and/or develop tests, performance measures, observation schedules, student interviews, or other formal or informal assessment procedures that are valid and reliable to determine the progress of all students including those from diverse cultural or ethnic backgrounds;

TWS Linkage to State Standards

–b. Document student progress in accomplishing State content standards and district standards, prepare data summaries that show this progress to others, and inform students, supervisors, and parents about progress in learning;

–c. Refine plans for instruction, establish alternative goals or environments, or make referrals when appropriate;

–d. Collaborate with parents, colleagues, and members of the community to provide internal and external assistance to students and their families if needed to promote student learning; and

–e. Assemble, reflect upon, interpret, and communicate evidence of one's own effectiveness as a teacher including evidence of success in fostering student progress in learning and use evidence of effectiveness in planning further intervention.

OAR 584-017-0100


WOU TWSM Rubric forSetting Contextual Factors Affecting Teaching and Learning (Met = 11-12)
Principles of Design for Teacher Preparation Programs that Wish to Incorporate with Integrity the Core Elements of Teacher Work Sampling

Principle 1 An instructional program needs to be aligned with and supportive of what candidates are asked to do, including the documentation and reporting that is required in completing a work sample.

Principle 2 School contexts that model and are supportive of what candidates are asked to do need to be available for practicum and student teaching placements.

Principle 3 A supervision, evaluation, and feedback system needs to be in place that provides guided practice in applying and carrying out the tasks teacher work sampling demands of candidates.

Principle 4 Judgments about a candidate’s effectiveness as a teacher need to take into account the gains in learning made by every student taught.

Principle 5 Documentation of a candidate’s effectiveness as a teacher needs to be accompanied by observations of practice and descriptions of context, as well as evidence of learning gains by students.

Principle 6 Multiple lines of evidence need to be considered in reaching a recommendation for licensure, only some of which come through teacher work sampling.

Principle 7 Multiple reviewers of evidence need to be involved in preparing a recommendation for a license to teach, only some of whom represent a teacher education faculty.

Principle 8 Evidence needs to be assembled and reported by a teacher education faculty on the confidence that can be placed in all lines of evidence collected through teacher work sampling that inform a licensing decision (the reliability and validity of information used).

Principle 9 A conceptual map is needed to help inform and give meaning to candidates regarding the way in which the previous 8 principles inform the TWSM.

Del Schalock (2006)

When scoring is too holistic…


Explanation of WOU Scoring for Term 3 Teacher Work Sample

I. Met/Not Met Scores: Passing total score for Term is between 95 and 111.

TWS Component / Exceeds / Met / Partially Met / Not Met
Setting / 11-12 / 9-10 / Below 9
Goals and Objectives / 15-18 / 12-14 / Below 12
Unit plan Rationale / 18-21 / 14-17 / Below 14
Lesson Plans / 16-18 / 13-15 / Below 13
Assessment Plan and Instruments / 9-12 / 7-8 / Below 7
Assessment Analysis / 11-12 or **13-15 / 8-10 / Below 8 or **10
Proficiency Analysis & Reflection / 8-9 / 6-7 / Below 6
Overall Reflection / 7-9 / 5-6 / Below 5
Total Possible 111 pts / 106-111
**109-114 / 95-105
**97-108 / 76-94 / Below 76

Note: Exceeds refers to final point total only.

II. Met/Not met Criteria: Throughout the scoring guides there are some criteria that are simply designated as met/not met. These must all be met to receive a passing score.

III. A passing score cannot include a score of 1 or 0 for any work sample criteria.

IV. One partially met is allowed.

IV. Evidence of successful Literacy integration is a requirement to pass.


Example: Literacy Specific Rubric for Teacher Work Sample

(based on work by Dauer, Rice, Schepige, and others)

Available from AACTEAvailable from AACTE

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April 3-6, 2008Rosselli, H. (AACTE/NCATE)