A Guide for Compiling a
Teacher Work Sample
Portfolio
Performance Requirements
Teaching Processes
Standards and Indicators
Scoring Rubrics
College of Education
Kean University
AY 2009
Teacher Work Sample
NCATE accredited since 1954 adopted by College of Education 12/06
Teacher Work Sample (TWS) Committee
Dr. J. Amorino / Dr. M. KnightProf. M. Bocchino / Dr. B. Lee
Dr. L. Cahir / Dr. L. Lorentzen
Prof. A. Caruso / Dr. M. Mobley
Dr. G. DelRisco / Dr. F. Osborne
Prof. R. Evans / Dr. J. Oussaty
Dr. J. Hoffman / Dr. V. Rodriguez
Dr. L. Schraer-Joiner / Dr. D. Schuman
Dr. D. Joiner
September 2008 Edition
NCATE OFFICE / TEACHING PERFORMANCE CENTERKean University / Kean University
College of Education / College of Education
Willis Hall, Room 104 / Willis Hall, Room 110
Union, NJ 07083 / Union, NJ 07083
Phone: (908) 737-4266 / Phone: (908) 737-4185
Fax: (908) 737-4265 / Fax: (908) 737-4115
Email: / Email:
Dr. Susan Polirstok, Dean
Dr. Vivian Rodriguez, Associate Dean
College of Education
O:\KEANDOCS\Teacher Work Sample\A Guide for Compiling a Portfolio Rev.doc
Table of Contents
I. The SPECTRUM Model: Kean University’ Conceptual
Framework for Teacher Education 1
II. College of Education Mission Statement 3
III. College of Education Learning Outcomes/Institutional Standards 4
IV. Teacher Work Sample Portfolio Preparation
A. What is a Teacher Work Sample Portfolio? 7
B. Instructions for Compiling a Teacher Work Sample Portfolio 7
C. Description of the Teacher Work Sample Portfolio Process 8
D. Candidate Responsibilities for Implementation of the TWS 9
E. Evaluating the Teacher Work Sample Portfolio 11
V. Teacher work Sample
Overview of Teacher Work Sample Portfolio 14
Teaching Processes Assessed by the Teacher Work Sample 16
Contextual Factors 17
Learning Goals 18
Assessment Plan 19
Example of Assessment Plan Table 20
Design for Instruction 21
Instructional Decision-Making 22
Analysis of Student Learning 23
Reflection and Self-Evaluation 25
Processes of Teacher Work Sample Portfolio Assessment Form 26
Teacher Work Sample Portfolio Assessment form 27
Integration of Teacher Work Sample Processes & COE Learning Goals 28
Appendix – Rubrics
A. Introduction to Portfolio Rubric 14
B. Philosophy Statement Rubric 15
C. Writing Mechanics and Organization Rubric 16
D. Contextual Factors Rubric 23
E. Learning Goals Rubric 25
F. Assessment Plan Rubric 28
G. Design for Instruction Rubric 30
H. Instructional Decision-Making Rubric 32
I. Analysis of Student Learning Rubric 34
J. Reflection and Self-Evaluation Rubric 37
Resources 38
I. The Spectrum Model
Kean University’s Conceptual Framework for Teacher Education
Kean University’s College of Education prepares its graduates to be informed, dynamic professionals in diverse settings. Toward that end, a basic curriculum model called the SPECTRUM has been adopted to provide teacher education students with the knowledge, skills and dispositions (values) to become informed, dynamic professionals.
Webster defines a spectrum as an array of components, separated and arranged in order of some varying characteristics.[1] Kean University models its SPECTRUM as a series of circles. The center or locus of the circle is the informed, dynamic professional whose development is created by the intersection of three smaller inner circles representing knowledge, skills, and dispositions (values). Each of the small circles is interconnected, giving and receiving input from the classroom, school, community, state, nation and world. Surrounding the inner core is a larger circle that establishes boundaries of professional studies, field experience, academic specialties and general education. The turning of the circles emphasizes that development of an informed, dynamic professional is interconnected, interdependent and interrelated. The colors of the SPECTRUM blend together as do the content, process and context of the College of Education. Each course and field experience contribute to the sum of an educator who is well grounded in basic skills and in content knowledge, is competent in the practices of instruction as measured by the learning success of students, and is a reflective member of the larger community of learners.
I. The Spectrum Model (continued)
Kean University’s Conceptual Framework for Teacher Education
Knowing subject matter, instructional strategies, learning theory,
and the community where you teach;
based on mastery of content, theory and critical thinking.
Facilitating and assessing P-12 student learning,
managing the classroom;
based on knowledge, practice and experience.
Making a commitment to the profession, having enthusiasm for teaching;
caring, fairness, honesty, responsibility and social justice;
based on beliefs about the world.
II. College Of Education Mission Statement
The mission of the College of Education, based on our conceptual framework, is to prepare informed, dynamic professionals for diverse settings who:
1. demonstrate a broad background in humanities, mathematics, and the sciences, have an in-depth understanding of one academic discipline, and apply this knowledge and understanding in their professional settings;
2. think creatively and critically in solving educational problems and make sound decisions based on their knowledge of theory;
3. design and integrate a variety of instructional strategies and technologies matched to appropriate diverse learning styles;
4. accurately assess, analyze, and monitor student learning; make appropriate adjustments to instruction, and have a positive effect on all students;
5. recognize, respect and respond appropriately to individual and cultural differences;
6. establish professional and collaborative relationships among all educational stakeholders;
7. commit to be life-long learners and advocates of quality schooling for all.
Adopted, College of Education, October 4, 2000
III. College Of Education Learning Outcomes
The College of Education has defined a set of learning outcomes that candidates must meet reflecting the SPECTRUM conceptual framework of Knowledge, Skills and Dispositions (Values). Every individual program within the College also has developed a set of specific learning outcomes reflecting knowledge, skills, and dispositions of particular disciplines. In order to graduate and/or be certified, candidates must show evidence that they have achieved both college and program outcomes. The portfolio is one way in which students demonstrate their achievements. The College of Education learning outcomes that appear below are aligned with the New Jersey Professional Teaching Standards.
Knowledge
(A) Subject Matter
The beginning teacher has a thorough understanding and knowledge of subject matter and national, professional, and New Jersey Core Curriculum Content Standards, and uses such knowledge to create effective learning experiences for students.
(B) Student Learning
The beginning teacher has knowledge of how students learn and develop and creates opportunities for each student’s academic development.
(C) Diversity of Learners
The beginning teacher understands differences in how students learn and knows how to provide instruction to accommodate such diversity.
(D) Classroom Management
The beginning teacher understands classroom management theories.
(E) Assessment
The beginning teacher knows how to assess, evaluate, analyze, and monitor student learning.
Skills
(A) Planning Instruction
The beginning teacher plans instruction based on knowledge of subject matter, of national, professional, and New Jersey Core Curriculum Content Standards, of students, and of curriculum goals and models.
(B) Instructional Strategies/Technologies
The beginning teacher uses a variety of instructional strategies and technologies that encourage each student to develop critical thinking and problem-solving skills.
(C) Learning Environment
The beginning teacher creates a learning environment that encourages active, engaged learning, positive interaction, and self-motivation for all students.
(D) Communication and Technology
The beginning teacher effectively communicates in the classroom by using a variety of communication skills including verbal and nonverbal techniques, technology, and media.
(E) Assessment
The beginning teacher effectively uses formal and informal assessment strategies to evaluate student progress and makes appropriate adjustments to instruction based on his/her assessment.
(F) Student Support
The beginning teacher works with parents/family members, school colleagues, and community members to support student learning and development.
(G) Reflection and Professional Development
The beginning teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks opportunities to grow professionally.
Dispositions/Values
(A) Diversity/Individual Differences
The beginning teacher appreciates individual, cultural, and linguistic differences, shows respect for the diverse talents of all learners, and is committed to helping develop self-confidence and competence.
(B) High Expectations
The beginning teacher believes that all students can learn at high levels and persists in helping all students achieve success.
(C) Community/Culture
The beginning teacher works productively within community and cultural norms.
(D) Positive Climate
The beginning teacher takes responsibility for establishing a positive climate in the classroom and participates in maintaining such a climate in the school as a whole.
(E) Positive Role Model
The beginning teacher recognizes her/his responsibility to serve as a positive role model.
(F) Life-long Learner
The beginning teacher is a life-long learner who seeks out opportunities for continued growth.
Approved, College of Education, October 2001
IV. A Guide to Compiling a Teacher Work Sample Portfolio
A. What is a Teacher Work Sample Portfolio?
A Teacher Work Sample Portfolio documents the candidates’ achievements over the course of a teacher preparation program at Kean University at the core of which is the impact the candidate has on P-12 student learning. It includes the Teacher Work Sample (TWS) files that demonstrate evidence of P-12 student learning. The TWS must show satisfactory achievement of the learning outcomes of the College of Education and the candidates’ program of study, as well as evidence of P-12 student learning. The format of the Teacher Work Sample Portfolio may be traditional print and/or electronic multimedia file.
During the Introductory and Preprofessional Field Experiences each candidate will be responsible for completing certain processes of the Teacher Work Sample Portfolio. Interns will complete an entire Teacher Work Sample Portfolio during the Professional Internship.
B. Instructions for Compiling Teacher Work Sample Portfolio
The candidates’ Teacher Work Sample Portfolio must provide evidence of achievement of learning outcomes of both the College of Education (COE) and the candidates’ academic program, as well as his/her impact on P-12 student learning. Individual programs may have additional learning outcome requirements listed in their program guidelines. The candidates’ Teacher Work Sample Portfolio should be developed in consultation with program faculty, supervisor or clinical instructor. The TWS Portfolio is scored using rubrics based on COE and program specific standards.
Every Teacher Work Sample Portfolio is to include the following components:
· A statement of ownership. Complete a cover page that includes (a) name, (b) date submitted, (c) grade level taught, (d) subject taught, (e) university, (f) course number and title, (g) names of university supervisor/clinical instructor and cooperating teacher, and (h) name of school district.
· A Table of Contents that lists the sections and attachments contained within the Teacher Work Sample Portfolio with page numbers.
· A one-page Introduction to the Teacher Work Sample portfolio.
· A Philosophy Statement that addresses the candidate’s view of the essence of education based on documentation and experience and supported by research. The focus should be the P-12 student and how the classroom can help develop the P-12 student into an effective citizen based on what has been learned at Kean University. The statement should be built around the SPECTRUM model of the College of Education based on knowledge, skills and dispositions/values. The statement should be kept to a readable length of no more that two to three double-spaced pages. The student should be prepared to discuss this statement in detail with an instructor.
· Charts, graphs and attachments. Charts, graphs and assessment instruments are required as part of the portfolio/TWS document. Other attachments, such as student work, may be provided. However, be very selective and make sure the attachments provide clear, concise evidence of how performance is related to TWS standards and the students’ learning progress.
· Narrative length. A suggested page length for the narrative is given at the end of each component section. There is some flexibility of length across components, but the total length of the written narrative (excluding charts, graphs, attachments and references) should not exceed twenty (20) word-processed pages, double-spaced in 12-point font, with 1-inch margins.
· References and Credits (not included in total page length). If another person’s ideas or material are referred to in the narrative, cite them in a separate section at the end of the narrative under References and Credits. Any standard form for references may be used; however, the American Psychological Association (APA) style is a recommended format (explained in the manual entitled “Publication Manual of the American Psychological Association”).
· Anonymity. In order to insure the anonymity of students in the class, do not include any student names or identification in any part of the TWS.
· All sections of the Teacher Work Sample Portfolio should be placed in a binder and organized by clearly labeled subsections.
· Each Teacher Work Sample will be evaluated on its organization and format, use of standard written English, punctuation, capitalization, etc. and syntax or word choice.
C. Description of the Teacher Work Sample Portfolio Process
The Assignment
The Teacher Work Sample contains seven teaching processes identified by research and best practices as fundamental to improving P-12 student learning. Each Teaching Process includes a Teacher Work Sample Standard, the Task, Requirements, and a Rubric that defines levels of performance on the standard. The Standards and Rubrics will be used to evaluate each Teacher Work Sample. Each teacher preparation program within the College of Education has aligned the rubrics with both the COE Learning Outcomes and their program-specific standards. The Requirements help to document the extent to which each of the standards have been met. The rubrics for each process can be found in Appendix A.
Each intern is required to teach a comprehensive unit. Before teaching the unit, contextual factors will be described and learning goals identified based on New Jersey or district content standards. An assessment plan will be created to measure student performance before (pre-assessment), during (formative assessment) and after (post-assessment), and a plan for instruction developed. After teaching the unit, student learning will be analyzed and then instruction will be reflected upon and evaluated as related to student learning.