Secondary and k-12 Professional Teacher Education Programs



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Work Sample Guide Page 1

Secondary and K-12 Professional Teacher Education Programs

Work Sample Guide





Table of Contents

Introduction: ........................................................................................................................................................... 2

Section I: Planning Process ...................................................................................................................................... 3

Section II: Description of the Setting........................................................................................................................ 3

Section III: Colorado Model Content Standards, Unit Goals, & Lesson Objectives .................................................... 3

Section IV: Lesson Plans with supporting materials ................................................................................................. 3

Section V: Pre and Post Assessment ........................................................................................................................ 3

Section VI: Analysis of Pre and Post Assessment ..................................................................................................... 4

Checklist for Writing the Pre Assessment Analysis .................................................................................................. 4

Checklist for Writing the Post Assessment Analysis ................................................................................................ 5

Section VII: Reflective Essay ................................................................................................................................... 5

Section VIII: References .......................................................................................................................................... 5

Work Sample Rubric................................................................................................................................................ 6 Performance-Based Standards for Colorado Teachers – PBSCT………………………………………………………………………...……7

Introduction

The purpose of the work sample is to provide evidence of each teacher candidate’s ability to design and implement effective instruction and assessment that results in students’ academic achievement. In other words, teacher candidates need to be able to demonstrate that as a result of planned instruction and assessment, students’ content knowledge has improved.



Cover Page

Placement information:

o Semester

o Setting: School, districts, type of setting

o Name of cooperating teacher

o Name of UNC Supervisor (if you are placed out of state, please enter contact information for your on-site local supervisor)


Section I: Planning Process

In this section, include

A topic map of the content of the work sample

A unit outline

A brief written description of the content and the learning outcomes
Section II: Description of the Setting

The information included in this section is a description of the community, the school, and the classroom where the work sample will be implemented.

Include information regarding the general socioeconomic level of the community and any other pertinent information about the community that is reflected in the school setting.

Describe the school site.

o grade levels

o number of students

o general school schedule

o any additional information that provides a clear description of the school site

Include a detailed description of the student population and classroom setting where the work sample will be implemented.

Work Sample Guide Page 3

o total number of students, males, and females

o the cultural/ethnic make-up of the students, males, and females

o number of students categorized as special needs and their disabilities, males, and females

o number of students categorized as gifted or talented, males, and females

o number of students categorized as English Language Learners (ELL) or English as a Second Language learners (ESL), males, and females

o a physical description of the classroom setting

o any additional information that provides a clear description of the classroom setting
Section III: Colorado Model Content Standards, Goals, & Objectives

Identify the goals, the most current Colorado Model Content Standards, and the objectives that are addressed by the work sample. All of the goals, standards, and objectives must be aligned with each other. Please see Page 7.



Section IV: Lesson Plans with supporting materials

Include all (a minimum of 5 well developed lesson plans) for a 5-8 lesson unit

Highlight/make obvious your attempts to help diverse students achieve the goals and objectives

o varied instructional strategies

o varied learning styles

o varied abilities

Following each lesson plan, include the supporting materials (i.e. images, worksheets, an example of the required materials that will be used, notes that you use to teacher the lesson, etc.
Section V: Pre and Post Assessment

Include both the pre and post assessment. Assessment items need to reflect the content of the material of the work sample. Pre and Post assessments are not necessarily the same, rather they need to ascertain the mastery of the content and the student’s level of proficiency toward the standard(s), goal, and lesson objectives prior to and after the completion of instruction.



Section VI: Analysis of Pre and Post Assessment

The pre-assessment analysis serves as a baseline of current student performance in relation to the content of the work sample.

Describe and analyze (in descriptive writing) the data from the pre-assessment.

o Describe and analyze on a student-by-student basis: description may be clustered with five-seven students described in-depth.

o Use the Work Sample worksheet, found at www.unco.edu/teach/secST.html to present the results.

Identify any adjustments to instructional strategies, content, etc. you plan to make as a result of the pre-assessment analysis.


Checklist for Writing the Pre Assessment Analysis

1. Describe each student’s readiness to learn from the unit’s stated objectives.


The description must include:

a. A quantitative measurement recorded on the work study worksheet at www.unco.edu/teach/secST.html.

b. Clusters of five to seven students described in depth.

2. Identify any adjustments that may need to be made to strategies, content, etc.

Work Sample Guide Page 4

The post assessment analysis serves as evidence of your effectiveness in implementing instruction that results in student academic achievement in relation to the content of the work sample in achievement of the most current model content standards.

Describe and analyze (in descriptive writing) the data from the post-assessment.

3. Explain student learning gains from stated objectives.

a. Describe and analyze on a student to student basis

b. Identify observable learning gains.

c. Include the recorded post assessment scores and an analysis of percentage gain.

d. May describe students clustered with five to seven described in-depth.

e. Optional: Create a graph or table to represent the post-assessment results
4. Identify any adjustments to instructional strategies, content, etc. you would make (in hindsight) as a result of the post assessment analysis that could be integrated into the unit for future use.

5. Describe how students’ achievement is linked to the instructional strategies that were employed in this work sample.


Checklist for Writing the Post Assessment Analysis

1. Describe and analyze the students’ achievement gains or losses

2. May include a graph or table that represents post assessment results

3. Prepare a graph or table that represents post assessment results in comparison to pre assessment results

4. If applicable, describe and analyze selected groups within the class population

5. Identify any adjustments that may need to be made to strategies, content, etc. based on the results of the post assessment


Section VII: Reflective Essay

Write a reflective essay that includes what you, the teacher candidate have learned about teaching and learning, instructional planning and assessment, and your own professional effectiveness and development.



Section VIII: References

Include a complete list of the texts, workbooks, periodicals, websites, etc. that were utilized in the preparation of the work sample.



Work Sample Rubric


Developing 2.0 Proficient 3.0

Advanced 4.0

Ability to plan instruction

Context

Social, political, and cultural context is noted, but not used to plan instruction

Social, political, and cultural context is used to plan instruction

Social, political, and cultural context effectively informs instruction planning

Student needs

Content and instructional strategies are not likely to meet the basic needs of diverse students.

Content and instructional strategies meet the basic needs of diverse students.

Content and instructional strategies are properly varied to meet the needs of diverse students, including ability, language learner status, gender, race, and class.

Logic

Unit goals, model content standards, lesson objectives, and assessments are not aligned.

Unit goals, model content standards, lesson objectives, and assessments are aligned.

Unit goals, model content standards, topic map, lesson objectives, and assessments are explicitly aligned to enhance instruction.

Content knowledge

Content knowledge is selected with errors

Content knowledge, enrichment activities & ancillary materials are selected and organized appropriately for age, learning needs, and objectives

Content knowledge, enrichment activities & ancillary materials are selected and organized appropriately for age, learning needs, and objectives

Content integration

Just the primary content knowledge is considered, or ineffective integration

Content literacy, math, and other subject matter are effectively integrated with primary content knowledge

Content literacy, math, and other subject matter are effectively integrated with primary content knowledge

Presentation

Sources are referenced with errors. Unit and lesson plans may be disorganized and the reflective essay is not well written.

Sources are referenced. Unit and lesson plans are organized and the reflective essay is well written.

Sources are properly researched and referenced. Unit and lesson plans are clearly organized and the reflective essay is exceptionally well written.

Ability to assess and improve instruction

Assessment instruments

Assessments are unreliable, and used as summative only; no evidence of on-going progress monitoring.

Assessments are reliable; evidence of formative use and on-going monitoring.

Assessments are valid, reliable, and objective; formative use and on-going monitoring are intentional and effective.

Data presentation

Data is not clearly presented and explained.

Data is well presented and explained with a narrative.

Data presented clearly and concisely with tables and charts; narrative helps understand the data.

Data analysis

Assessment seems to be independent of instruction. Achievement differences amongst groups are not analyzed or misunderstood.

Assessment helps inform instruction. Adequate analysis of achievement differences amongst groups.

Specific instructional decisions can be traced to assessment data. Advanced analysis of achievement differences amongst groups.

Student growth

Student growth is unlikely; achievement gaps among the groups are mis-understood.

Student growth is likely; achievement gaps among the groups are noted and understood.

Significant student growth is demonstrated in all groups; no large gaps among the groups.

Performance-Based Standards for Colorado Teachers – PBSCT

Standard One: Knowledge of Literacy: The teacher shall be knowledgeable about student literacy development in reading, writing, speaking, viewing, and listening by demonstrating the ability to:

1.1 Plan and organize reading instruction based on ongoing assessment.

1.2 Develop phonological and linguistic skills related to reading including:



  • Phonemic awareness.

  • Concepts about print.

  • Systematic, explicit phonics.

  • Other word identification strategies.

  • Spelling instruction.

1.3 Develop reading comprehension and promotion of independent reading:

  • Comprehension strategies for a variety of genre.

  • Literary response and analysis.

  • Content area literacy.

  • Student independent reading.

1.4 Support reading through oral and written language development including:

  • Development of oral English proficiency in students.

  • Development of sound writing practices in students including language usage, punctuation, capitalization, sentence structure, and spelling.

  • The relationships among reading, writing, and oral language.

  • Vocabulary development.

  • The structure of Standard English.

    1. Utilize Colorado Model Content Standards in Reading and Writing for the improvement of instruction.

Standard Two: Knowledge of Mathematics: The teacher shall be knowledgeable about mathematics and mathematics instruction by demonstrating the ability to:

2.1 Develop in students an understanding and use of:



  • Number systems and number sense

  • Geometry

  • Measurement

  • Statistics and probability

  • Functions and use of variables

2.2 Utilize Colorado Model Content Standards in Mathematics for the improvement of instruction.

Standard Three: Knowledge of Standards and Assessment: The teacher shall be knowledgeable about strategies, planning practices, assessment techniques, and appropriate accommodations to ensure student learning in a standards-based curriculum by demonstrating the ability to:

3.1 Design short and long-range standards-based instructional plans.

3.2 Develop valid and reliable assessment tools for the classroom.

3.3 Develop and utilize a variety of informal and formal assessments, including rubrics.

3.4 Assess, compare and contrast the effects of various teaching strategies on individual student performance relative to content standards.

3.5 Use assessment data as a basis for standards-based instruction.

3.6 Provide effective verbal and written feedback that shape improvement in student performance on content standards.

3.7 Prepare students for the Colorado Student Assessment Program (CSAP), Third Grade Literacy Assessment, and other assessments of educational achievement.

3.8 Ensure that instruction is consistent with school district priorities and goals, the Colorado Model Content Standards, and the 1999 Colorado Accreditation Program.

Standard Four: Knowledge of Content: The elementary teacher is knowledgeable, in addition to literacy and mathematics in the following content areas: civics, economics, foreign language, geography, history, science, music, visual arts, and physical education by demonstrating the ability to:

4.1 Utilize content knowledge to ensure student learning.

4.2 Enhance content instruction through a thorough understanding of all Colorado model content standards.

4.3 Apply expert content knowledge to enrich and extend student learning.

4.4 Integrate literacy and mathematics into content area instruction.

Standard Five: Knowledge of Classroom and Instructional Management: The teacher is knowledgeable about classroom practice in order to successfully manage time, communications, and record keeping procedures that will support and enhance student learning by demonstrating the ability to:

5.1 Create a learning environment characterized by acceptable student behavior, efficient use of time, and disciplined acquisition of knowledge, skills, and understanding.

5.2 Apply sound disciplinary practices in the classroom.

5.3 Apply appropriate intervention strategies and practices to ensure a successful learning environment.

5.4 Raise the academic performance level of a group of students, over time, to a higher level.

5.5 Understand the cognitive processes associated with various kinds of learning (e.g. critical and creative thinking, problem structuring and problem solving, invention, memorization and recall) and ensure attention to these learning processes so that students can master content standards.

5.6 Work in cooperation with library media and other resource specialists in providing student instruction on how to access, retrieve, analyze, synthesize and evaluate information, and integrate these information literacy skills into the curriculum to accomplish standards-based learning activities.

5.7 Accurately document and report ongoing student achievement.

5.8 Communicate with parents and guardians effectively in order to involve them as participants and partners in student learning.

5.9 Communicate a variety of assessment results, and their implications to students, parents, guardians, professionals, administrators, and the community.

Standard Six: Knowledge of Individualization of Instruction: The teacher is responsive to the needs and experiences children bring to the classroom, including those based on culture, community, ethnicity, economics, linguistics, and innate learning abilities. The teacher is knowledgeable about learning exceptionalities and conditions that affect the rate and extent of student learning, and is able to adapt instruction for all learners by demonstrating the ability to:

6.1 Employ a wide range of teaching techniques to match the intellectual, emotional, and social level of each student, and choose alternative teaching strategies and materials to achieve different curricular purposes.

6.2 Design and/or modify standards-based instruction in response to diagnosed student needs, including the needs of exceptional earners and English language learners.

6.3 Utilize his/her understanding of educational disabilities and giftedness and their effects on student learning in order to individualize instruction for these students.

6.4 Teach students within the scope of a teacher's legal responsibilities and students' educational rights, and follow procedures as specified in state, federal and local statutes.

6.5 Develop and apply individualized education plans.

6.6 Collect data on individual student achievement and be accountable for each child's learning.

6.7 Use specific knowledge of student medical conditions and medications and their possible effects on student learning and behavior.

Standard Seven: Knowledge of Technology: The teacher is skilled in technology and is knowledgeable about using technology to support instruction and enhance student learning by demonstrating the ability to:

7.1 Apply technology to the delivery of standards-based instruction.

7.2 Use technology to increase student achievement.

7.3 Utilize technology to manage and communicate information.

7.4 Apply technology to data-driven assessments of learning.

7.5 Instruct students in basic technology skills.

Standard Eight: Democracy, Educational Governance and Careers in Teaching: The teacher recognizes the school's role in teaching and perpetuating our democratic system. The teacher knows the relationships among the various governmental entities that create laws, rules, regulations, and policies that determine educational practices by demonstrating the ability to:

8.1Model and articulate the democratic ideal to students, including:


  • The school's role in developing productive citizens.

  • The school's role in teaching and perpetuating the principles of a democratic republic

8.2 Develop, on the part of the students, positive behavior and respect for the rights of others, and those moral standards necessary for personal, family and community well-being.

8.3 Understand and respond to influences on educational practice including:



  • Federal and state constitutional provisions.

  • Federal executive, legislative and legal influences.

  • State roles of the governor, legislature and State Board of Education.

  • Local school districts, boards of education and boards of cooperative educational services.

  • Non-traditional and non-public schools, including: charter schools, religious schools and home schooling.

  • Public sector input from business, advocacy groups, and the public.

8.4 Promote teaching as a worthy career and describe various career paths in education, including local, state, national, and international options, higher education, public and private education.

8.5 Evaluate his/her own performance and access the professional development options necessary to improve that performance.

Additional UNC Performance Standards 9 and 10:

Standard Nine - Diversity: The teacher candidate creates an inclusive learning environment for all students by drawing upon representations from students’ experiences, knowledge, and beliefs.

9.1 Recognize and understand how students differ from one another.

9.2 Create a classroom setting that supports diversity by providing appropriate learning opportunities for individuals with diverse backgrounds, experiences, abilities, values, and perspectives.

9.3 Develop and select curriculum and resources which enhance learning to meet the needs of all learners.

Standard Ten - Professionalism: The teacher candidate conducts him/herself in a professional manner.

10.1 Communicate respect, sensitivity, and caring toward students, colleagues, parents, and the community.

10.2 Demonstrates appropriate professional behavior including dress, demeanor, and initiative.

10.3 Understand and apply legal and ethical practices of teaching.

10.4 Demonstrate an understanding of school reform issues.









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