Teaching Processes, TWS Standards, & Indicators

Mississippi Valley State University

Teacher Work Sample

Teaching Process One

Contextual Factors

TWS Standard

The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.

Task

Discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning.

Directions

In your discussion, include:

• Community, district and school factors. Address geographical location, community and school population, socio-economic profile and race/ethnicity. You might also address such things as stability of community, political climate, community support for education, and other environmental factors.
• Classroom factors. Address physical features, availability of technology equipment and resources and the extent of parental involvement. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling and classroom management.
• Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/development levels, culture, language, interests, learning styles/modalities or students’ skill levels. In your narrative, make sure you address students’ skills and prior learning that may influence the development of your learning goals, instruction and assessment.
• Instructional implications. Address how contextual characteristics of the community, classroom and students have implications for instructional planning assessment. Include specific instructional implications for at least two characteristics and any other factors that will influence how you plan and implement your unit.

Suggested page Length: 1-2

Contextual Factors Rubric

TWS Standard

The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning.

RatingIndicator	1Indicator Not Met	2Indicator PartiallyMet	3Indicator Met	Score
Knowledge ofCommunity,School andClassroomFactors	Teacher displaysMinimal, irrelevant, orbiased knowledge of the Characteristics of thecommunity, school, andclassroom.	Teacher displays someKnowledge of the characteristics of the community, school, and classroom that may affect learning.	Teacher displaysA comprehensiveUnderstanding of the community, school, and classroom that may affect learning.
Knowledge ofCharacteristicsOf Students	Teacher displaysMinimal, stereotypical, or irrelevant knowledge of student differences (e.g. development, interests, culture, abilities/disabilities).	Teacher displays general knowledge of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning.	Teacher displays general & specific understanding of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning.
Knowledge ofStudents’VariedApproaches toLearning	Teacher displaysminimal, stereotypical, or irrelevant knowledge about the different ways students learn (e.g., learning styles, learning modalities).	Teacher displays general knowledge about the different ways students learn (e.g., learning styles, learning modalities).	Teacher displays general & specific understanding of student different ways students learn (e.g., learning styles, learning modalities) that may affect learning.
KnowledgeOf Students’Skills andPrior Learning	Teacher displays little or irrelevant knowledge of students’ skills and prior learning.	Teacher displays general knowledge of students’ skills and prior learning that may affect learning.	Teacher displays general & specific understanding of students’ skills and prior learning that may affect learning.
ImplicationsFor InstructionalPlanning andAssessment	Teacher does not provide implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics OR provides inappropriate implications.	Teacher provides general implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.	Teacher provides specific implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.

Mississippi Valley State University

Teacher Work Sample

Teaching Process Two

Learning Goals

PLEASE USE MISSISSIPPI Standard and Goals

TWS Standard

The teacher sets significant, challenging, varied and appropriate learning goals.

Task

Select Learning Goals/Objs.

Provide and justify the learning goals/obj. for the unit.

Directions

• List the learning goals (not the activities) that will guide the planning, delivery and assessment of your unit. These goals should define what your expect students to know and be able to do at the end of the unit. The goals should be significant (reflect the big ideas or structure of the discipline) challenging, varied and appropriate. Number or code each learning goal so you can reference it later.
• Show how the goals are aligned with local, state, or national standards. (Identify the source of the standards).
• Describe the types and levels of your learning goals.
• Discuss why your learning goals/objectives are appropriate in terms of development; pre-requisite knowledge, skills; and other student needs.

Suggested Page Length: 1-2

Learning Goals Rubric

TWS Standard

The teacher sets significant, challenging, varied and appropriate learning goals.

RatingIndicator	1Indicator Not Met	2Indicator PartiallyMet	3Indicator Met	Score
Significance,Challenge andVariety	Goals reflect only one type or level of learning.	Goals reflect several types or levels of learning but lack significance or challenge.	Goals reflect several types or levels of learning and are significant and challenging.
Clarity	Goals are not stated clearly and are activities rather than learning outcomes.	Some of the goals are clearly stated as learning outcomes.	Most of the goals are clearly stated as learning outcomes.
AppropriatenessFor Students	Goals are not appropriate for the developmental level; pre-requisite knowledge, skills, experiences; or other student needs.	Some goals are appropriate for the developmental level; pre-requisite knowledge, skills, experiences; and other student needs.	Most goals are appropriate for the developmental level; pre-requisite knowledge, skills, experiences; and other student needs.
Alignment withNational, State,Or Local Standards	Goals are not aligned with national, state or local standards.	Some goals are aligned with national, state or local standards.	Most of the goals are explicitly aligned with national, state or local standards.

Mississippi Valley State University

Teacher Work Sample

Teaching Process Three

Instructional Decision-Making

TWS Standard.

The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.

Task

Provide two examples of instructional decision-making based on students’ learning or responses.

Directions

• Provide an overview of the assessment plan. For each learning goal include: assessments used to judge student performance, format of each assessment, and adaptations of the assessments for the individual needs of students based on pre-assessment and contextual factors. The purpose of this overview is to depict the alignment between learning goals and assessments and to show adaptations to meet the individual needs of students or contextual factors. You may use a visual organizer such as a table, outline or other means to make your plan clear.
• Describe the pre- and post-assessments that are aligned with your learning goals. Clearly explain how you will evaluate or score pre- and post-assessments, including criteria you will use to determine if the students’ performance meets the learning goals. Include copies of assessments, prompts, and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key).
• Discuss you plan for formative assessment that will help you determine student progress during the unit. Describe the assessments you plan to use to check on student progress and comment on the importance of collecting that particular evidence. Although formative assessment may change as you are teaching the unit, your task here is to predict at what points in your teaching it will be important to assess students’ progress toward learning goals.

Suggested Page Length: 2+ pre- and post-assessment instruments, scoring rubrics/keys, and assessment plan table

Example of Assessment Plan Table: Kindergarten

Learning Goals	Assessments	Format of Assessment	Adaptations
Learning Goal 1Example: The students willlink wild animals withTheir habitats.	Pre-AssessmentFormativeAssessmentPost-Assessment	Checklist: game withAnimal masks & centersRepresenting habitats(tree, lake, burrow, cave)Animal puppets and habitats (e.g., bird and nest) anecdotal records RE Q & A picture journalsChecklist: game withAnimal masks & centersRepresenting habitats	*Repeat and modify instructions, as needed. Demonstrate and assist with cutting, gluing, etc. Provide model of mask and model how to move to habitat centers. Keep all activities high-interest and brief.*Provide concrete models and assistance with fine motor tasks, as needed. Provide multiple explanations and model performances. Process writing (i.e., dictations) when needed. Provide verbal cues and plenty of wait time for Q & A.

Assessment Plan Rubric

TWS Standard

The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.

RatingIndicator	1Indicator Not Met	2Indicator PartiallyMet	3Indicator Met	Score
Alignment withLearningGoals and Instruction	Content and methods of assessment lack congruence with learning goals or lack cognitive complexity.	Some of the learning goals are assessed through the assessment plan, but many are not congruent with learning goals in content and cognitive complexity.	Each of the learning goals is assessed through the assessment plan; assessments are congruent with the learning goals in content and cognitive complexity.
Clarity of Criteria and Standards for Performance	The assessments contain no clear criteria for measuring student performance relative to the learning goals.	Assessment criteria have been developed, but they are not clear or are not explicitly linked to the learning goals.	Assessment criteria are clear and are explicitly linked to the learning goals.
Multiple Modes and Approaches	The assessment plan includes only one assessment mode and does not assess students before, during, and after instruction.	The assessment plan includes multiple modes but all are either pencil/paper based (i.e. they are not performance assessments) and/or do not require the integration of knowledge, skills and reasoning ability.	The assessment plan includes multiple assessment modes ( including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the instructional sequence.
Technical Soundness	Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are confusing to students.	Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students.	Assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students.
Adaptations Based on the Individual Needs of Students	Teacher does not adapt assessments to meet the individual needs of students or these assessments are inappropriate.	Teacher makes adaptations to assessments that are appropriate to meet the individual needs of some students.	Teacher makes adaptations to assessments that are appropriate to meet the individual needs of most students.