Northern State University

Pre-Student Teaching Experience

ELED/SPED/SEED 496
Teacher Work Sample
Fall 2017

Candidate Name: Haley Stover

Candidate Website Address: Stoverhaleynorthern.weebly.com

Candidate ID Number:

Name of School where data

was collected:

Subject/Content Area: Math

Grade Level: 1st grade

Date Submitted: 11-17-17

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.

I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.

Signature of Candidate Submitting the TWS: Haley Stover electronic submission)

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Description
A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates instruction
on students learning as well as provide evidence of candidates teaching performance during the
Pre-Student Teaching Experience. The TWS assignment includes the following tasks:

I. Professional Goal Setting and Reflection

II. Contextual Information
III. Instructional Design and Implementation

Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.

References and Credits: If you refer to another persons ideas or material (such as theorists), cite
these in a separate section at the end of the TWS under References and Credits. (APA is
recommended)

Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both
sides.

Anonymity: Do not include the names of individual students, teachers, or staff as well as
participating schools in any part of the work sample in order to insure the anonymity of all involved.

Submission
An electronic copy of your completed TWS must be submitted to:

D2L for ELED/SPED/SEED 496

Your electronic portfolio/professional website (please remember to remove the cover page
with identifying information before posting).

A paper copy of your TWS must be submitted to the Office of Field Experiences (Gerber 111)

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Task I: Professional Goal Setting
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes
Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an Respect and Concern for Students
Individual
Commitment to Health and Safety
Knowledge of the Learner Developmental Needs
Student Diversity
Knowledge of Content Understanding Subject Matter
Knowledge of Pedagogy Planning
Implementation
Assessment
Classroom Management and
Organization
Instructional Materials and Technology
Knowledge of Self as a Parent and Community Involvement
Teacher and Member of a Commitment to Teaching
Learning Community Interpersonal Relations
Professional Growth and Development
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Description
Knowledge of Self as an Individual
recognizes the educators influence in the
lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the learner focuses on an
understanding of growth and development
of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content implies a broad
understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Pedagogical Knowledge includes those
principles and strategies necessary for
effective teaching, including the planning,
implementation, and assessment of
instruction, classroom management and
organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a Teacher and
Member of a Learning Community calls for
a collaboration among teachers, students
and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
 1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy

b. Identify the specific Category Outcome you will use to determine your goal:
Classroom Management and Organization

c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
My goal for this pre-student teaching experience is to become more skilled at managing the
classroom and being consistent with my management style. I also wanting to make sure that I
am organized with my materials and have the class engaged and on task during each lesson. I
chose this goal because this classroom is very challenging when it comes to keeping everyone
on task and engaged due to behavior problems with a variety of students. There are a few
students that require one on one direction with a paraprofessional so I want to be able to
accommodate all my students so that they are all getting the resources that they need to be
successful in my classroom. I think this experience is going to help me to be able to use my
resources to solve the behavior problems that could occur during the school day and I want to
observe my cooperating teacher and use the strategies that are successful for her when dealing
with classroom management issues.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I have been carefully observing my cooperating teacher and the paraprofessionals that she has
come into her classroom, daily. I have been watching the strategies and communications styles
that they use when a behavior issue is occurring or when a student is off task and not paying
attention during the lesson. After observing for a few days, I then sat down with my cooperating
teacher and discussed with her the different strategies she uses and why she uses them. This
made me have a better understanding of what I need to do as her student teacher to make sure
that I have the same classroom management styles as her so that they classroom is consistent
when I would take over and teach my lesson. I explored the behavior plans that she has for her
student that require them and this also helped my understanding as to what I need to do to be
successful when it comes to classroom management and organization.

e. Reflect on your progress/growth toward achieving this goal:

I feel that I have made a lot of progress and growth during this experience with the goal that I
have chosen. I am walking away with valuable strategies that I will most definitely use in my
future classroom if I am dealing with students with behavior or disability issues. I now know that
I am not alone when it comes to having to deal with certain issues, the paraprofessional and
special education teachers/team are great resources and will be there to help and guide you
when it comes to keeping the classroom managed and engaged. They are there in the school
district to help you and they are filled with amazing strategies to use throughout the school year.
I am more comfortable with the new strategies that I was shown and am willing and confident
that I can use them in my future classroom.

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Task II: Contextual Information (see rubric for scoring details)

Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.

Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/

**The below information and resource is taken from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.

Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Such factors include the community, classroom procedures, student demographics, and the
physical environment in which teaching takes place. Understanding these factors as they relate to your
teaching will help you determine the instructional strategies and approaches that will support your students
learning. In this chart, address any factors listed as they pertain to your teaching assignment. The
subcategories listed under each category are just suggestions; there may be other subcategories that you
would like to address, or there may be a subcategory listed that does not apply to your situation.

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 Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students Grade 1, wide range of developmental levels,

(All subcategories listed in this box are required.) age range 6-7 years, content area of ELA, math,
Students grade and developmental levels; the age range
and science, students with behavior problems
of students; the content area being taught; any other and one with autism
factors that are pertinent to understanding your class
assignment

Community Urban area, 568 total students, 471 Caucasian

(e.g., whether the area is urban, suburban, or rural; students, 93 students of other races, 248
socioeconomic information; census data for the
community)
females, 320 males, city population 28,415

District Enrollment-3,853. High school percentage of

(e.g., enrollment; percent of students receiving free or free/reduced lunches-18.3%. Percentage of
reduced-priced lunches; graduation rates; ethnicities;
percent of students with IEPs; percent of students who are
IEPs-15%. Percentage of ELLs-2.5%
ELLs; per-pupil expenditures)

School Enrollment-438. Percentage of students on

(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-to-
student ratio)
free/reduced lunches-34.9%. Percentages of
ELLs-6%. Percentage of IEPs-7%. Teacher-to-
student ratio-13:1

Classroom Demographics Ethnicities-1 Black; Not Hispanic, 3 Native

(e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students physical needs,
and those due to cultural characteristics).
American , 1 Hispanic, Not White and 17 White
Gender Ratios 9 girls:13 boys Special Needs -
NA

Knowledge of Students Language Needs 2 Language IEP ELL 0

(in terms of the whole class and individual students) Behavior IEP 0 Autism diagnosis - 1
(e.g., language needs; approaches to learning; prior
learning and experiences; academic
proficiencies/behavioral differences; areas of interest).

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Task III: Instructional Design and Implementation
Objective: Candidates design, implement, and assess one lesson. (see rubric for scoring on each
component)
To complete this task use the Common Lesson Plan Template (see below). You will complete this
template for the lesson that your university supervisor formally observes.

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Haley Stover
Grade Level: 1st grade
Subject: Math
Date: November 7, 2017
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and
equations with a symbol for the unknown number to represent the problem.

Rationale (cite theories or theorists):

Gardener-I will be using the Multiple Intelligence Theory from Gardener throughout my lesson. My students will be
up and moving and interacting with one another to come up with different answers to different story problems. I
will allow my students to answer the problems multiple ways, according to what might work best for them (drawing,
writing out, acting out, etc.)

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List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: Students will be able to
Students will be able to solve word problems using a variety of methods during the class time that is allowed (1
hour). Students will be able to show how they came up with their answer by providing evidence and showing their
work.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

This objective is relevant to the students lives because they will need to know how to interpret a variety of
problems during their school career and they will need to find the key words so that they are able to determine if
they should add or if they need to subtract the amount. Students at this age should also be starting to show their
work so that teachers can assess if they are comprehending the material that is being taught and if they arent we
can go back to their work and sort through the problem together to fix an issue before it becomes a problem.

List the materials/resources you will need to teach the lesson.

DEAL anchor chart

Addition Problem Key Word chart
Page 16 in their Math Workbook Binder
White Boards
Addition story problem examples

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
I plan on using the document camera to show the students different story problems so they can solve them on their
marker boards and on our DEAL anchor chart.

Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students learning, culture, language, etc. *
I will accommodate my students by differentiating my instruction. I also will have special education teachers
available in the classroom to deal with issues with students if any should occur. I will provide time for the students to
ask questions if my instruction is not clear enough for them. For my students who do not sit in chairs due to
fidgeting, I will have them stand if I want them to be at their desks. For the students who work at a slower pace I will
monitor the student regularly so that he/she is staying on task and keeping up with the rest of the class.

Pre-Assessment: Describe the instrument or process you will use to measure students level of
understanding toward the learning objective(s) prior to teaching the lesson.

I will give an oral pre-assessment where the students will be introduced to the DEAL method and I will verbally ask
them if they know what each letter stands for and a brief description of each letter (D-drawing, E-equation, A-
answer, L-label).

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Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)

Pre-Assessment
List parts of DEAl
method
Can List DEAL
method
No Parts of DEAL
method

The pre-assessment will be used to design the lesson objectives because at the end of the lesson I want my
students to look at a word problem and identify the steps that they need to take in order to come up with
the final answer to each problem and then be able to show their work

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

This classroom runs on a tally system. So if a student is acting out, talking out of turn, being disruptive, etc. they will
receive a negative tally on their tally sheet. If the student is being a rockstar first grader, or does something that
catches my eye in a good way they will receive a positive tally on their tally sheet. This is a way to hold the students
accountable for their actions and will show them at the end of the day if they were being positive or negative in the
class. Also during my lesson I will be walking around the room during activity time to make sure that all students are
staying on task, following directions, respecting their partners, etc. during the activity time.

Implementation
I Do
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
I will start my lesson by introducing the students Key Words to Addition Problems sign. We will discuss
different words that they may come across when reading different addition story problems. I will then
introduce and discuss the DEAL anchor chart that I made for the students. We will go over what each
letter means (D-Draw, E-Equation, A-Answer, L-Label) and then will put what we talked about into practice
by looking at a variety of story problems. I will also emphasize to the students that before they even think
about starting to solve a problem they must first read the problem, then close their eyes and visually see
the story problem that is being read to them, and finally they can even act out the problem so that they
can have a better visual.

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).

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 As a class, we will go over a few story problems and the students will explain to me and show their work by
using their whiteboards. And as a class on how they came up with the answers that they did by using the
DEAL method. I will ask them questions throughout the lesson by asking them if they think that there will
be more or fewer objects at the end of the problem. I want to emphasize to them how important it is to
show our work and that if a partner was to look at their work they should be able to tell how you solved
your problem. They can still use pictures or words to show their thinking, but they also need to show their
numbers. We will then use the extra space that is available on the DEAL anchor chart to show our work by
drawing out the problem, writing an equation for the problem, providing our answer, and then finally
writing down the right label. This will be a visual for the students so that when they get to their
independent practice they will know what I expect of them when I ask them to show their work.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
The students will then work independently on a word problem in their Math Binder. This problem we will
have already discussed as a big group, but they have to go and work out the problem individually and show
their work and provide evidence on how they came up with the solution that they did.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
Students will do a think, pair, share exercise where they will discuss with their pod mates on how they
came up with their answer to the story problem that is given to them in their binder. If the students have
different answers I want the students to discuss how and why they came up with what they did so that
students are able to see that some students interpret information in a different way. If they are done
before the time is up they are able to play a game we have played earlier in the week (Seven Before Seven)
that works with counting on.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students level of understanding toward the learning objectives after teaching the lesson.

I will use page 16 in their Math Binders as my post-assessment. On this worksheet they will be given an addition
story problem and will be looking for them to use the DEAL method and incorporate each part into showing their
work for the story problem.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

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 Post -Assessment

List Parts of Deal

Method

There were two students that did not complete the sheet because they ran out of time; otherwise the
students seemed to all understand how to show their work and to incorporate each part of the DEAL
method into their work.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
The areas that I felt went well were that my students were engaged and interactive with each other and myself
during the lesson. They were able to recall material that I taught them the day before, which made the lesson go by
smoothly. They actively participated when I asked them to and they were able to work individually on the story
problems after we went through 3 together as a group.
If I were to teach this lesson again I would have more students share how they came up with their answers so that
students could visually see that there are different ways to solve the same problem. It all depends on what works for
that particular student. I wish math was longer than an hour because my students that struggle with school did not
get to play the game at the end because they did not finish the assignment, which then led to them being frustrated
during reading centers.

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 ELED/SPED/SEED 496 Teacher Work Sample Scoring Rubric
Pre-Student Teaching Experience

Teacher Candidate Name:______________Haley

Stover___________________________________________________
Semester: Spring Fall Year 20_17___
Grade/Subject Area_____1st
grade/Math_________________________________________________________________

Task I: Professional Goal Setting

Components Advanced/Excellent
4 3
Candidate identifies one
well-planned goal and
effectively communicates
reasons/justifications for why
s/he chose the goal.
Candidate provides a
detailed action plan for the
achievement of the goal and
Professional Goal cites any specific resources
s/he will use to enhance goal
Setting and Reflection
achievement efforts.
Candidate is highly effective
at communicating any
progress/growth made
toward the goal in the
reflection.
Task II: Contextual Information
Components Advanced/Excellent
4 3
Proficient/Competent
Candidate identifies one goal
and communicates
reasons/justifications for why
s/he chose the goal.
Candidate provides an
action plan for the
achievement of the goal and
cites resources s/he will use
to enhance goal
achievement efforts.
Candidate effectively
communicates any
progress/growth made
toward the goal in the
reflection.
Proficient/Competent
Basic/Developing Below Basic/
2 Needs Work
1
Candidates identifies one Candidate does not
goal but does not identify a well-planned
adequately provide goal nor provide a reason
reasons/justifications for for the selection of the
the selection of the goal. goal.
Candidate provides an Candidate does not
action plan for the provide an action plan for
achievement of the goal the achievement of the
but needs to work to goal.
develop a more specific
list of resources to be Candidate is not clearly
used for achievement of able to reflect on his/her
that goal. performance in the area
of goal
Candidates reflection on setting/achievement.
goal achievement is
minimal and needs
development.
Basic/Developing Below Basic/
2 Needs Work
1

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 Candidate clearly identifies
numerous contextual factors
which may impact the
instructional strategies,
approaches, and
Contextual Factors assessments used to support
their students learning.
Task III: Instructional Design and Implementation
Components Advanced/Excellent
4 3
All lessons contains
evidence of setting
measurable objectives that
are clearly aligned with
specific state and/or national
standard(s).
Lessons allow for numerous
Standards/Objectives connections across the
curriculum which serve to
build understanding, and
encourage application to real
world issues.
Incorporates a well-aligned
pre-assessment to measure
students prior knowledge of
the learning objective and
purposefully utilizes the
results to inform
planning/instruction for the
lesson and post assessment.
Includes copies of the Pre-
Assessment and Post-Assessments used.
Includes a copy of a high
quality key/product to show
desired outcome.
Purposefully and consistently
incorporates the use of
available technology to
further enhance instruction in
ways that authentically
engage all students in the
learning experience. For
Technology
cases where technology is
not utilized, candidate
provides a logical
explanation.
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Candidate identifies several
contextual factors contextual
factors which may impact the
strategies, approaches, and
assessments used to
support their students
learning.
Proficient/Competent
Most lessons contains
evidence of setting
measurable objectives that
are aligned with specific
state and/or national
standard(s).
Lessons allow for
connections across the
curriculum which serve to
build understanding, and
encourage application to real
world issues.
Incorporates a pre-
assessment to measure
students prior knowledge of
the learning objective and
somewhat utilizes the results
to inform planning/instruction
for the lesson and post
assessment.
Includes copies of the Pre-
and Post-Assessments
used.
Includes a copy of a
key/product to show desired
outcome.
Incorporates the use of
available technology to
somewhat enhance
instruction in ways that
engage most of the students
in the learning experience.
For cases where technology
is not utilized, candidate
provides an explanation.
Candidate identifies very Candidate does not
few contextual factors identify the contextual
which prohibits his/her factors.
ability to fully recognize
any impact those factors
would have had on
potential strategies,
approaches, and
assessments used to
support their students
learning.
Basic/Developing Below Basic/
2 Needs Work
1
Lessons contain minimal Lessons contain no
evidence of setting evidence of setting
measurable objectives measurable objectives
that are only somewhat and are not aligned with
aligned with specific specific state and/or
state and/or national national standard(s).
standard(s).
Lessons allow for no
Lessons allow for very apparent connections
few connections across across the curriculum;
the curriculum which do students are not able to
not build understanding, build an understanding or
nor encourage apply to real world issues.
application to real world
issues.
Incorporates a pre- Does not incorporate
assessment which evidence of a pre-
partially measures assessment to measure
students prior students prior knowledge
knowledge of the of the learning objective.
learning objective but
fails to adequately utilize Does not include copies
the results to inform of the Pre- and Post-
planning/instruction for Assessments used.
the lesson and post
Does not include a copy
assessment.
of a key/product to show
Includes copies of the desired outcome.
Pre- and Post-
Assessments used.
Includes a copy of a
key/product to show
desired outcome.
Is still developing the Does not incorporate the
ability to incorporate the use of available
use of available technology to enhance
technology to enhance instruction nor provide an
instruction in ways that explanation for why
engage the students in technology is not utilized.
the learning experience.
For cases where
technology is not utilized,
candidate provides an
explanation.
 Purposefully adjusts
instruction during lesson
planning and implementation
in order to significantly meet
Differentiation, all of the identified needs of
individuals, small groups or
Accommodations, the class by including
and Modifications specific methods of
differentiation,
accommodations and
modifications.
Numerous
management/motivational
strategies are clearly
identified and rationale
provided for how these
Management strategies serve to
significantly enhance both
student engagement and
learning.
Purposefully activates
student interest by
consistently including a
highly-effective/engaging
introduction and closing.
Effectively introduces and
repeatedly reinforces the
learning objective(s) so that
students are cognizant of
expected outcomes.
Presents all content in a
sequential manner and
provides numerous
opportunities for modeling
and practicing the skills and
content needed to meet the
learning objective(s).
Lesson Consistently checks for
Implementation student understanding
throughout the entire lesson
(I Do/We Do/You Do) cycle and provides detailed
evidence of re-
teaching/remediation where
necessary.
Includes numerous detailed
reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are supported by
relevant theory/research that
is clearly cited).
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Adjusts instruction during
lesson planning and
implementation in order to
meet some of the identified
needs of individuals, small
groups or the class by
including general methods of
differentiation,
accommodations and
modifications.
Management and
motivational strategies are
identified and rationale is
provided for how these
strategies enhance student
engagement and learning.
Activates student interest by
including an
effective/engaging
introduction and closing.
Introduces and reinforces
the learning objective(s) so
that students are cognizant
of expected outcomes.
Presents all content in a
sequential manner and
provides opportunities for
modeling and practicing the
skills and content needed to
meet the learning
objective(s).
Checks for student
understanding throughout
most of the lesson cycle and
provides evidence of re-
teaching/remediation where
necessary.
Includes reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are somewhat
supported by relevant
theory/research that is cited).
Attempts to adjust
instruction during lesson
planning and
implementation but the
differentiated instruction,
accommodations and
modifications used do
not fully meet the
identified needs of
individuals, small groups
or the class.
Management and
motivational strategies
are not clearly identified
and rational is lacking
evidence of how these
strategies fully serve to
enhance student
engagement and/or
learning.
Attempts to activate
student interest but
needs to work to develop
a more effective lesson
opening and closing.
Needs to be more
purposeful about
introducing and
reinforcing the learning
objective so that the
students are cognizant of
expected outcomes.
Content is not always
presented in a sequential
manner and candidate
needs to provide more
opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Checks for student
understanding
throughout most of the
lesson cycle and
provides little evidence of
re-teaching/remediation
where necessary.
Includes reasons for why
the instructional
strategies and learning
activities chosen for the
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Does not adjust
instruction during lesson
planning and
implementation in order to
meet the identified needs
of individuals, small
groups or the class. No
differentiation,
accommodations and
modifications present.
Management and
motivational strategies to
enhance student
engagement and learning
are not identified.
There are no clear
attempts to activate
student interest.
Candidate does not
include evidence of an
effective opening and/or
closing.
Learning objective is not
reinforced throughout the
lesson.
Content is not presented
in a sequential manner
and candidate does not
provide evidence of
allowing opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Candidate does not check
for student understanding
throughout the lesson
cycle and there is no
evidence of re-teaching
/remediation.
Does not includes
reasons for why the
instructional strategies
and learning activities
chosen for the lessons
are developmentally
appropriate (claims are
not at all supported by
relevant theory/research
nor sufficiently cited).
 Includes professional-quality
table/charts/graphs which
clearly show post
assessment results (and pre-
post comparison if
applicable)
Provides detailed description
of the post assessment
results which thoroughly
addresses all of the following
items :
students progress toward
Analyzes mastery of the objectives
from pre-to-post
factors that may have
affected the post assessment
results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
Identifies, describes, and
explains more than two
Lesson Reflection: relevant successful teaching
strategies and provides
Successes detailed supporting evidence
for why they were effective.
Identifies and describes more
than two challenges
Lesson Reflection: encountered throughout
lesson.
Challenges
Identifies and describes more
than two significant ideas for
Lesson Reflection: redesigning the lesson and
Improvements provides full details to
support the redesign.
Overall Professional Quality of Teacher Work Sample
Components Advanced/Excellent
4 3
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Writing Skills
Paper is well organized with
clarity of thought and
purpose.
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Includes average-quality
table/charts/graphs which
show post assessment
results (and pre-post
comparison if applicable)
Provides a description of the
post assessment results
which somewhat addresses
most of the following items:
students progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
Identifies, describes, and
explains two successful
teaching strategies and/or
provides supporting
evidence for why they were
effective.
Identifies and describes two
challenges encountered
throughout the lesson.
Identifies and describes two
ideas for redesigning the
lesson and provides details
to support the redesign.
Proficient/Competent
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is organized.
Includes poor-quality
table/charts/graphs
which do not clearly
show post assessment
results (or pre-post
comparison if applicable)
Provides a weak
description of the post
assessment results
which does not
adequately address the students progress toward
following items:
from pre-to-post
students progress
toward mastery of the
objectives from pre-to-
post
factors that may have
affected the post
assessment results
how the results of the
post assessment
highlight what areas of
the lesson will require re-
teaching (if any)
Identifies, describes, and
explains only one
successful teaching
strategy and/or provides
only minimal supporting
evidence for why it was
effective.
Identifies and describes
only one challenge
encountered throughout
the lesson.
Identifies and describes
one idea for redesigning
the lesson and provides
very minimal details to
support the redesign.
Basic/Developing
2 Needs Work
Content Organization:
Most formatting
requirements followed:
(Cover page,
references/credits, font
and spacing, anonymity)
Paper is somewhat
organized but candidate
needs to continue to
develop communicating
thought and purpose.
No quality
table/charts/graphs which
show post assessment
(and/or pre) results.
Does not provide a
description of the post
assessment results is
weak and illogical and
does not address all of
the following items:
mastery of the objectives
factors that may have
affected the post
assessment results
how the results of the
post assessment highlight
what areas of the lesson
will require re-
Fails to adequately
identify, describe, or
explain successful
teaching strategies and
provides no supporting
evidence.
Fails to adequately
identify, describe, or
explain challenges
encountered throughout
lesson.
Fails to identify and
describe an idea for
redesigning the lesson
and/or provides no details
to support the redesign.
Below Basic/
1
Content Organization:
Few formatting
requirements were
followed: (Cover page,
references/credits, font
and spacing, anonymity)
Paper requires much
better organization of
content and candidate
needs to significantly
develop in the area of
 communicating thought
and purpose.

Conventions: Conventions: Conventions: Conventions:

Writing has very few errors in
spelling, grammar,
punctuation, and/or sentence
structure.
Overall Quality:
Writing has only occasional
errors in spelling, grammar,
punctuation, and/or sentence
structure, but does not
significantly detract from
overall quality.
Overall Quality:
Writing has frequent Writing has numerous
errors in spelling, errors in spelling,
grammar, punctuation, grammar, punctuation,
and/or sentence and/or sentence
structure, and this structure, errors which
somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality:

Professionally written, high-
quality paper.
Adequately written, average
quality paper.
Writing and quality of Poorly written, low-quality
paper are in paper. Resubmission
development but required.
resubmission is not
required.

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