pe tws portfolio updated 3-8-2012 - kean universitytpc/portfolio/pe tws portfolio updated...

A Guide for Compiling a

Physical Education

Teacher Work Sample

Portfolio

Performance Requirements

Teaching Processes

Standards and Indicators

Scoring Rubrics

College of Education

Kean University

Revised 2012

Teacher Work Sample

NCATE accredited since 1954 adopted by College of Education 12/06

Note: The materials in this document were developed by representatives of the

Renaissance Partnership Institutions and are used with their permission. The

Renaissance Partnership for Improving Teacher Quality Project http://fp.uni.edu/itg

C:\Documents and Settings\Pat\My Documents\Kean Docs\PE_TWS Portfolio updated 3-8-2012.docx

Teacher Work Sample (TWS) Committee

Dr. J. Amorino Dr. M. Knight

Prof. 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

Teacher Work Sample (TWS) Physical Education Committee

Dr. J. Adams Prof. L Szekeres

Prof. J. Tirella Dr. R. Bakker

Revised February 2012

NCATE OFFICE TEACHING PERFORMANCE CENTER

Kean 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 protected] Email: [email protected]

Dr. Susan Polirstok, Dean

Dr. Jo Hoffman, Associate Dean

College of Education

Table of Contents

I. The SPECTRUM Model: Kean University’ Conceptual

Framework for Teacher Education ......................................................................1

II. a. College of Education Mission Statement ........................................................3

b. NASPE Mission Statement...............................................................................3

III. 2008 National Initial Physical Education Teacher Education PETE

Standards .................................................................................................................4

K-12 National Standards for Physical Education NASPE .................................7

IV. College of Education Learning Outcomes/Institutional Standards ..................8

V. Teacher Work Sample Portfolio Preparation A. What is a Teacher Work Sample Portfolio? ....................................................11

B. Instructions for Compiling a Teacher Work Sample Portfolio .......................11

C. Description of the Teacher Work Sample Portfolio Process ...........................12

D. Candidate Responsibilities for Implementation of the TWS ..........................13

E. Evaluating the Teacher Work Sample Portfolio ..............................................15

VI. Teacher work Sample Overview of Teacher Work Sample Portfolio .......................................................18

Teaching Processes Assessed by the Teacher Work Sample .................................20

Introduction ............................................................................................................22

Philosophy Statement.............................................................................................23

Contextual Factors .................................................................................................24

Learning Goals .......................................................................................................26

Assessment Plan.....................................................................................................29

Example of Assessment Plan Table .......................................................................30

Design for Instruction ............................................................................................32

Instructional Decision-Making ..............................................................................36

Analysis of Student Learning.................................................................................38

Reflection and Self-Evaluation ..............................................................................41

Teacher Work Sample Portfolio Assessment Worksheet ......................................43

TWS Processes Aligned with NASPE Standards Worksheet ................................46

Integration of Teacher Work Sample Processes & COE Learning Goals .............48

VII. Resources ...............................................................................................................49

I. The Spectrum Model

Kean University’s Conceptual Framework for Teacher Education

Kean University’s College of Education

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. T

locus of the circle is the informed, dynamic professional whose development is created by the

intersection of three smaller inner circles representing

Each of the small circles is interconnected, giving and receiving input from

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 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

1 WEBSTER’S SEVENTH NEW COLLEGIATE DICTIONARY. SPRINGFIELD, MA: G & C MERRIAM CO., 1972

1

I. The Spectrum Model

’s Conceptual Framework for Teacher Education

Kean University’s College of Education prepares its graduates to be informed, dynamic professionals



become informed, dynamic professionals.

an array of components, separated and arranged in order of some

Kean University models its SPECTRUM as a series of circles. T

e is the informed, dynamic professional whose development is created by the

smaller inner circles representing knowledge, skills, and dispositions (values).

Each of the small circles is interconnected, giving and receiving input from the classroom, school,



izes that development of an informed, dynamic professional is

interconnected, interdependent and interrelated. The colors of the SPECTRUM blend together as do




reflective member of the larger community of learners.

WEBSTER’S SEVENTH NEW COLLEGIATE DICTIONARY. SPRINGFIELD, MA: G & C MERRIAM CO., 1972

’s Conceptual Framework for Teacher Education

prepares its graduates to be informed, dynamic professionals



an array of components, separated and arranged in order of some

Kean University models its SPECTRUM as a series of circles. The center or

e is the informed, dynamic professional whose development is created by the

knowledge, skills, and dispositions (values).

the classroom, school,



izes that development of an informed, dynamic professional is

The colors of the SPECTRUM blend together as do




WEBSTER’S SEVENTH NEW COLLEGIATE DICTIONARY. SPRINGFIELD, MA: G & C MERRIAM CO., 1972

2

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 K-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.

KNOWLEDGE

SKILLS

DISPOSITIONS/VALUES

3

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

IIa. NASPE Mission/Vision Statements

Mission NASPE's mission is to enhance knowledge, improve professional practice, and increase support for

high quality physical education, sport, and physical activity programs.

Vision NASPE envisions a society in which all individuals are physically educated and participate in lifelong

physical activity.

4

2008 National Initial Physical Education Teacher Education (PETE) Standards National Association for Sport and Physical Education (NASPE)

The following table identifies the primary method of assessment for each NASPE PETE Standard

Standard 1: Scientific and Theoretical Knowledge

Physical education teacher candidates know and apply discipline-specific scientific and

theoretical concepts critical to the development of physically educated individuals.

Assessment

#

Assessment

Name Comment # Element– Teacher candidates will

2 TWS Describe

1.1

Describe and apply physiological and

biomechanical concepts related to skillful

movement, physical activity and fitness. 4 Internship Apply

1 Praxis Describe

1.2

Describe and apply motor learning and

psychological/behavioral theory related to

skillful movement, physical activity and

fitness.

2 TWS Describe

4 Internship Apply

1 Praxis Describe

1.3

Describe and apply motor development theory

and principles related to skillful movement

physical activity, and fitness. 2 TWS Describe

4 Internship Apply

2 TWS N/A 1.4

Identify historical, philosophical, and social

perspectives of physical education issues and

legislation.

1 Praxis Describe

1.5 Analyze and correct critical elements of motor

skills and performance concepts. 2 TWS Describe

4 Internship Apply

Standard 2: Skill and Fitness Based Competence*

Physical education teacher candidates are physically educated individuals with the knowledge

and skills necessary to demonstrate competent movement performance and health enhancing

fitness as delineated in the NASPE K – 12 Standards.

Assessment

#

Assessment


5 Skills N/A 2.1

Demonstrate personal competence in motor

skill performance for a variety of physical

activities and movement patterns.

3 Fitness N/A 2.2 Achieve and maintain a health-enhancing level

of fitness throughout the program.

5

5 Skills N/A 2.3

Demonstrate performance concepts related to

skillful movement in a variety of physical

activities.

*Without discrimination against those with disabilities, physical education teacher candidates with

special needs are allowed and encourages to utilize a variety of accommodations and/or modifications

to demonstrate competent movement and performance concepts (modified/adapted equipment,

augmented communication devices, multi-media devices, etc.) and fitness (weight training programs,

exercise logs, etc.).

Standard 3: Planning and Implementation

Physical education teacher candidates plan and implement developmentally appropriate

learning experiences aligned with local, state, and national standards to address the diverse

needs of all students.

Assessment

#

Assessment


2 TWS Design

3.1

Design and implement short and long term

plans that are linked to program and

instructional goals as well as a variety of

student needs. 4 Internship Implement

2

TWS Develop

3.2

Develop and implement appropriate (e.g.,

measurable, developmentally appropriate,

performance based) goals and objectives

aligned with local, state, and / or national

standards. 4 Internship Implement

2 TWS Design 3.3

Design and implement content that is aligned

with lesson objectives. 4 Internship Implement

2 TWS Plan 3.4

Plan for and manage resources to provide

active, fair, and equitable learning experiences. 4 Internship Manage

2 TWS Plan

3.5

Plan and adapt instruction for diverse student

needs, adding specific accommodations and/or

modifications for student exceptionalities. 4 Internship Adapt

2 TWS Plan

3.6

Plan and implement progressive and sequential

instruction that address the diverse needs of all

students. 4 Internship Implement

2

TWS Plan

3.7 Demonstrate knowledge of current technology

by planning and implementing learning

experiences that require students to

appropriately use technology to meet lesson

objectives. 4 Internship Implement

6

Standard 4: Instructional Delivery and Management

Physical education teacher candidates use effective communication and pedagogical skills and

strategies to enhance student engagement and learning.

Assessment

#

Assessment


4 Internship N/A 4.1 Demonstrate effective verbal and non-verbal

communication and pedagogical skills and

strategies to enhance student engagement and

learning.

4 Internship N/A 4.2 Implement effective demonstrations,

explanations, and instructional cues and

prompts to link physical activity concepts to

appropriate learning experiences.

4 Internship N/A 4.3 Provide effective instructional feedback for

skill acquisition, student learning, and

motivation.

2 TWS Recognize

4.4

Recognize the changing dynamics of the

environment and adjust instructional tasks

based on student responses. 4 Internship Adjust

4 Internship N/A

4.5

Utilize managerial rules, routines, and

transitions to create and maintain a safe and

effective learning environment.

Standard 5: Impact on Student Learning

Physical education teacher candidates utilize assessments and reflection to foster student

learning and inform instructional decisions.

Assessmen

t #

Assessment


2 TWS N/A 5.1 Select or create appropriate assessments that

will measure student achievement of goals and

objectives.

2 TWS Appropriate

Selection

5.2

Use appropriate assessments to evaluate

student learning before, during, and, after

instruction.

4 Internship Use

2 TWS N/A 5.3 Utilize the reflective cycle to implement

change in teacher performance, student

learning, and/or instructional goals and

decisions.

7

Standard 6: Professionalism

Physical education teacher candidates demonstrate dispositions essential to becoming effective

professionals.

Assessment

#

Assessment


4 Internship N/A 6.1

Demonstrate behaviors that are consistent with

the belief that all students can become

physically educated individuals.

2 TWS N/A 6.2

Participate in activities that enhance

collaboration and lead to professional growth

and development.

4 Internship N/A 6.3 Demonstrate behaviors that are consistent with

the professional ethics of highly qualified

teachers.

4 Internship N/A 6.4 Communicate in ways that convey respect and

sensitivity.

Note: Throughout the standards and elements and rubrics, which follow, the term teacher candidate

refers to pre-service teachers in an initial preparation program. In the rubrics, the term teacher

candidate will be abbreviated to “TC”.

8

K-12 National Standards for Physical Education National Association for Sport and Physical Education (NASPE)

Physical activity is critical to the development and maintenance of good health. The goal of physical

education is to develop physically educated individuals who have the knowledge, skills, and

confidence to enjoy a lifetime of healthful physical activity.

A physically educated person:

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a

variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as

they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical

activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social

interaction.

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IV. 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

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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.

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(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

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V. 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 K-12 student learning. It includes the Teacher Work Sample (TWS) files that

demonstrate evidence of K-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 K-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 K-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 K-12 student and how the classroom can help develop the K-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

13

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 K-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

14

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.

Successful teacher candidates support learning by designing a Teacher Work Sample that

employs a range of strategies and builds on each K-12 student’s strengths, needs, and prior

experiences. Through this performance assessment, candidates provide credible evidence of

their ability to facilitate learning by meeting the following Teacher Work Sample standards:

• The candidate uses information about the learning-teaching context and K-12 student

individual differences to set learning goals and plan instruction and assessment.

• The candidate sets significant, challenging, varied, and appropriate learning goals.

• The candidate uses multiple assessment modes and approaches aligned with learning goals

to assess K-12 student learning before, during, and after instruction.

• The candidate designs instruction for specific learning goals, K-12 student characteristics

and needs, and learning contexts.

• The candidate uses regular and systematic evaluations of K-12 student learning, to make

instructional decisions.

• The candidate uses assessment data to profile K-12 student learning and communicate

information about student progress and achievement.

• The candidate reflects on his or her instruction and K-12 student learning in order to

improve teaching practice.

D. Candidate Responsibilities for Implementation of the Teacher Work Sample during the

Field Experience Sequence

Level I: Introductory Field Experience Students

Candidates enrolled in Introductory Field Experience courses are responsible for developing a

Statement of Philosophy and the Contextual Factors process of the Teacher Work Sample

under the direction and guidance of the course instructor. Introductory Field Experiences

courses include EC 2900; EMSE 2800, 2801, 2802, 5560; FA 2900; MUS 2900; PED 2800; or

SPED 2120)

The Introductory Field course instructor will be responsible for assisting students in developing

the Philosophy Statement and Contextual Factors, and reviewing and formally evaluating the

Philosophy Statement and Contextual Factors using the rubrics for the Philosophy Statement

and Contextual Factors and the Teacher Work Sample Portfolio Assessment form found in

Section V.

Transfer students who were given credit for an introductory field course at another college or

university must meet with their program coordinator or designated faculty member to discuss

the start of their Teacher Work Sample Portfolio.

Post-Baccalaureate students may incur problems with beginning the Teacher Work Sample

Portfolio because of courses waived, i.e., introductory field; however they are still responsible

for completing a Teacher Work Sample Portfolio. Post-Bac students are to be given

information about completing the Teacher Work Sample Portfolio at the time of entry into the

certification program.

15

Elementary, Middle & Secondary Education and Early Childhood graduate students who are

seeking initial teacher certification are also responsible for completing an Teacher Work

Sample Portfolio and will be given information on the Teacher Work Sample Portfolio process

through their respective program.

Level II: Preprofessional Field Experience Students

Candidates enrolled in co-requisite courses with the Preprofessional Field Experience are

responsible for developing a Mini-Teacher Work Sample that includes the following processes:

Learning Goals, Assessment Plan, Design for Instruction, and Instructional Decision-Making.

These co-requisite courses are: EC3300, EMSE3123, EMSE3210, EMSE3220, EMSE3230,

EMSE3240, EMSE3250, EMSE3403, EMSE3410, FA3900/3901, FA5015/5016,

MUS3310/3311, PED3610, 3611, SPED3000, THE3220.

Instructors from these university courses will be responsible for continuing the development of

the Mini-Teacher Work Sample Portfolio and will formally evaluate the Mini-Teacher Work

Sample Portfolio.

The course instructor will be responsible for assisting students in developing the Mini-Teacher

Work Sample Portfolio processes, reviewing each student’s Mini-Teacher Work Sample

Portfolio and formally evaluating the Mini-Teacher Work Sample Portfolio using the Teacher

Work Sample Portfolio Assessment Rubrics and the Teacher Work Sample Portfolio

Assessment form found in Section V.

The university supervisor/clinical instructor will support the preprofessional field experience

student in the development of the Mini-Teacher Work Sample Portfolio, offering assistance and

ensuring that the Mini-Teacher Work Sample processes are appropriate and reflect the

SPECTRUM Model. The university supervisor/clinical instructor will not be responsible for

formally evaluating the Mini-TWS portfolio at Level II.

Instructors/supervisors should use the Teacher Work Sample Portfolio Assessment Processes as

a guide to summarizing a candidates’ performance in each section. It is not necessary to sum

the candidates’ score in each descriptor to achieve a total score in each section.

Level III: Professional Internship

Candidates enrolled in co-requisite course with the Professional Internship are required and

responsible for developing a complete Teacher Work Sample Portfolio including the seven

processes outlined in Section V. These processes are: Contextual Factors, Learning Goals,

Assessment Plan, Design for Instruction, Instructional Decision-Making, Analysis of Student

Learning and Reflection and Self-Evaluation. These co-requisite courses are: EC4000;

EDUC4000; EMSE 4900; MUS4000, PED4610; SPED4200; EMSE5314 or 5561.

The capstone course instructor from each course listed above is responsible for the continued

development of the Teacher Work Sample Portfolio. The capstone instructor will review each

candidates’ Teacher Work Sample Portfolio, providing guidance in the development and

16

reflection of Teacher Work Sample processes and formally evaluating the Teacher Work

Sample Portfolio using the appropriate rubrics and the Teacher Work Sample Portfolio

Assessment form in the evaluation. The Teacher Work Sample Portfolio evaluation will be

included in the grade for the capstone course.

Graduate students in EC 5565 and EMSE 5561 will be responsible for completing the Teacher

Work Sample Portfolio.

The university supervisor/clinical instructor also is responsible for reviewing and formally

evaluating each candidate’s Teacher Work Sample Portfolio and providing assistance in the

development process and the accompanying reflections. The university supervisor/clinical

instructor will use the Teacher Work Sample Portfolio Assessment Rubrics and the Teacher

Work Sample Portfolio Assessment form in the evaluation with input from the cooperating

teacher.

At Level III, the Teacher Work Sample will be evaluated by both the university course

instructor AND the university supervisor/clinical instructor.

E. Evaluating the Teacher Work Sample Portfolio

Level I

The instructor of the Introductory Field Experience course is responsible for scoring the

Teacher Work Sample Portfolio using the appropriate rubrics for the philosophy statement and

the Contextual Factors process and the Teacher Work Sample Portfolio Assessment form.

Students who were given credit for an introductory field course at another college or university

must meet with their program coordinator or designated faculty member to discuss the start of

their educational Teacher Work Sample Portfolio.

Post-Baccalaureate students may incur problems with beginning the Teacher Work Sample

Portfolio because of courses waived, i.e., introductory field; however they are still responsible

for completing a Teacher Work Sample Portfolio. Post-Bac students are to be given

information about completing the Teacher Work Sample Portfolio at the time of entry into the

certification program.

Elementary, Middle & Secondary Education and Early Childhood graduate students who are

receiving initial teacher certification are also responsible for completing a Teacher Work

Sample Portfolio and will be given information on the process through their respective program

advisors.

Instructors/supervisors are to use the Teacher Work Sample Portfolio Assessment Processes

form as a guide to summarizing a candidates’ performance in each section. It is not necessary

to sum the candidates’ score in each descriptor to achieve a total score in each section.

17

Level II

The course instructor of the following courses: EC3300, EMSE3123, EMSE3210, EMSE3220,

EMSE3230, EMSE3240, EMSE3250, EMSE3410, EMSE3403, FA3900/3901, FA5015/5016,

MUS3310/3311, PED3610, 3611, SPED3000, THE3220 will be responsible for assisting

students in developing the Mini-Teacher Work Sample Portfolio processes, reviewing each

student’s Mini-Teacher Work Sample Portfolio and formally evaluating the Mini-Teacher

Work Sample Portfolio using the Teacher Work Sample Portfolio Assessment Rubrics and the

Teacher Work Sample Portfolio Assessment form.

The university supervisor/clinical instructor will support the preprofessional field experience

student in the development of the Mini-Teacher Work Sample Portfolio processes offering

assistance and ensuring that the processes and reflections are appropriate and reflect the

SPECTRUM Model. The university supervisor/clinical instructor will not be responsible for

formally evaluating the Mini-TWS portfolio at Level II.

Instructors/supervisors are to use the Teacher Work Sample Portfolio Assessment Processes

form as a guide to summarizing a candidates’ performance in each section. It is not necessary

to sum the candidates’ score in each descriptor to achieve a total score in each section.

Level III

The university course instructor of the following capstone courses: EC4000, EDUC 4000,

EMSE 4900, MUS4000, PED4610 and SPED4200, is to review each candidate’s Teacher

Work Sample Portfolio. He/She also will provide guidance in its continued development and

formally evaluate each Teacher Work Sample Portfolio using the Teacher Work Sample Portfolio

Assessment Rubrics and the Teacher Work Sample Portfolio Assessment form in the evaluation.

The Teacher Work Sample Portfolio evaluation will be included in the grade for the capstone

course.

Graduate students in EC5565, EC5566, and EMSE5561 will be responsible for completing the

Teacher Work Sample Portfolio.

The university supervisor/clinical instructor is responsible for reviewing and formally

evaluating each candidate’s Teacher Work Sample Portfolio and providing assistance in the

development of the processes and the accompanying reflections. The university

supervisor/clinical instructor will use the Teacher Work Sample Portfolio Assessment Rubrics and

the Teacher Work Sample Portfolio Assessment form in the evaluation with input from the

cooperating teacher.

Instructors/supervisors should use the Teacher Work Sample Portfolio Assessment Processes form

as a guide to summarizing a candidates’ performance in each section. It is not necessary to sum

the candidates’ score in each descriptor to achieve a total score in each section.

18

The cooperating teacher will use the Teacher Work Sample Portfolio as a catalyst for discussion

about best teaching practices. The cooperating teacher will provide input to the university

supervisor/clinical instructor regarding the evaluation of the Teacher Work Sample Portfolio.

Each professional intern will have two Teacher Work Sample Portfolio evaluations, one from the

university supervisor/clinical instructor and one from the capstone instructor.

Evaluation Form Submission

A copy of the completed Teacher Work Sample Portfolio Assessment form will be submitted to

the Teaching Performance Center by the designated instructor of the Level I, II or III course.

For the professional internship, a completed Teacher Work Sample Portfolio Assessment Form

will be submitted to the Teaching Performance Center by both the university supervisor/clinical

instructor and the Level III course instructor.

19

VI. Overview of Teacher Work Sample (TWS)

The Vision Successful teacher candidates support learning by designing a Teacher Work Sample that employs a

range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this

performance assessment, teacher candidates provide credible evidence of their ability to facilitate

learning by meeting the following TWS standards:

• The teacher uses information about the learning-teaching context and student individual

differences to set learning goals and plan instruction and assessment.

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

• The teacher uses multiple assessment modes and approaches aligned with learning goals to

assess student learning before, during, and after instruction.

• The teacher designs instruction for specific learning goals, student characteristics and needs,

and learning contexts.

• The teacher uses regular and systematic evaluations of student learning to make instructional

decisions.

• The teacher uses assessment data to profile student learning and communicate information

about student progress and achievement.

• The teacher reflects on his or her instruction and student learning in order to improve teaching

practice.

The Assignment The TWS contains seven teaching processes identified by research and best practice as fundamental to

improving student learning. Each Teaching Process is followed by a TWS Standard, the Task,

Requirements, and a Rubric that defines various levels of performance on the standard. The Standards

and Rubrics will be used to evaluate the TWS. The Requirements help document the extent to which

each of the standards has been met.

Teaching a comprehensive unit is required. Before teaching the unit, the contextual factors are to be

described, learning goals based on state or district content standards, create an assessment plan

designed to measure student performance before (pre-assessment), during (formative assessment) and

after (post-assessment), and plan for instruction. After the unit has been taught, analyze and reflect on

student learning. Then evaluate the instruction and teaching as they relate to student learning.

Format

• Ownership. Complete a cover page that includes (a) name, (b) date submitted, (c) grade level

taught, (d) subject taught, (e) course number and title (f) names of clinical instructor, supervisor,

faculty and cooperating teacher, and (g) name of school.

• Table of Contents. Provide a Table of Contents that lists the sections and attachments in the TWS

document with page numbers.

• Charts, graphs and attachments. Charts, graphs and assessment instruments are required as part of

the TWS document. Other attachments may be provided such as student work. However, please be

very selective and make sure the attachments provide clear, concise evidence of teaching

performance as related to TWS standards and 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)

20

word-processed pages, double-spaced in 12-point font, with 1-inch margins, not including charts,

graphs and student work examples.

• References and Credits (not included in total page length). If another person’s ideas or material are

referred to in the narrative, these should be cited 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.

21

Teacher Work Sample

Teaching Processes Assessed by the Teacher Work Sample (TWS)

TEACHING PROCESSES, TWS STANDARDS AND INDICATORS

Introduction to the Portfolio The purpose is defined

The outcomes met by the candidate are described

There are relevant connections made between the elements of the TWS and the outcomes.

There is a description of the organization of the TWS Portfolio

Philosophy Statement

There is evidence that the candidate had the student as the focus

The SPECTRUM Model is used as the framework

The candidate understands theory and research

The candidate has gained insight into teaching and learning through field experiences and coursework.

Contextual Factors The teacher uses information about the learning-teaching context and student individual differences to set learning

goals and plan instruction and assessment.

� Knowledge of community, school, and classroom factors

� Knowledge of characteristics of students

� Knowledge of students’ varied approaches to learning

� Knowledge of students’ skills and prior learning

� Implications for instructional planning and assessment

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

� Significance, Challenge and Variety

� Clarity

� Appropriateness for students

� Alignment with national, state or local standards

Assessment Plan The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning

before, during and after instruction.

� Alignment with learning goals and instruction

� Clarity of criteria for performance

� Multiple modes and approaches

� Technical soundness

� Adaptations based on the individual needs of students

Design for Instruction The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

� Alignment with learning goals

� Accurate representation of content

� Lesson and unit structure

� Use of a variety of instruction, activities, assignments and resources

� Use of contextual information and data to select appropriate and relevant activities, assignments and resources

� Use of technology

Instructional Decision-Making The teacher uses ongoing analysis of student learning to make instructional decisions.

� Sound professional practice

� Adjustments based on analysis of student learning

� Congruence between modifications and learning goals

Analysis of Student Learning The teacher uses assessment data to profile student learning and communicate information about student progress

and achievement.

� Clarity and accuracy of presentation

� Alignment with learning goals

22

� Interpretation of data

� Evidence of impact on student learning

Reflection and Self-Evaluation The teacher reflects on his or her instruction and student learning in order to improve teaching practice.

� Interpretation of student learning

� Insights on effective instruction and assessment

� Alignment among goals, instruction and assessment

� Implications for future teaching

� Implications for professional development

23

Introduction to the Portfolio

To be completed by: Introductory (Level I) and Professional Interns (Level III)

The Introduction is the teacher candidate’s opportunity to discuss the purpose of the

Teacher Work Sample portfolio. In defining the purpose of the Teacher Work Sample,

the candidate integrates a discussion of the College of Education Learning Outcomes,

drawing relevant connections between the elements of the Teacher Work Sample and

the learning outcomes in the categories of Knowledge, Skills, and dispositions. The

introduction should also guide the reader in the organization of the portfolio.

Requirements:

• The purpose is defined.

• The outcomes met by the candidate are described.

• There are relevant connections made between the elements of the TWS and the

outcomes.

• There is a description of the organization of the TWS Portfolio

Checklist N Y

The purpose is defined.

The outcomes are described.

Relevant connections are made between the TWS and

the Learning outcomes.

There is a description of the organization.

Suggested Page Length: 1-2 pages

24

Philosophy Statement

To be completed by: Introductory Field Students (Level I) and Professional Interns (Level III).

The Philosophy statement addresses the candidate’s view of the essence of education based on

documentation and experience and support by research. The focus should be the K-12 student on how

the classroom can help develop the K-12 student into an effective citizen based on what has been

learned at Kean University. The statement should be built around the SPECTRUM Conceptual

Framework of the College of Education and reflect on knowledge, skills and dispositions.

Requirements:

• Provide evidence that the teacher candidate had the student as the focus.

• Use the SPECTRUM Model (Learning Outcomes in Knowledge, Skills, and Dispositions) as

the framework.

• Include relevant theory and research that has influenced your Philosophy of Education

(minimum of 3 references).

• Include the insight you have gained into teaching and learning through the course work and

filed experiences you have completed.

Checklist N Y

Students as the focus

SPECTRUM used for framework

Demonstrates knowledge of relevant theory and research

Uses insight gained from course work and field work

Suggested Page Length: 2-3 pages

Unacceptable Acceptable Target

1.4 Identify historical,

philosophical, and social

perspectives of physical

education issues and

legislation.

TC fails to meet program

requirements for identifying

historical, philosophical and

social perspectives of PE issues

and legislation.

Evidence could include projects,

assignments, departmental

examinations, state or national

licensure tests.

TC exceeds program

requirements for identifying

historical, philosophical and

social perspectives of PE issues

and legislation.


assignments, departmental

examinations, state or national

licensure tests.

TC meets program requirements for

identifying historical, philosophical and

social perspectives of PE issues and

legislation.


assignments, departmental examinations,

state or national licensure tests.

25

Contextual Factors

To be completed by: Introductory (Level I) and Professional Interns (Level III).

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.

Requirements In the discussion, include:

• Community, district and school factors. Address geographic location, community and school

population, socio-economic profile and race/ethnicity. Stability of community, political climate,

community support for education, and other environmental factors may also be addressed.

NOTE: NJ School Report Card is a good resource.

• Classroom factors. Address physical features, availability of technology equipment and resources

and the extent of parental involvement. Also to be discussed are other relevant factors such as

classroom rules and routines, grouping patterns, scheduling and classroom arrangement.

• Student characteristics. Address student characteristics which must be considered as instruction

design and learning assessed. Include factors such as age, gender, race/ethnicity, special needs,

inclusion, English Language Learners (ELL), achievement/developmental levels, culture, language

interests, learning styles/modalities or students’ skill levels. In the narrative, make sure to address

student’s skills and prior learning that may influence the development of learning goals, instruction

and assessment.

NOTE: Include state/standardized test score data.

• Instructional implications. Address how contextual characteristics of the community, classroom

and students have implications for instructional planning and assessment. Include specific

instructional implications for English Language Learners (ELL) and special needs inclusion

students multiple intelligences and any other factors that will influence how a unit is planned and

implemented. Tell why this information is important to a teacher.

Checklist N Y

Demonstrates knowledge of community, school, and classroom factors

Demonstrates knowledge of characteristics of students

Demonstrates knowledge of students’ varied approaches to learning

Demonstrates knowledge of students’ skills and prior learning

Uses knowledge to implement instructional planning and assessment

Suggested Page Length: 2-4

26

3.4 Plan for and

manage resources to

provide active, fair,

and equitable

learning

experiences.

TC does not plan or minimally plans

for adaptations based on individual

differences (abilities/needs/interests).

Instruction is not individualized and a

“one size fits all” approach is taken.

TC uses one instructional model/

approach throughout the lesson. TC

does not make adaptations or offer

choices in equipment, space use, or

practice tasks based on individual

differences.

TC plans for instructional

adaptations for individual

differences (abilities/needs/

interest). TC can articulate an

appropriate rationale for

adaptations. TC uses multiple

instructional models/approaches

throughout the lesson to account

for variations in learning styles and

prior experiences. TC provides

student choices in equipment,

space, or level of practice tasks

based on individual differences.

TC’s plans routinely reflect

sophisticated adaptations for

abilities (all levels) and needs

(interests and motivation) with a

sound rationale. TC uses multiple


throughout the lesson to account for

variations in learning styles

and prior experiences. Students are

given multiple choices (equipment,

space, etc.) within practice tasks


3.5 Plan and adapt

instruction to

diverse student

needs, adding

specific

accommodations

and/or modifications

for student

exceptionalities.

TC fails to account for student

exceptionalities or differences within

the class based on factors such as

gender, class, ethnicity, race,

physical or mental handicap, or

socioeconomic status. TC does not

make accommodations for the

diversity found within the student

population. Failure to account for

exceptionalities would include such

components as the choices

of units to be taught, selection of

students chosen to demonstrate,

degree of inclusion reflected in

bulletin boards or other displays, and

grouping of students for instruction or

play. TC fails to collaborate with the

IEP team on the planning and

implementing

of lessons that meet the needs of

students with disabilities.

TC accounts for student

exceptionalities or differences

within the class by planning and

implementing lessons that make

modifications based on factors

such as gender, class, ethnicity,

race, physical or mental handicap,

or socioeconomic status. TC

demonstrates teaching behaviors

that reflect thoughtful

consideration of exceptionalities

through such behaviors as the

selection of units to be taught,

inclusion of diversity in bulletin

boards and other displayed

materials, using a variety of

students to demonstrate, and

grouping students for instruction

and play. TC collaborates with the

IEP team on the implementation



TC accounts for exceptionalities

among students or makes

accommodations for the diversity

found within the student

population using creativity and

foresight. It is clear from the TC’s

behaviors that components such as

the selection of units of

instruction, materials selected for

display, the selection of students to

demonstrate, and methods of

grouping students that

exceptionalities and diversity

found within the student population

and have driven instructional

decision making. TC collaborates

with the IEP team on the planning

and implementing of lessons that

meet the needs of students with

disabilities.

27

Learning Goals

To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns (Level III).

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

Task Provide and justify the learning goals for the unit.

Requirements

• List the learning goals (not the activities) that will guide the planning, delivery and assessment of the unit. These

goals should define what students are expected to know and be able to do at the end of the unit. The description

should include appropriate physiological and biomechanical concepts related to skillful movement, physical activity

and/or fitness. The goals should be significant (reflect the big ideas or structure of the discipline) challenging,

varied and appropriate and expressed in behavioral terms, psychological/ behavioral theory related to skillful

movement should be applied i.e., defining what students are expected to be able to do. Number or code each

learning goal so it can be referenced later. Learning Goal’s must be appropriate for the subject area/developmental

level of learners, explicitly connected to the standards, and provide appropriate challenges for students. Incorporate

multiple domains of learning or content areas. Learning Goals must be measurable and each contains criteria for

student mastery.

• Explain how the goals are aligned with local, New Jersey Core Curriculum Content Standards, and NASPE(identify the source of the standards).

• Describe the types and levels of the learning goals and how these long term goals are linked to student needs.

• Describe/include the “how” and “why” of the goals for skillful movement, physical activity or fitness.

• Discuss why the learning goals are appropriate in terms of development; pre-requisite knowledge, skills; and

other student needs.


28

Element Statement Unacceptable Acceptable Target

1.1 Describe and apply

physiological and

biomechanical concepts

related to

skillful movement,

physical activity and fitness.

TC applies physiological

and biomechanical

concepts in planning for

and delivering instruction.

Skill cues are appropriate

in plan, but TC fails

to use the identified skill

cues during the lesson. TC

instruction for skillful

movement, physical activity

or fitness is given using

generalized terms and is

concerned with the “how”

of the movement,

physical activity, or fitness.

TC fails to meet the criterion

score established by the

program on selected

assessments in physiology

and/or biomechanics.

TC appropriately applies

physiological and

biomechanical concepts in

planning for and

delivering instruction.

Skill cues identified in the

plan are used during

the lesson. TC instruction for

skillful movement, physical

activities, or fitness includes

the “how” and “why” of the

movement, physical activity,

or fitness. TC meets the

criterion score established by

the program on selected

assessments in physiology and

biomechanics.


physiological and


planning for and delivering

instruction for all

stages of student proficiency.

Skill cues are identified in the

plan and are consistently used

during the lesson. TC

instruction for skillful

movement, physical activity, or

fitness includes the “how” and

“why” of the movement,

physical activity, or fitness.

TC exceeds the criterion score

established by the program on

selected assessments in

physiology and biomechanics.


motor learning and

psychological/ behavioral

theory related to skillful

movement, physical activity,

and fitness.

TC demonstrates knowledge of

the various theories, but fails

to apply theories to teaching.

Practice conditions used for

skill acquisition do not allow

for individual differences. TC

uses punitive measures to

control behavior. TC fails to

meet the criterion score


assessments in motor learning

and/or psychological/

behavioral theory.


the various theories and applies

the theories to teaching.

Practice conditions allow for

individual differences. TC

controls student behavior

through the use of proactive

strategies (i.e. catch them when

they are good, awarding

positive behavior, etc.). TC

meets the criterion score


assessments in motor learning

and psychological/behavioral

theory.

TC appropriately applies motor

learning, psychological, and

behavioral theory in planning

for and delivering instruction.

Practice conditions allow for

individual differences and

practice conditions are adjusted

based on student responses. TC

controls student behavior using

proactive strategies including

encouraging student self-

responsibility. TC exceeds the

criterion score established by

the program on assessments in

motor learning and

psychological/ behavioral

theory.

29


motor development theory

and principles related to

skillful movement, physical

activity, and fitness.

TC applies motor development

theory and principles in

planning for the lesson, but fails

to account for developmental

differences during instruction

and practice activities. TC fails

to meet the criterion score


assessments in motor

development.


development theory and

principles in planning for and

delivering instruction. TC

plans and implement lessons

that are developmentally

appropriate (neither too hard

nor too easy). TC demonstrates

application of motor

development theory by using

developmentally appropriate

teaching cues, and planning


practice opportunities. TC

meets the criterion score

established by the

program on assessments in

motor development.


development theory and

principles in planning for and

delivering instruction (for all

stages of student proficiency);

evidence is provided by K-12

students' changes in behavior

(learning occurs) in skillful

movements, physical activities,

and personal fitness. TC exceeds

the criterion score established by

the program on assessments of

motor development.

3.1 Design and implement

short and long term plans

that are linked to

program and

instructional goals as well as

a variety of student needs.

TC fails to make both long and

short term plans. Planning is

limited to daily lesson plans

with no plan for long term

instructional goals for the unit.

Lesson objectives are not

aligned with identified long

term goals (unit). Planned

learning activities are out of

alignment with instructional or

programmatic goals.

TC designs and implements

short and long term plans.

Learning activities are

congruent with short term

(lesson objectives) and long

term (unit objectives) goals and

are linked directly to student

needs. TC uses strategies such

as backward mapping in

planning short and long term

goals.

TC designs and implements short

and long term plans using such

strategies as backward mapping

to ensure learning is sequential.

Short and long term goals are

linked directly to student

learning activities. Short and

long term goals inform

instruction and learning activities

and allow for differentiate

instruction and multiple means

of teaching sequences.

3.2 Develop and implement

appropriate (e.g.

measurable,

developmentally

appropriate, performance-

based) goals and objectives

aligned with local,

state, and/or national

standards.

Objectives are inappropriate for

the subject area/developmental

level of learners by being either

too difficult or too easy.

Objectives only contain

performance. Objectives are

appropriate, but TC fails to

align objectives with local,

state, and/or national standards.

Objectives are appropriate for

subject area/developmental

level of learners, are connected

appropriately to the standards,

and provide appropriate

challenges for students (tasks

are neither too easy nor too

difficult). Objectives are

measurable and most objectives

identify criteria.

Objectives are appropriate for

the subject area/developmental

level of learners, are explicitly

connected to the standards, and

provide appropriate challenges

for students (tasks are neither too

easy nor too difficult).

Objectives incorporate multiple

domains of learning or content

areas. Objectives are measurable

and each contains criteria for

student mastery.

30

Assessment Plan

To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns

(Level III).

TWS Standard The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student

learning before, during and after instruction.

Task Design an assessment plan to monitor student progress toward learning goal(s). Use multiple assessment modes

and approaches aligned with learning goals to assess student learning before, during, and after instruction. A

minimum of 1 PE Metrics Assessment must be used. These assessments should authentically measure student

learning and may include performance-based tasks, paper-and-pencil tasks, or personal communication.

Describe why the assessments are appropriate for measuring learning.

Requirements

• Provide an overview of the assessment plan. The purpose of this overview is to depict the alignment

between learning goals and assessments. Show adaptations used to meet the individual needs of students to

problem solve, or to reflect contextual factors. Include methods of formal, informal, and student self-

assessment. 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. A visual organizer such as a table, outline or other means may be used to make the

plan clear.

• Describe the pre- and post-assessments that are aligned with the learning goals. Clearly explain how

pre-and post-assessments will be evaluated or scored, including criteria used to determine if the students’

performance meets the learning goals. Include copies of assessments 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 the plan for formative assessment that will help to determine student progress during the unit. Describe the assessments planned to evaluate student progress and comment on the importance of

collecting that particular evidence. Although formative assessment may change as the unit progresses, the

task here is to predict at what points in the instructional sequence it will be important to assess students’

progress toward learning goals.

31

Example of an Overview of the Assessment Plan: 4th

Grade Physical Education

Visual Organizer Learning Goals Assessments Format of Assessment Adaptations

Learning Goal 1:

Cognitive Domain

Students will list four rules

associated with basketball

as well as identify the

proper techniques to

successfully perform

running, dribbling, passing,

and shooting with a

basketball

Pre-Assessment

Formative Assessment

Post-Assessment

Entrance Slips: General

question about what they

know about the rules of

basketball

Question/Answer: Basis of

questions asking them

about the rules we discuss

as we learn a new skill

Exit Slips: General

Question on new rules

associated with a new skill.

-Repeat and modify

instructions, as needed. Re-

read directions and re-

establish what is expected

of the students

-Provide well established

questions in the clearest,

most simple form. Repeat

the questions as needed

-Repeat and modify




of the students

Learning Goal 2:

Affective Domain

Students will demonstrate

good sportsmanship and

use proper team building

skills throughout this unit.

Pre-Assessment


Post-Assessment

Entrance Slips:

General question on what

they think good

sportsmanship is.

Journals:

Keeping individual

journals on how they feel

each day they are in Phys

Ed class.

Question/Answer:

Basis of questions asking

the students about

sportsmanship.

-Repeat and modify




of the students

-Journals will include

pictures that of happy/sad

faces and questions based

on how they felt in Phys Ed

throughout the unit.

-Provide well established

questions in the clearest,

most simple form. Repeat

the questions as needed.

Learning Goal 3:

Psychomotor Domain

Students will effectively

perform the proper

techniques of running,

dribbling, passing, and

shooting with a basketball.

Pre-Assessment


Post-Assessment

Video Taping:

Videotaping the students’

use of skills at the

beginning of the unit.

Teacher Observation:

Observation of the students

as they practice and

perform the skills that were

taught.

Video Taping:

Videotaping the students’

use of skills at the end of

the unit.

-I will instruct/assist

students in taking video of

each other performing the

skills throughout the unit.

If students show difficulty

in making film they can

draw a picture in their

journals of their pre/post

movements to show their

gradual change.

32

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

table

Unacceptable Acceptable Target

5.1 Select or create

appropriate

assessments that will

measure student

achievement of the

goals and

objectives.

TC shows no evidence (or

minimal evidence) of

planning for formal or

informal assessment. There is

no plan for record

keeping or analysis of data.

Assessments do not

match/measure the lesson

objectives and/or standards.

Some of the objectives are

not assessed.

TC uses appropriate strategies to

assess student learning (paper

and pencil tests, observational

checklists, etc) regularly. TC has

a plan for record keeping and

analysis of data. Planned

assessments are appropriate for

the lesson and/or standards.

Student progress is recorded.

TC uses assessments to plan future

lessons. On-going assessments as

well as summative and formative

assessments are used in many

contexts. Record keeping

provides

detailed information on students

and can be transformed into a

format that is accessible to

others (e.g.

parents/administrators).

33

Design for Instruction

Unit Plan and/or Lesson Plans

To be completed by: Pre-professional Field Experience Students (Level II) and

Professional Interns (Level III).

TWS Standard The teacher designs instruction for specific learning goals, student characteristics and needs,

and learning contexts.

Task Describe how the design of the unit instruction relates to unit goals, students’ characteristics and

needs, and the specific learning context.

Requirements

• Results of pre-assessment. After administering the pre-assessment, analyze student

performance relative to the learning goals. Depict the results of the pre-assessment in a

format that allows patterns of student performance to be found relative to each learning goal.

A table, graph, or chart may be used. Describe the pattern that was found that will guide the

instruction or modification of the learning goals.

• Unit overview. Provide an overview of the unit. Use a visual organizer such as a block plan

or outline to make the unit plan clear. Include the topic or activity planned for each

day/period. Content must be designed in alignment with lesson objectives/ learning goals for

unit. Also indicate the goal or goals (coded from the Learning Goals section) that will be

addressed in each activity. Make sure that every goal is addressed by at least one activity and

that every activity relates to at least one goal. Plans must include adaptations to instruction

for diverse student needs with specific accommodations and/or modifications for student

exceptionalities.

• Activities. Describe at least three unit activities that reflect a variety of instructional

strategies/techniques and explain why those specific activities are planned. In the

explanation for each activity, include:

- how the content relates to the instructional goal(s),

- how the activity stems from the pre-assessment information and contextual

factors,

- Describe how you will apply physiological and biomechanical concepts related to

skillful movement, physical activity and fitness.

- Describe how you will apply motor learning and psychological behavior theory

related to skillful movement, physical activity and fitness.

- Describe how you will apply motor development theory and principles related to


- Plan/describe how you will manage resources to provide active, fair and equitable

learning experiences.

- what materials/technology are necessary to implement the activity,

- how are plans made to assess student learning during and/or following the activity

(i.e., formative assessment).

34

- how the unit and/or lesson plan incorporates contextual factors particularly of the

student learners.

• Technology. Describe how technology will be used in the planning and/or instruction.

Demonstrate knowledge of current technology by planning and implementing learning

experiences that require students to appropriately use technology to meet lesson objectives.

If there is no plan to use any form of technology, provide a clear rationale for its omission.

Suggested Page Length: 3 + visual organizer

Element Statement Unacceptable Accepta Ta

1.1 Describe and

apply physiological

and biomechanical

concepts related to

skillful movement,

physical activity and

fitness.

TC applies physiological and



instruction. Skill cues are

appropriate in plan, but TC fails

to use the identified skill cues

during the lesson. TC instruction

for skillful movement, physical

activity or fitness is given using

generalized terms and is concerned

with the “how” of the movement,

physical activity, or fitness. TC fails

to meet the criterion score established

by the program on selected

assessments in physiology and/or

biomechanics.


physiological and



instruction. Skill cues

identified in the plan are used during

the lesson. TC instruction for skillful

movement, physical activities, or


“why” of the movement, physical

activity, or fitness. TC meets the

criterion score established by the

program on selected assessments

in physiology and biomechanics.


physiological and biomechanical

concepts in planning for and

delivering instruction for all

stages of student proficiency.

Skill cues are identified in the plan

and are consistently used during the

lesson. TC instruction for skillful

movement, physical activity, or


“why” of the movement, physical

activity, or fitness. TC exceeds the


program on selected assessments in

physiology and biomechanics.

1.2 Describe and

apply motor

learning and

psychological/

behavioral theory

related to skillful

movement, physical



the various theories, but fails to apply

theories to teaching. Practice

conditions used for skill acquisition

do not allow for individual

differences. TC uses punitive

measures to control behavior. TC

fails to meet the criterion score


assessments in motor learning and/or

psychological/ behavioral theory.


the various theories and applies the

theories to teaching. Practice

conditions allow for individual

differences. TC controls student

behavior through the use of

proactive strategies (i.e. catch them

when they are good, awarding

positive behavior, etc.). TC meets

the criterion score established by the

program on assessments in motor

learning and psychological/

behavioral theory.


learning, psychological, and

behavioral theory in planning for

and delivering instruction. Practice

conditions allow for individual

differences and practice conditions

are adjusted based on student

responses. TC controls student

behavior using proactive strategies

including encouraging student self-

responsibility. TC exceeds the


program on assessments in motor

learning and psychological/

behavioral theory.

35

1.3 Describe and

apply motor

development theory

and principles

related to skillful

movement, physical


TC applies motor development

theory and principles in planning for

the lesson, but fails to account for

developmental differences during

instruction and practice activities. TC

fails to meet the criterion score


assessments in motor development.


development theory and principles

in planning for and delivering

instruction. TC plans and

implement lessons that are


(neither too hard nor too easy). TC

demonstrates application of motor

development theory by using


teaching cues, and planning


practice opportunities. TC meets

the criterion score established by

the program on assessments in

motor development.


development theory and principles

in planning for and delivering

instruction (for all stages of student

proficiency);

evidence is provided by K-12

students' changes in behavior

(learning occurs) in skillful

movements, physical activities, and

personal fitness. TC exceeds the


program on assessments of motor

development.

3.3 Design and

implement content

that is aligned with

lesson objectives.

TC selects model/approach that is

incongruent with the subject

matter/content, student population,

and/or goals/objectives. Teaching

approach does not consider the

developmental level of students,

context of the class (number of

students in class, equipment,

space, etc.), and/or the context (open

or closed environment) in which the

skill/activity will be performed.

Students participating in the learning

activities fail to achieve the lesson

objectives.

TC selects teaching

approach/model based on

developmental level of students,

context of the class, and the

context in which the skill/activity

will be performed. Teaching

approach is congruent with the

goals/objectives, the number of

students in the class, pre-

assessment of students’

developmental levels, available

equipment, space, and context

(open or closed environment) in

which the skill/activity will be

performed. Learning activities

allow students to achieve

objectives.

TC selects teaching approach/model

that is congruent with the

goals/objectives and facilitates

mastery. The approach/model

selected maximizes practice

opportunities, allows for individual

differences in skill levels,

maximizes the use of

space and equipment, and allows

students to practice tasks in

appropriate environments related

to the context (open or closed

environment) in which the

skill/activity is performed.

Learning activities allow students

to achieve objectives.

3.4 Plan for and

manage resources to

provide active, fair,

and equitable

learning

experiences.

TC does not plan or minimally plans

for adaptations based on individual

differences (abilities/needs/interests).

Instruction is not individualized and a

“one size fits all” approach is taken.

TC uses one instructional model/

approach throughout the lesson. TC

does not make adaptations or offer

choices in equipment, space use, or

practice tasks based on individual

differences.

TC plans for instructional

adaptations for individual

differences (abilities/needs/

interest). TC can articulate an

appropriate rationale for

adaptations. TC uses multiple


throughout the lesson to account

for variations in learning styles and

prior experiences. TC provides

student choices in equipment,

space, or level of practice tasks


TC’s plans routinely reflect

sophisticated adaptations for

abilities (all levels) and needs

(interests and motivation) with a

sound rationale. TC uses multiple


throughout the lesson to account for

variations in learning styles

and prior experiences. Students are

given multiple choices (equipment,

space, etc.) within practice tasks


36

3.5 Plan and adapt

instruction to

diverse student

needs, adding

specific

accommodations

and/or modifications

for student

exceptionalities.

TC fails to account for student

exceptionalities or differences within

the class based on factors such as

gender, class, ethnicity, race,

physical or mental handicap, or

socioeconomic status. TC does not

make accommodations for the

diversity found within the student

population. Failure to account for

exceptionalities would include such

components as the choices

of units to be taught, selection of

students chosen to demonstrate,

degree of inclusion reflected in

bulletin boards or other displays, and

grouping of students for instruction or

play. TC fails to collaborate with the

IEP team on the planning and

implementing



TC accounts for student

exceptionalities or differences

within the class by planning and

implementing lessons that make

modifications based on factors

such as gender, class, ethnicity,

race, physical or mental handicap,

or socioeconomic status. TC

demonstrates teaching behaviors

that reflect thoughtful

consideration of exceptionalities

through such behaviors as the

selection of units to be taught,

inclusion of diversity in bulletin

boards and other displayed

materials, using a variety of

students to demonstrate, and

grouping students for instruction

and play. TC collaborates with the

IEP team on the implementation



TC accounts for exceptionalities

among students or makes

accommodations for the diversity

found within the student

population using creativity and

foresight. It is clear from the TC’s

behaviors that components such as

the selection of units of

instruction, materials selected for

display, the selection of students to

demonstrate, and methods of

grouping students that

exceptionalities and diversity

found within the student population

and have driven instructional

decision making. TC collaborates

with the IEP team on the planning

and implementing of lessons that

meet the needs of students with

disabilities.

3.7 Demonstrate

knowledge of

current technology

by planning and

implementing

learning experiences

that require

students to

appropriately use

technology to meet

lesson objectives.

TC does not make appropriate use of

the available technology. TC

demonstrates limited knowledge of

current technology and its

applications in a physical activity

setting. TC’s use of technology does

not align with lesson objectives.

TC integrates learning experiences

that involve students in the use of

available technology. TC

demonstrates knowledge and use of

current technology and applies this

knowledge in the development and

implementation of lessons in a

physical activity setting. TC’s use

of technology is aligned with

lesson objectives.

TC integrates learning experiences

that require students to use various

technologies in a physical activity

setting. TC demonstrates mastery

of current technologies and uses the

technology to enhance student

learning. TC incorporates

technology such as pedometers,

video, etc. to provide feedback to

students. TC’s use of technology is

aligned with lesson objectives.

37

Instructional Decision-Making

To be completed by: Pre-professional Field Experience Students (Level II) and

Professional Interns (Level III).

TWS Standard The teacher uses on-going analysis of student learning to make instructional decisions.

Task Recognize the changing dynamics of the environment and adjust instruction tasks based on

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

learning or responses.

To be included:

• Think of a time during the unit when a student’s learning or response caused a modification

of the original design for instruction. (The resulting modification may affect other students

as well.) Cite specific evidence to support answers to the following:

- Describe the student’s learning or response that caused a modification of plans.

The student’s learning or response may come from a planned formative

assessment or another source (not the pre-assessment).

- Describe what was done next and explain why this would improve student

progress toward the learning goal. Describe how you corrected the critical

elements of motor skills and performance concepts.

• Now, think of one more time during the unit when another student’s learning or response

caused a modification of a different portion of the original design for instruction. (The

resulting modification may affect other students as well.) Cite specific evidence to support

the answers to the following:

- Describe the student’s learning or response that caused an adjustment of

modification of the plans. The student’s learning or response may come from a

planned formative assessment or another source (not the pre-assessment).

- Describe what was done next and explain why this would improve student

progress toward the learning goal.

- How were instructional tasks adjusted based on student responses, and the

changing dynamics of the environment.


38


4.4

Recognize the

changing dynamics

of the environment

and adjust

instructional

tasks based on

student responses.

TC delivers lessons by

remaining on script without

regard to student responses.

TC fails to recognize changes

in the teaching environment or

fails to make adjustments

based on changes in the

environment.

TC makes adjustments to planned

lesson based on student responses.

TC demonstrates flexibility in the

lesson or with students by

adjusting lesson based on student

responses.

TC demonstrates flexibility and

creativity when adjusting the

lesson based on student

responses. TC appropriately

responds to teachable moments

during the lesson.

39

Analysis of Student Learning

To be completed by: Professional Interns (Level III).

TWS Standard The teacher uses assessment data to profile student learning and communicate information about student

progress and achievement.

Task Analyze the assessment data, including pre, formative and post assessments and formative assessments to

determine students’ progress related to the unit learning goals. Use visual representations and narrative to

communicate the performance of the whole class, subgroups, and two individual students. Conclusions

drawn from this analysis should be provided in the “Reflection and Self-Evaluation” section.

To be included: In this section, you will develop and implement a plan to collect, analyze and explain progress and

achievement toward learning goals demonstrated by the whole class, subgroups of students, and individual

students.

• Pre-assessment is a key to the unit.

In a unit where students have had previous study in the content area, pre and post assessment tests can be

developed and administered to show the achievement progress from the unit execution.

Example: Students entering high school have studied volleyball in elementary and middle

school. A pre-test will determine what they have retained from this instruction and will

provide the base data necessary for the teacher to plan the instructional goals and activities for

a unit on the volleyball. The post-test can show the achievement gains in relation to the pre-

test.

In a unit that is distinct, with no connection to prior study, pre-assessment should focus on pre-requisite

knowledge, skills and student needs. What knowledge/skills are necessary for the students to

successfully master the unit? Can the unit be started confident that the students have the necessary

knowledge base to progress? What modifications in content, process or strategies may be necessary

because of deficiencies in students’ background knowledge/skills?

Example: The unit to be taught is yoga. This unit is distinct; the students have not yet

covered the material and cannot answer question directly related to it. Therefore, there cannot

be a valid comparison between a pre-test and post-test. The pre-assessment should focus on

prior knowledge of various elements essential to the yoga: poses strength, flexibility and a

base of strength and flexibility.

Whole class. To analyze the progress of the whole class, create a table that shows pre- and post- assessment

data on every student on every learning goal. Then, create a graphic summary that shows the

40

• extent to which the students made progress toward the learning criterion that was identified for each

learning goal (identified in the Assessment Plan section). Summarize what the graph tells about

students’ learning in this unit (i.e., the number of students met the criterion).

• Subgroups. Select a group characteristic (e.g., gender, performance level, socio-economic status,

language proficiency) to analyze in terms of one learning goal. Provide a rationale for the selection of

this characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle- vs. low-performers). Create a

graphic representation that compares pre- and post-assessment results for the subgroups on this learning

goal. Summarize what these data show about student learning.

• Individuals. Select two students that demonstrated different levels of performance. Explain why it is

important to understand the learning of these particular students. Use pre-, formative, and post-

assessment data with examples of the students’ work to draw conclusions about the extent to which these

students attained the two learning goals. Graphic representations are not necessary for this subsection.

Note: Provide possible reasons for why the students learned (or did not learn) in the next section,

“Reflection and Self-Evaluation.”

Suggested Page Length: 4 + charts, graphs and examples of student work examples

41


5.2 Use appropriate

assessments to

evaluate student

learning before,

during, and after

instruction.

TC demonstrates no evidence (or

minimal evidence) of planning

for formal or informal

assessment. If assessment is

used, it only occurs after

instruction. Assessments do not

match the lesson objectives

and/or standards.

Learning/practice opportunities

are not based on pre-

assessments. Instruction is

informed by instructional plan

with no regard for pre-

assessments or formative

assessments. Grades are

determined by “effort” or

“participation.”

TC uses appropriate strategies to

assess student learning (paper and

pencil tests, observational

checklists, etc) regularly. Planned

assessments are appropriate for the

lesson and/or standards. Record

keeping provides information on

student learning. Learning/practice

opportunities are based on pre-

assessments. Assessment occurs

throughout the unit of instruction

and is used to inform instruction,

provide feedback, communicate

progress and determine grades.

TC uses multiple assessments.

On-going assessments as well as

summative and formative

assessments are used in many

contexts. Record keeping

provides detailed information on

students and can be transformed

into a format that is accessible to

others (e.g.

parents/administrators).

Assessments are used to inform

instruction, provide feedback,

communicate progress and

determine grades.

Learning/practice opportunities

are based on pre-assessments.

Formative assessments are used

which allow students to achieve

mastery on summative

assessments.

42

Reflection and Self-Evaluation

To be completed by: Professional Interns (Level III).

TWS Standard The teacher analyzes the relationship between his or her instruction and student learning in order to

improve teaching practice.

Task Reflect on the intern’s performance as a teacher and link K-12 student learning results to this performance

incorporating current research as supporting documentation. Evaluate intern’s performance and identify

future actions for improved practice and professional growth.

To be included:

• Select the learning goal where the K-12 students were most successful. Provide two or more possible

reasons for this success. Consider goals, instruction, and assessment along with K-12 student

characteristics and other contextual factors under the intern’s control. Explain how the reflective cycle

implemented change in the intern’s performances, student learning, and/or instructional goals and

decisions.

• Select the learning goal where K-12 students were least successful. Provide two or more possible

reasons for this lack of success. Consider goals, instruction, and assessment along with K-12 student

characteristics and other contextual factors under the intern’s control. Discuss what could be done

differently or better in the future to improve the intern’s performance.

• Reflection on possibilities for professional development. Describe at least two professional learning

goals that emerged from the insights and experiences with TWS. Identify two specific steps that will be

taken to improve performance in the critical area(s) identified.

• Discuss your participation in activities that enhance collaboration and lead to professional growth and

development.

Suggested Page Length: 2

43


5.3 Utilize the reflective cycle

to implement change in

teacher performance, student

learning, and instructional

goals and decisions.

TC plans lessons without

considering previous

accomplishments. Plans

lessons according to teaching

preferences vs. student needs.

Learning/practice

opportunities are not based on

pre-assessments and students’

developmental

levels.

TC uses a reflective cycle

(description of teaching,

justification of teaching,

performance, critique of

teaching, setting of goals) to

modify instruction, change

teacher performance, or

implement change based on

reflection. Changes based

on reflection are placed into

action

in lessons.

TC uses a reflective cycle

(description of teaching,

justification of teaching,

performance, critique of

teaching, setting of goals) to

modify instruction, change

teacher performance, and

implement change based on

reflection.

Changes based on reflection are

placed into action in lessons.

Short and long term goals are

modified based on the

reflective cycle.

6.2 Participate in activities that

enhance collaboration and

lead to professional growth

and development.

TC participates in professional

growth and development

opportunities when directed

to do so. TC meets the

minimum professional

development requirements

for the program. TC fails to

document any collaboration

with faculty, parents,

supervising teachers and/or

service projects.

TC participates in

professional

growth and development

opportunities when they are

offered. TC participates in

professional opportunities

beyond the program

requirements, such as

major’s club, attendance at

state conventions, health

fairs, and Jump/Hoop for

Hearts activities. TC

documents collaboration



service projects.

TC takes every opportunity to

participate in professional

development opportunities.

TC participates in professional

opportunities beyond the

program requirements, such as

making presentations at

professional conventions,

providing leaderships in student

groups, and planning activities.

TC documents collaboration



service projects beyond what is

required.

C:\Documents and Settings\Pat\My Documents\Kean Docs\PE_TWS Portfolio updated 3-8-2012.docx Page 44 12/2011

KEAN UNIVERSITY – COLLEGE OF EDUCATION Teaching Performance Center

110 Willis Hall – Union, NJ 07083 908-737-4185 – Fax: 908-737-4115

[email protected]

TEACHER WORK SAMPLE PORTFOLIO (TWS) ASSESSMENT/WORKSHEET

Level III – Professional Internship Date: ___________________________ Semester: ____________________ Course Instructor/Univ Supervisor: ____________________________________________

Student Name: ___________________________________________ Student Email Address: ______________________________________________________________

Directions: Score and then submit this assessment online at www.kean.edu/~tpc. This assessment is based upon the components/processes as determined by the Teacher

Work Sample Portfolio rubrics. Scoring rubrics are program/content specific and can be found at www.kean.edu/~coe. Click on Teacher Work Sample. Please check any

indicators that are an area of concern and explain in the comment box. RATING SCALE:

1 = Unacceptable

2 = Beginning

3 = Developing

4 = Capable

5 = Accomplished

Component/Processes of TWS and Indicators Rating

Component-Process #1: Introduction to the Portfolio 1a. Purpose is defined.

1b. Outcomes met by the candidate are described.

1c. Relevant connections are made between the elements of the TWS and the

outcomes.

1d. Description of the organization of the TWS is included.

Comments:

Component-Process #2: Philosophy Statement 2a. Evidence is provided that the candidate has the student as the focus. 2b. The SPECTRUM model is used as the framework..

2c. Evidence is provided that the candidate understands theory and research

2d. Evidence is provided that the candidate has gained insight into teaching and

learning through field experiences and coursework.

Comments:

Component-Process #3: Contextual Factors 3a. Knowledge of community, school and classroom factors is evident. 3b. Knowledge of characteristics of students, skills and prior knowledge is

evident.

3c. Knowledge of students’ varied approaches to learning is evident.

3d. Knowledge of students’ skills and prior knowledge is evident.

3e. Implications for instructional planning and assessment is provided.

Comments:


Component-Process #4: Learning Goals 4a. Learning goals show significance, challenge and variety. 4b. Learning goals are clear.

4c. Learning goals are appropriate for students.

4d. Learning goals are aligned with national, state and/or local standards.

Comments:

Component-Process #5: Assessment Plan

5a. Alignment with learning goals and instruction is evident.

5b. Assessment plan provides clarity of criteria for performance.

5c. Assessment plan is technically sound with multiple modes and

approaches.

5d. Adaptations are based on individual needs of students.

Comments:

Component-Process #6: Design for Instruction 6a. Instruction is aligned with learning goals

6b. Lesson and unit structure provide accurate representation of content

6c. Design uses a variety of instruction, activities, assignments and resources

6d. Design uses contextual information and data to select appropriate and

relevant activities, assignments and resources.

6e. Design uses technology.

Comments:



Component-Process #7: Instructional Decision-Making 7a. Instructional decision-making is based on sound professional practice

7b. Adjustments to instruction are based on an analysis of learning

7c. Congruence is evident between modifications to instruction and learning

goals.

Comments:

Component-Process #8: Analysis of Student Learning 8a. Presentation of data is clear and accurate.

8b. Analysis shows alignment with learning goals.

8c. Data is interpreted correctly.

8d. Analysis exhibits evidence of impact on student learning.

Comments:


Component-Process #9: Reflection and Self-Evaluation 9a. Evidence of an interpretation of student learning is present.

9b. Insights are provided on effective instruction and assessment.

9c. Alignment among goals, instruction and assessment is evident.

9d. Implications for future teaching is evident.

9e. Implications for professional development is evident.

Comments:

Component-Process #10: Writing Mechanics and Appearance 10a. Uses of standard English is satisfactory (no more than 8 errors)

10b. Syntax and word choice is satisfactory and the writing is cohesive.

10c. Appearance is adequate with section dividers and a table of contents

Comments:


TOTAL SCORE: _________________________

O Score of 45 - 50 Accomplished

O Score of 40 - 44: Capable

O Score of 34 - 39: Developing

O Score of 30 - 33: Beginning (Needs revision

O Score of 29 & below: Unacceptable

Additional Comments: (Comments can be typed directly into the TWS Level III Assessment online.)

Signatures __________________________________ _______________________________ ______

Course Instructor/Univ Supervisor Student Date

Capstone course instructors and university supervisors/clinical instructors are to submit students’ score online at www.kean.edu/~tpc, click on Submit Online Assessment under

the Main Heading. It is not necessary to return this worksheet to the TPC. Please keep it for your records.

46

Processes of Teacher Work Sample Portfolio

Aligned with NASPE Standards Assessment Worksheet

1 = Unacceptable 2 = Acceptable 3 = Target

Introduction to the Portfolio Section Score 1 2 3

N/A

Philosophy Statement Section Score 1 2 3

1.4 Identify historical, philosophical, and social perspectives of physical education issues and

legislation.

1 2 3

Contextual Factors Section Score 1 2 3

3.4 Plan for and manage resources to provide active, fair, and equitable learning

experiences.

1 2 3

3.5 Plan and adapt instruction to diverse student needs, adding specific accommodations

and/or modifications for student exceptionalities.

1 2 3

Learning Goals Section Score 1 2 3

1.1 Describe and apply physiological and biomechanical concepts related to skillful

movement, physical activity and fitness.

1 2 3

1.2 Describe and apply motor learning and psychological/ behavioral theory related to

skillful movement, physical activity, and fitness.

1 2 3

1.3 Describe and apply motor development theory and principles related to skillful

movement, physical activity, and fitness.

1 2 3

3.1 Design and implement short and long term plans that are linked to

program and instructional goals as well as a variety of student needs.

1 2 3

3.2 Develop and implement appropriate (e.g. measurable, developmentally appropriate,

performance-based) goals and objectives aligned with local, state, and/or national standards.

1 2 3

Assessment Plan Section Score 1 2 3

5.1 Select or create appropriate assessments that will measure student

achievement of the goals and objectives

1 2 3

Design for Instruction Section Score 1 2 3

1.1 Describe and apply physiological and biomechanical concepts related to


1 2 3

1.2 Describe and apply motor learning and psychological/ behavioral theory related to

skillful movement, physical activity, and fitness.

1 2 3

1.3 Describe and apply motor development theory and principles related to skillful

movement, physical activity, and fitness.

1 2 3

3.3 Design and implement content that is aligned with lesson objectives. 1 2 3

47

3.4 Plan for and manage resources to provide active, fair, and equitable learning

experiences.

1 2 3

3.5 Plan and adapt instruction to diverse student needs, adding specific accommodations

and/or modifications for student exceptionalities.

1 2 3

3.7 Demonstrate knowledge of current technology by planning and implementing learning

experiences that require students to appropriately use technology to meet lesson objectives.

1 2 3

Instructional Decision Making Section Score 1 2 3

4.4 Recognize the changing dynamics of the environment and adjust instructional

tasks based on student responses.

1 2 3

Analysis of Student Learning Section Score 1 2 3

5.2 Use appropriate assessments to evaluate student learning before, during, and after

instruction.

1 2 3

Reflection and Self-Evaluation Section Score 1 2 3

5.3 Utilize the reflective cycle to implement change in teacher performance, student learning,

and instructional goals and decisions.

1 2 3

6.2 Participate in activities that enhance collaboration and lead to professional growth and

development.

1 2 3

Writing Mechanics and Appearance Section Score 1 2 3

1 2 3

1 2 3

1 2 3

48

Teacher Work Sample

Integration of Teacher Work Sample Processes and COE Learning Goals

TEACHING PROCESSES ASSESSED BY THE KEAN COE TEACHER WORK SAMPLE

Contextual Factors

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

and plan instruction and assessment.

� Knowledge of community, school, and classroom factors (K-C,D) (S-G) (D-C)

� Knowledge of characteristics of students (K-B,C) (S-B,E) (D-A)

� Knowledge of students’ varied approaches to learning (K-A,C) (S-A,B) (D-A)

� Knowledge of students’ skills and prior learning (K-A,C) (S-A,B) (D-A)

� Implications for instructional planning and assessment (K-E) (S-A,E) (D-B)

Learning Goals

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

� Significance, Challenge and Variety (K-A,B,C) (S-A,B,C) (D-A,B)

� Clarity (S-A,B,C)

� Appropriateness for students (K-B,C) (S-B,C) (D-A,B)

� Alignment with national, state or local standards (K-A,B) (S-A)

Assessment Plan

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

during and after instruction.

� Alignment with learning goals and instruction (K-A,B,E) (S-A,B,E)

� Clarity of criteria for performance (K-E) (S-E)

� Multiple modes and approaches (K-D,E) (S-E) (D-A)

� Technical soundness (K-E) (S-D,E)

� Adaptations based on the individual needs of students (K-B,C,E) (S-A,B,C,E) (D-A)

Design for Instruction

The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

� Alignment with learning goals (K-A,B,E) (S-A,B,E)

� Accurate representation of content (K-A) (S-A,C,D) (D-C)

� Lesson and unit structure (K-A,B,C,D,E) (S-A,B,C,D,F) (D-B,C)

� Use of a variety of instruction, activities, assignments and resources (K-B,C) (S-B,C,G) (D-A,B,C)

� Use of contextual information and data to select appropriate and relevant activities, assignments and resources (K-

B,C) (S-A,G) (D-B,C)

� Use of technology (S-B,D)

Instructional Decision-Making

The teacher uses ongoing analysis of student learning to make instructional decisions.

� Sound professional practice (K-A,B,C,D,E) (S-A,B,C,D,E,G) (D-A,B,C,D)

� Adjustments based on analysis of student learning (K-B,C,E) (S-E)

� Congruence between modifications and learning goals (K-A,B,E) (S-A,B,E)

Analysis of Student Learning

The teacher uses assessment data to profile student learning and communicate information about student progress and

achievement.

� Clarity and accuracy of presentation (K-E) (S-D,E)

� Alignment with learning goals (K-A,B,E) (S-A,B,E)

� Interpretation of data (K-B,C,E) (S-D,E) (D-B,C)

� Evidence of impact on student learning (K-B,C,E) (S-B,C,E,G) (D-A,B)

Reflection and Self-Evaluation

The teacher reflects on his or her instruction and student learning in order to improve teaching practice.

� Interpretation of student learning (K-B,E) (S-C,E,F,G) (D-A,B,C,F)

� Insights on effective instruction and assessment (K-B,E) (S-B,E,F) (D-B,F)

� Alignment among goals, instruction and assessment (K-A,B,E) (S-A,B,E,F)

� Implications for future teaching (S-F) (D-F)

� Implications for professional development (S-F) (D-F)

● Letters in parentheses refer to COE Learning Outcomes: K = Knowledge, S = Skills, D = Disposition

See pages 4, 5 & 6

49

VII. RESOURCES

Unit Assessment System: Report to the Indiana Professional Standards Board (1999, December).

Muncie, IN: Ball State University, Teachers College.

Bernhardt, Victoria (2002). The School Portfolio Toolkit; A Planning, Implementation and Evaluation

Guide for Continuous School Improvement. Larchmont, NY: Eye on Education.

Bullock, A. and Hawk, P., (2001). Developing a Teaching Portfolio; A Guide for the Preservice and

Practicing Teacher. Englewood Cliffs, NJ: Merrill Prentice Hall.

Campbell, D., Cignetti, P., Melenyzer, B., Nettles, D., & Wyman, R. (1997). How to Develop a

Professional Portfolio: A Manual for Teachers. Boston, MA: Allyn and Bacon.

Danielson, C, (1996). Enhancing Professional Practice: Framework for Teaching. Alexander, VA:

Association for Supervision and Curriculum Development.

Knight, M. & Gallero, D. (1994). Portfolio Assessment, Applications of Portfolio Analysis. Lanham,

MD: University Press of America.

New Jersey Journal of Supervision and Curriculum Development: Standards and Assessment for Student

Achievement. (2001). New Brunswick, NJ: Downtown Printing.

Phi Delta Kappa International & Ball State University Teachers College, (2000). Student Teacher’s

Portfolio Handbook, Bloomington, IN: Phi Delta Kappa International.

Rakow, S. (1999). Involving Classroom Teachers in the Assessment of Preservice Intern Portfolios.

Action in Teacher Education.

Spence, R. and Graham, Shari (2000). The High Performance Toolbox. Evergreen CO: Peak Learning

Systems.

Wile, I. (1999). Professional Portfolios: the “Talk” of the Student Teaching Experience. The Teacher

Educator 34 (3), 215-23 1.

Wolf, K. (1996). Developing an Effective Teaching Portfolio. Educational Leadership 53(6), 34-37.

Wyatt, R., III & Looper, S. (1999). So You Have to Have a Portfolio: A Teacher’s Guide to Preparation

and Presentation. Thousand Oaks, CA: Corwin Press, Sage. 16

TEACHER WORK SAMPLE REFERENCES

• http://www.uni.edu/itq/Scored_TWS/index.htm

• http://education.csufresno.edu/rengroup