MSU TEACHER WORK SAMPLE

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Revised December 2016

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Teacher Work Sample Criteria The following checklist will ensure that you meet the basic criteria for your TWS: ☐ Please use first-person pronouns in your narratives. Own this as your work. ☐ Please do not use “they” as an anonymous pronoun. Identify your students as he or she; this will not make students identifiable. ☐ Format TWS text in Times New Roman, size 12, double-spaced with the material in tables, single-spaced. ☐ Provide page numbers in document footer, bottom right, with numbers continuing through the appendices. ☐ Include in the cover page your name, TWS title, subject(s), grade(s) taught, and date. ☐ List section and page numbers in a table of contents. ☐ Follow APA style in your reference page: https://owl.english.purdue.edu/owl/resource/560/01/ Include this reference page at the end of the document before Appendix A. ☐ Provide assessments and accompanying rubrics in Appendix A. ☐

Include in Appendix B a copy of the DF Observation Tool, completed by your field supervisor for the TWS observed lesson.

☐ Provide the video reflection in Section Three ☐ Number tables with the title above. ☐ Professional writing as defined by MSU Professional Expectations for Prospective Teachers*  Using the appropriate grammar (syntax, inflection, and word choice)  Communicating with sensitivity to the situation and circumstances of professors, students, peers, and colleagues  Using correct spelling, standard English language mechanics, and meaningful word choice in written expression *http://www.montana.edu/education/documents/tepp/Professional-ExpectationsFall10.pdf Final grades will not be posted until all materials have been submitted.

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THE GOAL OF THE TWS IS STUDENT-DRIVEN DECISION MAKING

SECTION ONE PREPARATION

Statement of Purpose: What contextual factors do I need to know about my surroundings, my students, my resources and myself to best help all students learn during my TWS lessons? Culture: ask yourself, “What culturally relevant information can I find to help students learn during TWS lessons? 

Scan community and school websites for information useful to your TWS teaching.

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Conduct a short interview with a school expert other than your cooperating teacher (administrator, co-administrator; parent liaison, school counselor, office administrator, etc.) Ask him/her: “What should I know about this community and school that I can use to help students learn my TWS content?”

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Choose one other useful source of information (possible suggestions below): o Attend a community event. o Research a community service organization that contributes to your school. o Attend a “Back-to-School” night or parent-teacher conference. o Be present at a staff or team planning meeting. o Observe other teachers. o Attend a school board meeting. o Other (whatever is significant to your TWS sequence).

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Summarize the most relevant information from your above research into concise field notes structured like the example below. Record field notes for 2-4 pieces of information. (See Sample)

Field Notes: Contextual Information (example text in italics) Source of Information

Useful cultural factor

http://www.walkbiketoschool.org/go/whos -biking/2016/MT/Bozeman*

Two elementary schools currently support a bike/walk to school day School is undertaking a new “healthier students” campaign this year Talked to bike swap organizers about community and biking

Interview with Principal Jones 04/23/2015* Attended Community Bike Swap 04/18/2015

How can I best use this factor to help students learn during the TWS sequence? As part of my TWS health and fitness unit, our middle school class will organize, promote, and implement, a school-wide “bike/walk to school day” in our school. A small amount of funding is available from a grant provided for this campaign. I have been promised a stipend to help with expenses for the bike/walk project. Bike swap organizers suggested a bicycle safety training, so this will be one lesson in the TWS with a quiz for formative assessment (Appendix A, p. 19).

*Include full reference page at the end of the TWS. (APA help: https://owl.english.purdue.edu/owl/resource/560/01/ )

Resources: ask yourself, “What relevant resources can I find to help students learn during TWS lessons? 

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During your first week of student teaching, determine what useful resources are available to help you and your students during TWS instruction. Some suggestions are… o …classroom layout (seating, stations, etc.). o …technology. o …library. o …additional supports for students (tutoring, other academic support). o …additional supports for teachers (curricular materials, instructional coaches, etc.). o …community resources. o …other. Summarize the most relevant information from your above research into concise field notes structured like the example below. Record field notes for 2-3 pieces of information.

Field Notes: Knowledge of Resources (example text) Resource How can I best use this resource to help students learn during the TWS sequence? One-to-one with Chromebooks Artist in residence

For final assessment, students will use Chromebooks to create a Colonial America presentation using Google Slides. (rubric Appendix A, p. 30) I will collaborate with resident artist on an art history lesson about art from Colonial America for my history class; we will develop a mutual formative assessment.

Knowledge of Diverse Students: ask yourself, “What relevant student characteristics will most impact my TWS lesson design?” 

Every student is unique! In this segment, you will get to know your diverse collection of students and record information that will be useful in helping each student learn during the TWS sequence.  The TWS is a public research document, Do not use… o …personal information about students. o …your opinions. o …your own observations–unless you use an objective rubric. (Attach all rubrics in Appendix A.). Do use… o …objective information obtained from reliable sources (student surveys are wonderful, test scores, RTI levels, CT, administrator, etc.) Record reliable, objective, non-personal information from categories that will affect the learning of your students during TWS instruction. Suggestions include…  …skills.  specific athletic or motor skills (using scissors, doing pull-ups, map skills, etc.)  reading or math levels  …behavior.  time-on-task (objectively observed and recorded)  attendance  …knowledge (Please avoid IEPs as these are personalized to individual students.)  DIBELS or other test scores/achievement levels  previous knowledge of topic (foreign language, private music lessons, art form, etc.)  …interests/preferences (related to learning).  student-generated interest survey results (if applicable to TWS learning)  student-generated learning preferences survey results  …social and cultural factors and/or language proficiency (only if significant to student learning).  indigenous or other cultures  at-home technology access  out-of-class requirements (sports, jobs)  native or non-native speaker of English  For these field notes, you need information on two elements common to all students. Choose elements that will have significant impact on student learning during the TWS sequence. Summarize the information above into concise field notes structured like the examples below. (See example text in italics.)

5 Field Notes: Knowledge of Diverse Students (example text) Description of Factor #1/Source Students ( Student survey of what most helps or (Coded-no student hinders their learning*) names please) Helps: “when teachers make it fun and Student 1 interesting”

Description of Factor #2/Source (Math Score: Source: Star testing*)

How can I best apply one of my selected factors to help each student learn during the TWS sequence?

734**

Factor #1: I talked to this student, and he said that “fun” means getting to do things, so we are going to use geo boards and make graph paper name banners during our unit on perimeter and area. http://www.scholastic.com/teachers/top-teaching/2012/12/10-hands-strategies-teachingarea-and-perimeter

Student 2

Hinders: “when I am having a bad day with my friends or if my mom yells at me”

Etc. for all students *See survey in Appendix A, p. 23 **Key: Above Bench: 760- UP Bench: 640-759 On Watch: 600-639 Intervention: 599- DOWN

602**

Factor #2… student will be with an “On Watch” peer group; I will, carefully monitor formative assessments (Appendix A, p. 24) for areas of weak understanding, and respond with kinesthetic mini lessons using math manipulatives (see resources Section 1, p. 2).

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Self-knowledge: ask yourself, “What personal characteristics do I bring into the classroom that might help or hinder student TWS learning? 

Honest self-reflection is crucial to thoughtful teaching (Darling-Hammond, 2000). Spend time looking inward and considering areas like… o …hidden biases (required). o …content knowledge “holes.” o …content knowledge strengths. o …areas of confidence. o …specific anxieties. o …talents and gifts. o …areas of challenge. o …emotional drains. o …other.

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Beginning with personal bias, select one or two other areas that you feel are personally significant to your teaching during the TWS sequence. Summarize the information above into concise field notes structured like the example below (2-3 personal characteristics).

Field Notes: Self-Knowledge (example text) Personal Characteristic

Brief Description

How can I use or strengthen my personal characteristics to best instruct my TWS sequence?

Hidden bias: Assuming that all students who come from low SES homes have uneducated parents who do not want to get involved with their education.

I have made the assumption that parents who come from low SES, do not /cannot help their child or get involved with their education. I have not tried to understand poverty and how to work with students/families who come from this background.

Since I know that my school falls into the 42% free and reduced category (based on previous discussion with my principal) and as part of my personal professional development, I will study information about understanding poverty in schools. My multicultural ed professor has excellent resources I can review.

Personal Characteristic 2 Etc. *Source:

Conclusion: ask yourself, “What is the most important information I learned from my Section I research, and how can I use it in designing my TWS sequence?

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Look at the information you have collected throughout Section I.  Using obvious highlighting, mark anything in your field notes that will be most significant in designing your TWS sequence. Please limit yourself to 2-4 highlights because we want to do in-depth reflection about these rather than a list with comments. (CEs will be looking at these highlights, so please make them obvious and clear.)  Using a teacher mindset and referencing this highlighted material, reflect deeply and concisely about the two or three contextual factors most relevant to you as the teacher of this TWS lesson sequence. How will this transform your TWS preparation and instruction? (Honesty and clarity count here.)  Revise your work for organization and conciseness. Length must be no more than 1 page.  Edit your work for spelling, syntax, and grammar. Please make this a quality piece.

Preparation Field Notes: Culture

Field notes: Resources

Student Self-assessment Checklist: Section One ☐ Did I concisely describe 2-4 of my most relevant cultural factors? ☐ Did I show how I could use these factors to help all students learn during the TWS sequence? ☐ Did I list 2-3 of my most relevant resources? ☐ Did I show how I could use these resources to help all students learn during the TWS sequence?

Field notes: Diverse Students

☐ Did I use codes to protect my students’ identities? ☐ Did I clearly describe two common student factors important to TWS learning and cite sources of information? (column 2)

☐ Did I consider how to apply one of my two factors to help each student learn during the TWS sequence? Field notes: Self-Knowledge

☐ Did I clearly describe two personal characteristics important to my TWS teaching? ☐ Did I consider how I could use or strengthen my personal characteristics to best instruct my TWS sequence?

Conclusion

☐ Did I thoughtfully highlight 2-4 factors most significant to my TWS instruction? ☐ Using a teacher mindset and referencing highlighted factors, did I reflect specifically, deeply, and concisely about how to improve my TWS instruction ?

☐ Did I carefully revise and edit my work? (See professional expectations, page 2.)

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SECTION TWO PLANNING Statement of Purpose: How can I prepare an overall TWS structure that will best help all students achieve grade-level standards? Rationale: ask yourself, “Why am I teaching this content and how could I meaningfully consider its multicultural significance (IEFA)?” 

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Provide a rationale for your TWS sequence—2 paragraphs only. o Tell why you chose this curriculum for students and how it connects to prior and upcoming learning. o Think about this sequence of instruction as it relates to Montana’s IEFA Law. Please talk about an IEFA Essential Understanding that you would like to meaningfully consider through your instruction: http://opi.mt.gov/pdf/indianed/resources/essentialunderstandings.pdf. Revise and edit this rationale carefully. (See professional expectations, page 2.)

Design Table 2: ask yourself, “How will my TWS design support the standards my students need to learn?” 

Standards (Table 2, header) o Number and write out each standard in Table 2 header.  Use at least one Common Core (ELA or math) standard: http://opi.mt.gov/Curriculum/montCAS/MCCS/index.php.  If applicable, select additional state or national standard(s)* for your content area.  Do not reference more than 1-3 standards total. o Make sure all listed standards are assessed by formative and summative assessments. *Consult professional associations for the most current standards in your field. Other options include relevant college and career standards such as Next Generation Science Standards (NGSS) and Montana K-12 Technology Content Standards http://www.opi.mt.gov/Pdf/Standards/10ConStds-Tech.pdf).

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Lesson Plan Sequence (Table 2, Column 1) o List lesson plan titles. (Five-lesson sequence is required.) o Identify standard(s) that align with each lesson. (Reference by number only.)

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Instructional Outcomes (Table 2, Column 2) o Make sure that each instructional outcome aligns with selected standards. o Concisely describe one primary instructional outcome (what students will learn) for each lesson. (Students will learn… multiplication facts to five…how mass media affects viewers…strategies for comprehending text…how to maintain control of a basketball when dribbling…how to read musical dynamics markings, etc.)

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Instructional Activities (Table 2, Column 3) o Each activity should be aligned with a corresponding instructional outcome. o Concisely describe (only) one instructional activity (what students will do) that supports each instructional outcome. (Students will…. watch a movie…read the textbook…participate in dribbling drills…rehearse a musical piece.)

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Lesson-level formative assessments (Table 2, Column 4) o Each assessment should be aligned with a corresponding instructional outcome. o Concisely describe the formative assessment (how learning is measured) of each instructional outcome. (Learning is measured with… student journals…reading comprehension exit ticket… peer assessment of dribbling drill with a rubric…music dynamics worksheet, etc.) o Include proficiency criteria or indicators of learning. o Include page number in Appendix A where assessment(s) can be viewed.

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Summative Assessment (Table 2, Column 5) o The summative assessment should measure all instructional outcomes and align with standards. o Concisely describe the summative assessment. o Include proficiency criteria. o Include page number in Appendix A where the assessment and proficiency criteria can be viewed. o Concisely describe the summative assessment piece that measures each instructional outcome (i.e. “questions 2, 7, and 9” or “skills assessment of shading, see rubric, Appendix A, p. 21”).

9 Table 2: Planning and Alignment: Standards, Outcomes, Activities, and Assessments (example text) TWS Sequence Standards  1-3 Standard(s)* numbered and written out (you may be teaching more, but limit to primary standards including one Common Core Standard: http://opi.mt.gov/Curriculum/montCAS/MCCS/index.php ) Montana Fine Arts Content Standard 2—Students apply and describe the concepts, structures, and processes in the Arts.

Lesson Titles Standard(s) number

Concisely describe one primary instructional outcome for each lesson (What will students learn?)

Students will learn how to… One-point Perspective MSA Content Standard #2

…create depth in drawing by using one-point perspective (measurement mini-lesson for low-skills contextual group)

Concisely describe one instructional activity that supports the instructional outcome (What will students do?)

Concisely describe formative assessment* of instructional outcome— Include page#, Appendix A where assessment is copied

Students will… I will measure learning by…. …create a one-point perspective drawing after watching a demonstration on all horizontal lines meeting at vanishing point

…a checklist: whether all horizontal lines, if extended, would meet at vanishing point Does not grasp concept = √Partially grasps concept = √ Fully grasps concept = √+

Concisely Identify your Summative Assessment: A one-point perspective drawing of a city street, Appendix A, p. 21 Provide Summative Assessment Proficiency Criteria : 10/12 points (Rubric, Appendix A, p. 22) In each cell below, concisely describe how the summative assessment** measures each instructional outcome.

The segment of the summative assessment that measures this learning outcome is… Rubric: Final piece assessed on a 4 point scale, horizontal lines, if extended, meet at vanishing point

Lesson 2 Title and Standard(s) number Lesson 3 Title and Standard(s) number Lesson 4 Title and Standard(s) number Lesson 5 Title Lesson 5 cannot be a and Standard(s) summative test. number *Formative assessment measures the learning outcomes for each lesson. In the TWS, these assessments need to objectively measure each individual student’s progress. **In the TWS, your summative assessment must measure all of your five instructional outcomes. You may create an assessment, or use all or part of a regular classroom assessment. Make sure your summative assessment (project, test, etc.) precisely measures each student’s achievement of all 5 instructional outcomes.

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Section 2 Planning Rationale

Student Self-assessment Checklist ☐ Did I provide a solid rationale for why I chose the TWS curriculum? ☐ Did I connect TWS lessons to both previous and upcoming learning? ☐ Did I discuss how my Section 1 study of contextual factors could impact TWS planning and preparation?

Table 2: Standards (Header)

Table 2: Lesson Plan Sequence (Column 1) Table 2: Instructional Outcomes (Column 2)

☐ Did I talk meaningfully about how to consider an IEFA Essential Understanding in my instruction? ☐ Did I revise and edit my rationale? ☐ Did I include at least one Common Core Standard (ELA or math) and other appropriate content standards—no more than three total standards?

☐ Did I clearly label and write out each standard? ☐ Did I include lesson plan titles for each of the five lessons? ☐ Did I reference aligned standards by label only? ☐ Did I design instructional outcomes that align with my standard(s)? ☐ Did I include only one primary instructional outcome per lesson that presents what students will learn?

Table 2: Instructional Activities (Column 3) Table 2: Formative Assessments (Column 4) Table 2: Summative Assessment (Column 5)

☐ Does each of my instructional activities support a corresponding instructional outcome and reference what students will do?

☐ Did I list only one activity per outcome? ☐ Did I concisely describe one formative assessment that accurately measures each instructional outcome? ☐ Did I include proficiency criteria or indicators of learning? ☐ Did I reference page numbers in Appendix A where assessments can be viewed? ☐ Did I concisely describe my summative assessment? ☐ Did I include proficiency criteria for the summative assessment? ☐ Did I reference page number in Appendix A where the summative assessment can be viewed? ☐ Does my breakdown of the summative assessment demonstrate how it accurately measures all instructional outcomes?

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SECTION THREE INSTRUCTION Statement of Purpose: How can I use data to design, implement, adjust, and reflect on instruction to improve practice? (Note: you may be required to use scripted lesson plans or curricula. It is not required that you design original lessons, only that you analyze and shape them according to the purposes of the TWS: relevant evidence collection, evidence-based preparation, planning, instruction, and assessment; analysis of quantitative and qualitative data; reflection; change—all for the purpose of enabling all students to achieve.) Designing the Five-lesson Sequence; ask yourself, “What plan will best engage all students to achieve TWS learning goals?” (Please use required lesson plan format located: http://www.montana.edu/fieldplacement/documents/PDFs/DanielsonFrameworkLessonPlan.pdf ) 

Include content standard(s); provide one ELA or math Common Core standard http://opi.mt.gov/Curriculum/montCAS/MCCS/index.php.  Address pre-requisite knowledge or skills—what students must already know or be able to do before beginning these lessons. These may be discussed exclusively in lesson #1 or revisited in later lessons if additional gaps are uncovered through formative assessment.  Discuss anticipated student misconceptions, if appropriate.  List instructional outcomes.  List instructional materials.  Discuss application of resources (technology, layout, library, etc.).  Describe relevant content-specific pedagogies (workshop model for writing instruction; inquiry method for science lab, etc.).  Design instructional plans; present… o …structure (introduction, activities, closure). o …utilization of physical space and resources. o …detailed and descriptive procedures.  Describe assessments.  Summarize lesson-specific expectations for management including classroom procedures, instructional groups, etc.  Provide relevant lesson-specific differentiation strategy(s) for students with special needs.

Obtaining Feedback from Colleagues; ask yourself, “How can my mentors help improve my TWS plan?”  Submit the TWS lessons to your cooperating teacher for approval before teaching. Using Formative Assessment for Planning during Instruction; ask yourself, “How can I use formative assessment results to shape my instruction so that all students achieve TWS learning goals?” 

Daily, as you review TWS formative assessments for diverse learners (Table 2), use the results to drive planning/instruction. After teaching each lesson, use Microsoft Word to annotate the lesson plan with notes in red font: ideas, warnings, etc. (…no student names; provide TWS student code names: Student A, etc.) Then, use green font to annotate the next lesson before it is taught with changes, suggestions, warnings, etc. Note: the lessons you will submit to the CT for assessment will be marked in both red and green, except for the first lesson—only red.

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Video Reflection (Prior to mid-term conference); ask yourself, “How can I self-assess my own instruction to improve practice?” 

Record a 15 min video of you teaching a TWS lesson. o Watch the video. o Write a 1- page reflection of your observations. Include at the end of TWS Section 3. o Submit your reflection to your CT and FS before the mid-term conference. o Discuss your reflection as part of goal setting at the mid-term conference.

Section 3

Student Self-assessment Checklist

Instruction

Designing Lesson Plans

☐ Did I include all of the required lesson plan elements in the Danielson Lesson Plan Template? ☐ Did I develop engaging procedures and material that align with standards and instructional outcomes?

☐ Did I incorporate best-practice, effective, and varied content-related pedagogies? ☐ Did I assess and review key elements of student prior knowledge? ☐ Did I select instructional procedures, materials, and resources based on research of classroom learners?

Obtaining Feedback Using Formative Assessment for Planning During Instruction Video Reflection

☐ Did I submit all lesson plans to my CT prior to teaching them? ☐ Did I make necessary changes to TWS lessons based on my CT’s feedback? ☐ Did I demonstrate how I use formative assessment to best help each student learn by annotating each lesson with red/green font as I taught the TWS sequence?

☐ Did I record a 15 min video of my TWS teaching? ☐ Did I analyze the video for evidence of instructional strengths and weaknesses? ☐ Did I submit a 1 page reflection of observations to my CT and FS prior to the mid-term conference and use that reflection as part of my goal setting at the mid-term conference? Did I provide this reflection at the end of TWS Section 3

☐ Did carefully revise and edit my reflection? (See professional expectations, page 2.)

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SECTION FOUR USING ASSESSMENT Statement of Purpose: How can my assessments inform present and future instruction? Using Formative Assessment to Monitor Learner Progress (Table 4.1): ask yourself, “How will formative assessments drive my instruction?”    

Copy Columns 2 and 4 from Table 2: (instructional outcomes and formative assessment descriptions) into Columns 1and 2 of Table 4.1. Categorize the tool (worksheet, rubric, checklist, etc.) you used to measure student proficiency, describe the how you judged student proficiency, and reference a page # where the assessment tool can be viewed. Chart how many students achieved and did not achieve proficiency for this lesson. Consider whether you will need to reteach all or part of this lesson. Document the how you used data from each formative assessment. • Describe what you learned from examining formative assessment results. • Using notes from lesson plans (recommended), show how you changed the next lesson based on formative assessment data.

Table 4.1 Analysis of Formative Assessments Script Learning Outcome (Table 2)

Copy Formative assessment description (Table 2) Copy assessments in Appendix A and provide pg. #

Document tools used to measure and record proficiency Copy tools used -Rubrics, Checklists, etc. in Appendix A and provide pg. #

Students will learn how to represent numbers with pictures

Students will solve a set of three problems using pictorial representations.

Worksheet at Station #3 (Appendix A, p. 19)

Students will learn the correct technique for a soccer throw-in

Teacher observation of skills demonstration

Checklist of skill components (Appendix A, p. 25)

Proficiency level: 3 problems either correct or student able to correct errors with minimal prompting

Proficiency level: Able to demonstrate all four skills at a novice level of performance or better.

Note numbers of students who did and did not achieve proficiency

1. Think like a teacher; what do these formative assessment results tell you? 2. What changes did you make to the next lesson based on what you learned? (Recommended: copy directly from the changes you indicated in your lesson plans; use green font.)

20 students

1/3 not proficient. I need to reteach for nonproficient students and monitor my instructional effectiveness overall. 6 of the 7 not reaching proficiency designated as hands-on learners (Section One), so could try a more kinesthetic method of solving the worksheet problems. Station #5 will be set up for students who did not achieve proficiency on yesterday’s worksheet. I will provide manipulatives that correspond to the worksheet pictures (fish). I will be at this table supporting students to solve the worksheet problems by using the manipulatives.

13: proficient 7: not proficient

26 students 20: proficient 6: not proficient

Students will learn how to write clear instructional paragraph to accomplish a task

A “how to” paragraph with topic of each student’s choosing

Rubric measuring effectiveness of intro sentence, progression of procedures, adequate detail, and clear, correct writing. Appendix A, p. 23 Proficiency level: 18/20 pts

24 students

Etc.

Etc.

Etc.

Etc.

22: proficient 2: not proficient

Over ¼ not at novice level; monitor instruction. Checklist of skills showed several students seemed careless of certain skills (feet over line, one hand on ball, etc.) More practice, yes, but students more accountability and feedback to avoid establishing poor skill habits. Students will practice with peers and complete for their partner the “Checklist of Skill Components.” (Appendix A., p. 25) Checklist will be shared collaboratively Most students proficient. No need to reteach whole class. Rubric shows 2 students lack sentence sense. Will try self-assessment to help students to understand their errors better than my lecture. 2 Students corrected their work from yesterday using the “Common Writing Mistakes” instructional checklist. (Appendix A, p. 24)

Etc.

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Summative Individual Student Achievement Data (Table 4.2); ask yourself, “How can I demonstrate student achievement and inform future instruction?” 

Table Header: o Describe the summative assessment used, and place a copy in Appendix A. (Provide page number where the assessment can be viewed.)  Table Body: o Provide proficiency criteria from Table 2 (percentage, number correct, observation score from objective rubric, etc.). o Use TWS student code names; no actual names (Column 1). o Chart summative assessment scores for each student (Column 2). o Note whether or not each student achieved proficiency (Column 3). Table 4.2: Individual Student Achievement Data Summative Assessment Description (pg. XX Appendix A): 25-question multi-step addition test generated by CT

Criteria for proficiency (from Table 2) Score of 85% or higher on summative assessment Student (coded) Student A Student B Continue for all students

Summative Assessment Score 75% 98%

Proficiency? (Yes/No) No Yes

Conclusion: 1-2 pages: ask yourself, “How effective was my instruction for all students?” 

Look at the data you now have on your students, then draw specific conclusions about the effectiveness of your instruction for the whole class (approximately 2-3 paragraphs….Please concentrate on your own effectiveness rather than student deficiencies). o Reference any significant formative assessment results (a lesson with the fewest proficient students). o Talk about significant summative assessment results (groups of students not proficient). o Address the highlighted contextual factors from Section 1 and describe how they may have influenced your assessment results.

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Now draw specific conclusions about how to more effectively differentiate instruction for one student (approximately 2-3 paragraphs). o Pick one student who did not achieve proficiency or who showed the least amount of growth. o Analyze  Contextual highlights from Section One relevant to this student  All formative data on this student  Individualized strategies that you used with this student. o

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Then, draw conclusions about how to more effectively differentiate* instruction for this student in coming lessons. Revise your work for organization and conciseness. Total length must be between 1 and 2 pages. Edit your work for spelling, syntax, and grammar. Please make this a quality piece. *Differentiation of instruction is the process of teaching in a way to meet the needs of all students with differing abilities in the same class, including those with special learning needs….One way to do this is by providing several different avenues by which all students can learn the same material: http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/differentiated_instruction_faqs.pdf

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Section 4 Using Assessment Table 4.1: Analysis of Formative Assessments (columns 1 & 2) Table 4.1: Analysis of Formative Assessments (column 3)

Table 4.1: Analysis of Formative Assessments (columns 3 & 4)

Student Self-assessment Checklist ☐ Did I copy my instructional outcomes from each lesson? ☐Did I describe a formative assessment that measures the instructional outcome? ☐ Did I indicate an assessment tool and a level of proficiency* that would inform me who is ready for the next instructional task?

☐ Did I include page numbers in Appendix A where assessment tools can be viewed? ☐ Did I provide the number of students who did and did not achieve proficiency for each formative assessment? (column 4)

☐ Did I reflects like a teacher** about results of each formative assessment? (column 5) ☐ Did I describe (or copy/paste…recommended) a lesson plan change (green font) that I made as a result of analyzing formative assessment data from the previous lesson? (column 5) Table 4.2: Individual Student Achievement Data (Header)

Conclusion

☐ Did I concisely describe my summative assessment? ☐ Did I include measurable proficiency criteria for the summative assessment? ☐ Did I reference page numbers in Appendix A for the final assessment? ☐ Did I use codes to protect my students’ identities? (column 1) ☐ Did I include the summative assessment score for each student? (column 2) ☐ Did I note proficiency achievement for each student? (Column 3) ☐ Did I consider relevant formative data, summative data, and contextual factors for the whole class to draw specific conclusions about the effectiveness of my instruction for all students, while focusing on my effectiveness rather than student deficiency?

☐ Did I analyze one student’s achievement and contextual factors along individualized strategies I used with this student in order to draw data-based conclusions about how to more effectively differentiate instruction for him/her?

☐

Did I carefully revise and edit my 1-2 page conclusion? (See professional expectations, page 2.)

*Proficiency is not just a “passing” score. Rather it is a degree of competence that will allow a student to advance. ** A teacher constantly considers how to specifically support all students’ learning using evidence to drive instruction.

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SECTION FIVE PROFESSIONAL RESPONSIBILITIES Statement of Purpose: How can my TWS experience help me grow professionally? Reflecting on Teaching: ask yourself, “According to my TWS data, which area of my teaching most needs development?”  

Review sections 1-4 of the TWS. Review the DF Observation Tool notes you received from your field supervisor and any CT input on your TWS lessons.

Creating a goal: ask yourself, “Which Danielson element corresponds to my identified area?”  

Base your goal on TWS data. Connect your goal with one element from one component in Danielson Framework Domains 2-3; please list this element. (See below.)

Structuring your goal: ask yourself, “How will I monitor and measure progress toward my goal?” 

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Write a rationale for your goal (use at least two of the following). o Quote relevant observations from your video reflection (Section 3). o Use material from your work in TWS sections 1-4. o Reference student achievement data. o Quote or paraphrase from CT and FS professional conversations and/or assessments. Create a specific action plan for meeting your goal, including the steps you will take to measure progress. Reference specific resources (books, journals, interviews, conferences, etc.) that will allow you to meet your goal; ask your CT and FS for recommendations. Revise and edit your rationale and plan. Limit the rationale to no more than one page.

IMPORTANT: go to danielsongroup.org and download the “Framework for Teaching Smart Card” and “Framework for Teaching Evaluation Instrument.” Each of the Danielson components below has 2-5 elements. Use these elements (not the more general components) for your classroom/professional goals. (See the sample Smartcard below for help in identifying an “element.”) 

Select one element from the Danielson components below (under Domains 2-3) a. b. c. d. e. f. g. h. i. j.

Creating an environment of respect and rapport (two elements) Establishing a culture for learning (three elements) Managing classroom procedures (five elements) Managing of student behavior (three elements) Organizing physical space (two elements) Communicating with students (four elements) Using questioning and discussion techniques (three elements) Engaging students in learning (four elements) Using assessment in instruction (four elements) Demonstrating flexibility and responsiveness (three elements)

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Danielson Framework for Teaching

Bulleted items are Danielson “elements.” Clearly connect your goal with the Danielson element that most closely aligns with it.

Section 5 Professional Responsibilities

Student Self-assessment Checklist

Creating a goal

☐ Did I connect my goal with a specific element under one Danielson component in domains 1-4? (See Danielson Smartcard to ensure selecting an element and not a component.)

Structuring my goal

☐ Did I provide a rationale for my goal based on explicit information from two of the possible suggested sources? ☐ Did I include a specific action plan including steps to measure progress toward my goal? ☐ Did I reference specific resources to help me meet my goal? ☐ Did I carefully revise and edit my one-page conclusion? (See professional expectations, page 2.)

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Please add the following sections: REFERENCES Use APA formatting https://owl.english.purdue.edu/owl/resource/560/01/. APPENDICES APPENDIX A: TWS ASSESSMENTS AND ASSESSMENT CRITERIA  

Copy/paste exact formative and summative assessments (questions, problems, tasks, exit tickets, etc.) Include all pre- and summative assessment criteria (rubrics, checklists, etc.)

APPENDIX B: TWS OBSERVED LESSON 

Provide the DF Observation Tool completed by your field supervisor on the TWS Observed Lesson.