Teacher Work Sample

Teacher Work Sample Valdosta State University Early Childhood and Reading Education

Click the section you wish to view I. Contextual Factors II. Learning Goals and Assessment Plan Assessment Concepts for the TWS III. Design for Instruction IV. Analysis of Student Learning and Reflection

Contextual Factors:Community, School System, School, Classroom, and Individual Teacher Work Sample Part I

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.

Community, School System, and School Factors Classroom Characteristics Individual Differences Students’ previous learning on the subject of your unit Contextual Factors include:

Sources of information • Governor’s Office of Student Achievement http://www.gaosa.org • Your school system website • Your school website • Your mentor

Where do I find information about students’ previous learning? • GPS/QCC standards from previous years • Previous teachers • Speaking with the mentor teacher about prior exposure to the subject area • Conversations with students about the subject/unit • Asking parents what their child knows about the subject area or prior experiences the children have had

Example: Students’ Prior Learning on the Topic of Your Unit • “The class is currently beginning a unit that introduces basic map reading skills.Students can name and locate their state, country, and continent on map/globe.”

Example: Students’ Prior Learning on the Topic of Your Unit • “The students have received no formal instruction on the state of Georgia. I met with a teacher from the previous grade and discussed this at length.” • “I began a KWL chart with the class about ‘Georgia,’ completing the K and W sections. I found that the students do possess some basic knowledge about the state we live in. They knew its capital, its location bordering Fla., that it is part of the US and North America, that it has laws, and that it has a flag (though they couldn’t describe it).”

Example: Students’ Prior Learning on the Topic of Your Unit • “The students in my classroom have, for the most part, lived in Lanier County for their whole lives. Most of them have not traveled outside of the County. I do have a few students who have been to Stone Mountain and the Okefenokee Swamp but these students are few in number. Because they do not have background information on different regions, the information that I present to the students will have to include a lot of examples, visuals, and explanations.”

Non-Example of an Instructional Implication • “If there is a child that is bilingual or has another native language, they might be able to share information on different animal habitats in the country they are from.”

Example of an Instructional Implication • “Because there is a wide range of reading abilities in my class (including 2 students reading at preprimer level), I will need to read the test items to the class and monitor carefully to be sure students are on the correct item.”

Example of an Instructional Implication • “The parents of the students in this classroom are very supportive. After meeting with the parents, I know that most, if not all, are willing to provide materials and encourage their children to study and complete homework. I will include an at-home project assignment to involve them in supporting their child’s learning.”

Example of an Instructional Implication • “There is one student in this classroom who has been diagnosed ADHD. His behavior is very hyperactive, and he must be monitored for on-task behavior throughout the lessons. I have decided to sit this student at the front of the classroom, near the teacher, so that I can monitor his behavior and progress throughout the course of teaching.I will also try to incorporate movement into my lessons so that he will not have to sit for extended periods.”

Example of an Instructional Implication • “There are two students who need a lot of one-on-one guidance. I will utilize the paraprofessional during instructional time to help these children.” • “One student has extreme problems with small motor skills. I will keep this in mind increase the amount of time I allow for him when requiring tasks such as cutting; I can also enlarge his work so the picture or item he is cutting is bigger.”

Example of an Instructional Implication • “The classroom holds six computers. I can integrate technology into the unit and have the students work on the computers during centers or in small heterogeneous groups.”

Learning Goals and Assessment Plan Teacher Work Sample Part II

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

Topic & Content Area • List the topic. • Identify the main content area. Content area: language arts, math, science, or social studies. Example: I. Metric system II. Math

Learning Goals • List the learning goals. • Develop 2-4 learning goals. • Goals will guide your assessment and your lesson planning. • In broad terms, tell what you expect students to know & be able to do at the end of the unit. • These are notactivities.

Learning Goals: Science • Example: Students will identify properties, characteristics, and uses of rocks and minerals. • Non-example: Students will list at least five different minerals.

Learning Goals: Social Studies • Example: Describe the struggles and successes of the colonists attempting to establish and develop the Jamestown colony. • Non-example: The students will locate Jamestown on a map.

Learning Goals: Language Arts • Example: The students will improve their self-correction rates when reading instructional level material. Non-example: The students will correctly form the letter G.

Primary Learning Outcomes (PLOs) • List the primary learning outcomes (PLOs) under each learning goal. • primary learning outcome: a general term that is used to replace “learning objective” • Take the goal and break it down into lesson-sized bites; state more specifically what students should know and be able to do at the end of the lesson. Use observableand measurableterms. • the PLOs under each learning goal will be used as PLOs on the daily lesson plans

Example: Science Learning Goal 2 Students will identify properties and uses of rocks and minerals. A. Primary Learning Outcomes 1. Students will define the terms rocks and minerals. 2. Students will name three properties or characteristics of minerals. 3. Students will give at least four examples of the uses of rocks and minerals.

Example: Math Learning Goal 1Students will create graphs and interpret information presented in graphs. Primary Learning Outcomes 1. Students will create and interpret a real object graph. 2. Students will create and interpret a pictograph. 3. Students will create and interpret a bar graph.

Example: Writing Learning Goal 2Students will write a paragraph containing a main idea statement and at least 3 supporting details. A. Primary Learning Outcomes 1. Students will identify the sentence that does not fit in a paragraph. 2. Given a main idea statement, students will add 3 supporting details…

Georgia Standards (QCC or GPS) List the Georgia Standards (QCC or GPS) that are aligned with each learning goal. (Note: Use what your mentor uses.) ■ Sometimes a standard is an appropriate learning goal. Sometimes it is too broad to be addressed in a 2-week unit as stated, and you have to select only part of it as a learning goal.

Georgia Standards QCC Standards and Resources www.glc.k12.ga.us GPS Standards and Resources www.georgiastandards.org

Which are appropriate TWS Learning Goals? • 1) Students will identify equivalent fractions. (Yes.) • 2) The teacher will explain the steps in the scientific method. (No. LG must be stated in terms of what students will learn.) • 3) Students will experiment with a geoboard to create shapes. (No. This just describes a learning activity.) 4) Students will correctly add coins up to fifty cents. (Yes.)

For each LG, work with a partner to identify a possible PLO: LG1 : Students will group animals in the appropriate classification. Possible PLO: Students will identify the characteristics of mammals and give at least 3 examples.

Identify possible PLOs for the LG LG: Students will tell time to the hour and half hour. Possible PLO: Students will fill in the numbers on a clock face and identify the hour and minute hands. Possible PLO: Students will tell time to the hour on an analog clock.

“Explain your pre-post assessment plan” • For each learning goal plan the type of assessment task(s), criterion for success, and testing accommodations. Example: LG1 *Assessment task: 10 fill-in-the blank items with a word bank provided. *Criterion for meeting LG1: 8/10 correct *Accommodation: Items will be read aloud to support struggling readers. Other examples of accommodations: extra time, individual/ small group testing, assistance from the parapro in monitoring, privacy folders, seating, etc.

Assessment Concepts Teacher Work Sample

Goals for the Work Sample • Summative assessment: • Develop and administer a pre-and post-assessment that is valid, reliable, aligned, easily understood by children, feasible, diverse, and developmentally appropriate • Formative assessment: • Gather data throughout the unit to describe pupils’ performance

Qualities Desired in All Written Tests • The item should measure the targeted skill. • Make sure you have enough test items to determine if the students have mastered the learning goal. • Ensure that the level of reading is below students’ ability. Scores on the test should reflect content knowledge and not reading ability – unless, of course, it is a reading test.

Alignment • The learning outcomes, the instructional strategies and assessment of pupils’ progress must be aligned • This ensures that pupils are • taught the skills they are expected to master and • assessed in a way that is consistent with how they were taught.

Constructing Your Pretest • List your learning goals. Use your PLOs to remind you about what specifics you need to include on your test. • Consider a variety of formats such as those on the following slides.

Sentence completion and short answer • Word the item so that only a single or very similar set of responses provides a correct answer. • Start with an answer and then word the question or sentence stem. • Place blanks at or near the end of the item. • Examples: Hawaii is in the _____________ Ocean. Who was the President of the Confederacy? ________________

Multiple-Choice Items • The question or stem is clear. • Answers should be parallel in construction. • Answers should be in alphabetical order. Ex: Which of the following vocabularies is most highly developed in children? • Listening • Reading • Speaking • Writing

Multiple Choice Items • Adjectives or adverbs are emphasized when they reverse or alter the meaning of an answer. • The word NOT should be excluded from multiple-choice items. • Exclude options “all of the above” and “none of the above.” • Avoid words such as “all,” “always,” “never,” and “no.”

Alternate Answer • Good for testing rules and concepts • One of the two answers must be unequivocally correct. • Ex. Circle the correct choice to complete the sentence: A toad is ______ an amphibian a mammal Where would you find the United States? Northern hemisphere Southern hemisphere

Essay Questions • Advantage – tends to measure more directly behaviors specified by the objectives. Also examines student ability to communicate ideas in writing. • Start with a scoring plan which should be obvious to knowledgeable students. • Develop a rubric for scoring.

Formats for less advanced students Some students may need a simpler test format. They may indicate their answers to oral questions by • circling the correct picture that answers the question, • drawing a line to match pictures that go together, • coloring in the correct answers, • reading a list of words, • answering an oral question individually, • or demonstrating learning with manipulatives.

Grouping for testing • Some learning goals may be tested in a whole group setting. • Sometimes the most appropriate way to test a learning goal is to check students individually on their ability to perform the task. • With some classes, it may be better to test students in small groups so that you can monitor more effectively.

Pre/post test for TWS • Include a copy of the pre/post assessment • On a master copy, type the corresponding learning goal next to each item/section of the text. Include directions and an answer key. • Include any extras that you use: scoring rubrics, observation checklists, rating scales, item weights

Design for Instruction Teacher Work Sample Part III

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

Task • Describe how you will design your instruction related to unit goals, students' characteristics and needs, and the specific learning context.

Teacher Work Sample