STONY BROOK University Scoring Rubric for the TESOL Teacher Candidate Work Sample (TCWSSL) Inadequate (1) Meets Standards (2) Exemplary (3) Demonstrates minimally acceptable writing skills (grammar and spelling) Some difficulty in organization Demonstrates competent use of standard writing skills (grammar and spelling).Organized Demonstrates effective use of writing skills (grammar and spelling) Well organized Response to prompt in this section shows little analysis of required components. Paragraphs contain some detail that addresses the prompts Response to prompt in this section shows some analysis of the required components. Paragraphs contain adequate detail that addresses the prompts Response to prompt in this section is clear, with extensive analysis of the required components. Paragraphs contain detail that addresses the prompts and is supported with evidence. Response demonstrates some insights into the material covered. Shows inadequate understanding of concepts Response demonstrates significant insight into the material covered. Shows understanding of concepts. Response demonstrates significant insight into the material covered. sophisticated understanding of concepts. Narrative displays little knowledge of English as a second language (ESL) pedagogical theory Narrative displays adequate knowledge of English as a second language (ESL) pedagogical theory Narrative displays detailed or extensive knowledge of English as a second language (ESL) pedagogical theory Teacher Candidate Work Sample Scoring Rubric Standards Core Elements Inadequate Meets Standards Exemplary 1. Contextual Factors – The Setting for Learning
2 a, b Analyzes demographic, cultural and linguistic characteristics of the community and the school Describes resources of community and support of learning for ESOL students Describes aspects of school organization that impact instruction of ESOL students 1.4 Describes the ESOL students in target and their skills, prior learning, and learning differences 1.5Analyzes how the above factors will influence learning goals and instructional design Two or more of the indicators for the description of learning context are not met or represent poor quality work, and narrative displays an inadequate understanding of the school, its community, and the ESOL students being taught, and/or a lack of care and time. Candidate analysis of instructional implications of the community, school, and classroom description is superficial, incomplete and/or fails in other ways to provide an adequate foundation for instructional planning. All of the major indicators for the description of learning context are met, and those that are not met are considered minor or reasonable. Narrative displays adequate description and analysis of the school, its community, and the ESOL students being taught. Candidate addresses instructional implications of the community, school, and classroom description, but analysis may be general and intuitive rather than specific and theoretically informed. All indicators for the description of learning context are met to an exemplary degree, and narrative demonstrates a sophisticated understanding of the school, its community, and the ESOL students being taught. Candidate applies pedagogical theory in a sophisticated way to analyze the impact of setting and student skills, prior learning and learning differences on learning goals and instructional design. 2. Learning Goals 3a, b, c 2.1Describes the fundamental concepts and Essential Questions and explains the significance of the unit for ESOL students Narrative displays weak content knowledge and little awareness of the major issues to be addressed in the unit and may not adequately explain either how the Narrative displays adequate content knowledge and an awareness of the key disciplinary concepts, but may not articulate the contribution of the unit to Narrative displays sophisticated knowledge of the content to be taught and the fundamental concepts of the discipline and clearly
Identifies 4-6 significant, varied and challenging learning goals unit fits into the curriculum, or the ways in which individual lessons and the instructional sequence support learning goals. the curriculum or the ways in which individual lessons and the instructional sequence support learning goals. articulates significance of the topic within the overall curriculum and the ways in which individual lessons and the instructional sequence support learning goals. 2.3 Aligns learning goals with national and state TESOL standards and appropriate content area standards; chart is completed A substantial proportion of learning goals do not address significant issues and/or their relation to standards is unclear or absent; chart is unclear Most learning goals address significant issues and are aligned with standards, clearly enumerated in chart All learning goals address significant issues, are clearly aligned with standards; chart is comprehensive . 3. Assessment Plan 4b,c Develops clear and pre-assessments that are aligned with learning goals and TESOL standards Develops clear and post-assessments that are aligned to learning goals and TESOL standards Pre- assessments are poorly designed, and/or not aligned with learning goals and results do not inform instruction. Assessments are poorly designed, and/or not aligned with learning goals and results do not inform instruction. Pre-assessments generally address the learning and are consistent with instructional decisions; results are sometimes used to inform instruction. Assessments generally address the learning goals and are consistent with instructional decisions; results are sometimes used to inform instruction. Pre- assessments are well designed and aligned with learning goals; results are used to inform instruction. Assessments are well designed and aligned with learning goals; results are used to inform instruction ESL unit employs multiple forms of traditional and authentic assessment ESL unit relies upon a small number of traditional assessments which may not either ESL unit generally relies on traditional assessment tools (multiple choice, short answer, essay) that ESL unit employs multiple forms of traditional and authentic assessment to
adequately promote or assess student learning. may not provide students with the opportunity to apply and extend their knowledge. assess and promote student learning and modify instruction. Creates grading criteria for all assessments and accommodates various performance levels through the use of rubrics Does not establish clear grading criteria; does not employ rubrics or fails to incorporate them in any meaningful way into instruction. Establishes some grading criteria; employs one or more rubrics to help the student understand the individual learning goals and how they will be assessed. Establishes clear, complete grading criteria; Designs and employs multiple rubrics to guide student learning, assess performance, provide feedback and 3.5Adapts assessment based on needs of individual students; differentiates, allowing various means for students to demonstrate proficiency Generally does not adapt assessments to meet student needs or does so in inappropriate ways. Provides some accommodations in assessment to meet the needs of individual students. Consistently differentiates, providing well-reasoned accommodations in assessment to meet the needs of individual students. 4. Design for Instruction 1a, b 2a,b 3a,b,c Demonstrates in-depth knowledge of content Displays gaps in subject area knowledge, unable to effectively communicate central concepts of discipline, or adequately respond to ESOL student questions. Demonstrates adequate knowledge of discipline and curriculum, but may not be able to situate the lesson or unit within a broader conceptual framework, or anticipate and respond to ESOL student learning difficulties and misconceptions. Demonstrates sophisticated knowledge of key disciplinary concepts, is able to contextualize instruction, and is able to anticipate and respond to ESOL student learning difficulties and misconceptions. 4.2 Presents a coherent instructional sequence Sequence and coherence of ESL lessons is weak ESL lessons are related to the unit learning goals and Unit represents a coherent, instructional developed
Employs multiple ESL instructional strategies including cooperative learning and lesson plans are not adequately developed. Unit may not employ ESL multiple strategies or implement them successfully. lesson plans are adequately developed. Unit employs and adequately implements multiple ESL instructional strategies. sequence and ESL lesson plans are fully in content and pedagogy. Unit demonstrates good execution of wide variety of ESL instructional strategies. 4.4Includes adaptations and accommodations for exceptional ESOL students. No modifications designed or implemented. Some modifications designed and implemented. Lessons consistently demonstrate the ability to design and implement adaptations to the needs of exceptional ESOL students in appropriate ways. 4.5 Integrates technology to enhance instruction edvr and linguistic proficiency 4.6 Incorporates literacy into content area instruction. 4.7Develops ESL lessons that are clearly written, utilize higher order thinking skills ESL lessons may not employ web-based and/or device-based technology or fail to do so successfully. ESL lessons do not regularly incorporate literacy and/or do not do so in ways which enhance instruction. ESL lesson aims generally do not promote development of thinking skills and/or their relation to ESL lessons successfully employ web-based and/or device-based technology to enhance instruction. ESL lessons generally incorporate literacy though integration into content area instruction may be artificial. Most ESL lesson aims promote the development of higher-order thinking skills, support unit learning goals and ESL lessons employ web-based and/or device-based technology in innovative ways to enhance instruction. ESL lessons consistently incorporate literacy in ways which reinforce content area learning. All ESL lessons are clearly written, promote thinking
and demonstrate differentiation of instruction learning goals is weak; do not show differentiated instruction. show differentiated instruction skills, support unit learning goals, clearly show differentiated instruction. 5. Analysis of ESOL Student Learning 4a, c 5a Charts student learning for the whole ESL class with respect to learning goals Student learning is not explained, or charted for ESL class and/or work is sloppy or incomplete. Student learning is not well explained; is poorly done, not comprehensive or clear Student learning is clearly explained; charted in creative and illuminating ways for whole ESL class Quantifies student learning for selected individual ESOL students Interprets results of quantitative and qualitative analysis to assess impact of instruction on English ESOL student learning is not quantified for individual students Narrative analysis of learning outcomes is incomplete, does not identify salient factors, and/or explain how they influenced ESOL student learning using evidence drawn from unit. ESOL student learning is quantified for individual students. Narrative displays knowledge of class and individual students, identifies salient factors influencing ESOL student learning, and provides plausible explanations of differences in student learning outcomes based on evidence drawn from unit. ESOL student learning is demonstrated in creative ways for three individuals. Narrative displays knowledge of class and individual students, identifies salient factors influencing ESOL student learning, and makes explicit use of TESOL pedagogical theory and evidence drawn from unit to explain differences in student learning outcomes 6. Reflection and Self Analysis 5a, c 6.1Reflects on implications of ESL unit, suggesting 6.2 Reflection on areas of strength; evidence Little evidence of reflection or discussion of possible revisions Narrative is incomplete or missing; displays a weak understanding of Narrative shows some thoughtful analysis; incomplete discussion of possible revisions Shows a developing understanding of strengths Narrative shows reflection and insight with thoughtful revisions suggested Shows a sophisticated understanding of
6.3 Identifies areas of weakness; cites examples, targets professional goals 6.4Provides information about lack of previous experience or insights candidate’s owns strengths Narrative does not clearly discuss areas for improvement and professional growth; lace of examples Feedback shows little reflection on personal and professional growth with some supportive evidence Narrative identifies some weaknesses and the ability to translate some of insights into concrete goals for professional growth. Feedback demonstrates personal and professional growth and some implications for adjustments in teacher preparation. strengths, with numerous, clear examples Sophisticated understanding of weaknesses supported by evidence and the ability to translate these insights into concrete goals for professional growth. Feedback is clear and thoughtful, with implications and suggestions for adjustments in preparation of teachers. TCWSSL/Individual Lesson Reflection Respond to the following questions as you reflect upon the lesson taught. Did I achieve the overall objectives of the lesson? How do I know? What parts of the lesson were effective? What parts of the lesson did not succeed as well, and why? How would I evaluate my introduction to the lesson? To what extent were students productively engaged during the lesson? What changes did I make in the lesson as I taught it? Specify where and why.