Reflect upon both the instructional unit as well as your performance as a teacher. objective[s] were more or were less successfully met? You might address the factors that contributed to student success or failure. You might discuss what you would change in the future. Was your performance as a teacher effective or ineffective? How can you best impact student learning? You must contextualize your teaching experience by referring to the writings of at least one scholar or pedagogical theorist. 2. The Attachments Attach a copy of the pre-assessment tool and any rubrics or tools used to evaluate the pre-assessment. Combine these items into a single file attachment, and label the attachment “Pre-Assessment Tools” Attach a copy of the lesson handouts, assignments, directions for students, etc. as appropriate. Combine these items into a single file attachment, and label the attachment “The Lesson Materials” Attach a copy of the assessment tool and any rubrics, answer keys, or other tools used to evaluate the assessment. Combine these items into a single file attachment, and label the attachment “Assessment Tools” Attach a table or chart indicating the results of the assessment (see sample). Label the attachment “Assessment Table or Chart” Additional Information: Ideas for Pre and Post Assessment: A writing sample – given at the beginning informally and later after instruction – graded using the same rubric Vocabulary Test – given before and after instruction. Make sure your vocabulary lessons are substantial and effective and consider ALL learners and aspects of ELA A quiz – pretest and posttest An anticipation guide. The post includes evidence from the text. Do consider using something that will make it easier to compare the results WITHOUT compromising your teaching A presentation given before and after instruction (using a rubric to evaluate) A grammar lesson or lessons with a pre and post assessment. This work sample should NOT be a full-blown unit. The point is to show that you know how to evaluate prior learning, teach toward your objectives, and then assess learning (and reflect on it). Yes, your options may be limited in your teaching situation. That is OK. Talk to your supervisor – this work sample could feasibly be done in a few lessons.
Assessment 5: Candidate Work Sample Levels: Description Target 3 Acceptable 2 Not Acceptable 1 Score Criteria: 1) NCTE 4.2 Aligning curriculum goals and instruction The Context The context of the teaching situation is clearly defined and demonstrate a thoughtful analysis of how the context affects teacher planning, implementation of lessons, and assessment. The context of the teaching situation is clearly defined with descriptions of the students, the cooperating teacher, the curriculum, the school, etc. The context is not clearly described. Little information is given about the teaching situation. 2) NCTE 4.10 Integrate assessment consistently into instruction Judgment of Prior Learning and Goal Setting The for instruction are clearly described and aligned with NCTE and Arizona State Standards. Detailed information about why these standards were chosen (refer to the context) and how The goals for instruction are described and aligned with NCTE and Arizona State Standards. The goals for instruction are not described and are not aligned with NCTE and Arizona State Standards.
they are tied to the plan for instruction. 3) NCTE 4.10 Integrate assessment consistently into instruction Judgment of Prior Learning and Goal Setting The student teacher provides evidence of an assessment of the students’ learning and includes a thoughtful reflection on how the information from this assessment effects the plans for instruction. The student teacher provides evidence of an assessment of the students’ prior learning. The student teacher did not undertake an assessment of the students’ prior learning. 4) NCTE 4.2 curriculum goals and teaching strategies and individual work Instructional Design A unit plan or lesson plan with a description of the materials, assignments, handouts, etc. was included. It is clear why the student chose this unit or lesson to meet objectives for student learning. A unit plan or lesson plan with a description of the materials, assignments, handouts, etc. was included. A unit plan or lesson plan with a description of materials, assignments, handouts, was not included. 5) NCTE 4.10 Integrate assessment consistently into instruction Assessment The student teacher has provided evidence of a concluding assessment of the unit or lesson which is richly described with a thoughtful rationale for why this assessment was chosen to meet objectives for student learning. The concluding assessment is rich and shows multiple opportunities for proof of meeting objectives. The student teacher has provided evidence of a concluding assessment of the unit or lesson to determine student learning. No evidence is provided that the student teacher conducted a concluding assessment or assessments to determine student learning. 6) NCTE 4.10 Integrate assessment consistently into instruction Assessment The assessment section contains a table or chart indicating the results, an detailed analysis of the learning results and a thorough and thoughtful discussion of student performance. The assessment section contains a table or chart indicating the results as well as an analysis of those results (a discussion of student performance on the assessment). The assessment section does not contain a table or chart indicating the results and/or there is little or no analysis of learning results. 7) NCTE 4.10 Integrate assessment consistently into instruction Assessment is a thoughtful and insightful discussion of the results of the unit or lesson where the student teacher critically examined and discussed is a discussion of the results of the unit or lesson including successes and failures and contributing factors. is little or no discussion of the results of the unit or lesson (successes, failures, and contributing factors)