Teacher Work Sample Unit Title Magnificent Middle School, Alpine

Transcription

Teacher Work Sample
Carrie Cougar
Unit Title
BYU ID: 555555555
Brigham Young University
Spanish Teaching Major
Winter 2011
Magnificent Middle School, Alpine
District
Spanish II
Grades 10-12
Table of Contents
Contextual Factors (2-3 pages) .................................................................................................................................................................... 3
Community ........................................................................................................................................................................................... 3
Characteristics of School & Student Body ...................................................................................................................................... 3
Characteristics of Your Particular Classroom & Students ............................................................................................................. 3
Instructional Implications ................................................................................................................................................................... 3
Contextual Factors Rubric ...................................................................................................................................................................... 4
Unit Overview & Rationale (1 page) .............................................................................................................................................................. 5
Unit Planning Web (1 page) ........................................................................................................................... Error! Bookmark not defined.
Unit Objectives (1 page) ................................................................................................................................................................................. 9
Unit Overview and Learning Objectives Rubric ................................................................................. Error! Bookmark not defined.
Assessment Plan .............................................................................................................................................................................................. 15
Assessments ........................................................................................................................................................................................ 15
Scoring ................................................................................................................................................. Error! Bookmark not defined.
Performance Criteria ......................................................................................................................... Error! Bookmark not defined.
Adaptations ........................................................................................................................................ Error! Bookmark not defined.
Appendix A, Assessments ................................................................................................................. Error! Bookmark not defined.
Assessment Plan Chart ................................................................................................................................................................................... 16
Assessment Plan Rubric ............................................................................................................................................................................. 17
Design for Instruction ...................................................................................................................................................................................... 18
Unit Outline ........................................................................................................................................................ Error! Bookmark not defined.
Lesson Plan ........................................................................................................................................................ Error! Bookmark not defined.
Design for Instruction Rubric ................................................................................................................................................................. 22
Instructional Decision-Making (1-2 pages)................................................................................................................................................ 23
Instructional Decision-Making Rubric .................................................................................................................................................. 24
Report of Student Learning (3 pages total) ............................................................................................................................................... 25
Whole class (1 page)....................................................................................................................................................................... 25
Subgroup (1 page) .......................................................................................................................................................................... 25
Two individuals (1 page) ................................................................................................................. Error! Bookmark not defined.
Report of Student Learning Rubric ...................................................................................................................................................... 26
Reflection and Self-Evaluation (2-4 pages) ............................................................................................................................................... 27
Interpretation of Student Learning................................................................................................................................................. 27
Insights on Effective Instruction and Assessment ......................................................................................................................... 27
Implications for Future Teaching .................................................................................................................................................... 27
Implications for Personal Professional Improvement .................................................................................................................. 27
Reflection and Self-Evaluation Rubric ................................................................................................................................................ 28
Quality of Presentation ................................................................................................................................................................................... 29
Formatting .......................................................................................................................................................................................... 29
Charts, Graphs, & Attachments ..................................................................................................................................................... 29
References & Credits ........................................................................................................................................................................ 29
Anonymity .......................................................................................................................................................................................... 29
Quality of Presentation Rubric.............................................................................................................................................................. 30
Upload .............................................................................................................................................................................................................. 31
Teacher Work Sample Template  2009 Adapted from Dr. Blair Bateman by Dr. Cherice Montgomery
Contextual Factors (2-3 pages)
Community, school, & classroom factors that may affect learning (supports and challenges)

Community
o
o
o
o

Description of community (size, economy, amenities, etc.)
Community population (average household income, education, race/ethnicity)
Role of school in community
Community/parent support for education
Characteristics of School & Student Body
Location of the school (rural/suburban/urban)
Physical features of the school
Enrollment
School population (race/ethnicity, socioeconomic profile, students who qualify for
free/reduced lunch, special needs, English Language Learners, migrants, etc.)
o Attendance, school mobility rate, dropout rate
o NCLB status of the school, test scores, etc.
o Teacher education, teacher quality, student-teacher ratio
o
o
o
o

Characteristics of Your Particular Classroom & Students
o
o
o
o
o

Scheduling
Classroom rules and relevant routines
Any unique physical features of your classroom
Availability of technology, equipment, and other resources
Differences in individual students (age, gender, grade levels, native speakers,
race/ethnicity, ESL, special needs, achievement/developmental levels,
culture/religion, language, interests, skill levels, etc.)
Instructional Implications
o Based on the contextual factors you listed, identify at least 3 implications for
teaching and assessment
o Interpret the instructional implications you have identified
1) Name of Implication: What this implication means for your teaching
Contextual Factors Rubric
TWS Standard: The teacher uses information about the learning-teaching context and
student individual differences to set the learning goal and objectives and plan instruction
and assessment.
Rating 
Indicator 
A.
Community,
School
& Classroom
Factors
B.
Student
Characteristics
C.
Instructional
Implications
5
Exceeds
Expectation
Candidate
displays a
thorough understanding of the
characteristics
of the
community,
school, and
classroom that
may affect
learning
Candidate
displays a
thorough and
specific
understanding of
student
differences (e.g.,
abilities/disabiliti
es, culture,
development,
interests) that
may affect
learning
Candidate
provides an
unusually
insightful
discussion of
three specific
implications for
instruction and
assessment
based on
contextual
factors
4-3
Meets
Expectation
Candidate
displays
knowledge of
some
characteristics
of the
community,
school, and
classroom that
may affect
learning
Candidate
displays general
understandings
of student
differences (e.g.,
es, culture,
development,
interests) that
may affect
learning
2-1
Partially Meets
Expectation
Candidate
displays biased
knowledge of
the
characteristics of
the community,
school, and
classroom that
may affect
learning
Candidate
discusses three
specific
implications for
instruction and
assessment
based on
contextual
factors
Candidate
provides general
implications for
instruction and
assessment
based on
contextual
factors
Candidate
displays
stereotypical
understandings
of student
differences (e.g.,
es, culture,
development,
interests) that
may affect
learning
0
Not Met/
Missing Evidence
Candidate
displays
irrelevant or no
knowledge of
the
characteristics of
the community,
school, and
classroom that
may affect
learning
Candidate
displays
irrelevant or no
knowledge of
student
differences (e.g.,
es, culture,
development,
interests) that
may affect
learning
Candidate
provides
inappropriate or
no implications
for instruction
and assessment
based on
contextual
factors
(To use this template, replace the prompts in the gray boxes with your own text
and then delete any text that appears in red.)
Unit Overview (1 page)
Unit Title: (Name of Unit)
Unit Overview:
(What information would a colleague need to decide whether or not to use the unit?)
This (number) -week, (number) lesson unit is based on Chapter (number)
of
(Name of Textbook) . It engages (beginning/intermediate/advanced)
(middle school/high school/university) Spanish (level of class such as I, II, III, IV, AP, 101,
102, 105, 106, 205, 206) students in exploring the theme of (theme of unit) . During the
unit, students will learn to (communicative task/s) using the (grammatical
structures) . The unit will revolve around (#) primary topics:
(list of major cultural and
vocabulary topics covered during the unit) . Major activities include:
(titles of major
activities from the unit) . The unit culminates in a (name of final project or special
activity) . Additional assessments of student progress include: (list of major
assessments) . The unit assumes that students already know (list of key topics) .
Unit Rationale:
(What are the pedagogical purposes of the unit & why will they matter to students?)
This unit is designed to help students understand the importance that
(social issue and/or cultural topic) plays in (name of country or cultural
group) life. It engages students in exploring how and why (name of cultural
product/practice)
(shapes/reflects/relates to)
(name of targeted cultural
perspective) . This unit gives students opportunities to (list why this unit will
matter to STUDENTS) . Students will develop communicative proficiency by
exploring the guiding question:
(list the essential question students will
explore during this unit)
Teacher Work Sample Template ♦ Revised 2010 ♦ Adapted from Dr. Blair Bateman by Dr. Cherice Montgomery
 To craft your guiding question, write a statement that explains the main goal of the
unit—the one key thing you want students to know and be able to do by the end of
the unit.
 Next, write a statement that answers the question, “Why should this matter to
students?”
 Now, try to write a single statement that combines the two sentences you wrote
above.
 Finally, flip the resulting sentence into a question.
 (Sometimes, it is easier to craft a set of questions and then pull out the key
elements of each one to form your guiding question. The other questions will
usually become sub-questions that guide individual lessons as opposed to the
entire unit.)
Unit At-a-Glance
(You may either use the grid below, the web on the next page, or both)
Essential (Guiding) Question for the Unit:
Lesson Title
Targeted Grammatical Structure
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Targeted Vocabulary
(No more than 7 words)
TOPIC: Conceptual Issue or Social
Situation (Context)
TEXT: Culturally Authentic
Materials or Realia
TASK: Lesson Objective &
Assessment
TALK: Communicative, Interactive
Activities (Interpersonal,
interpretive, or presentational
activities that get students moving
& talking in preparation for the
assessment)
TECHNIQUES, TEMPLATES, & TECH:
(Instructional Strategies,
Scaffolding, & Student Use of Tech)
Adaptations for Individual
Students
Lesson 5:
Unit At-a-Glance
Unit Planning Web: (How will you provide colleagues with a visual overview of the unit’s key concepts and activities?)
As you brainstorm, don’t forget to think about how you will provide meaningful, varied learning activities that give students
structured opportunities to move and talk).
Essential (Guiding) Question for the Unit:
Presentational
Mode
Social
Context
Interpersonal
Mode
Culturally
Authentic
Realia/Materia
ls
Language
Functions
Interpretive
Mode
Communicative
Tasks
Unit Topic
Grammatical
Structures
Student Use of
Technology
Vocabulary
Assessments
I recommend that you use an online concept mapping tool to create your web, then insert your finished product into this document as a .jpg
(image). You can find a list of tools here: http://teensntech.wikispaces.com/Cool+Tech+Tools
For ideas, see the curriculum framework developed by Granite, Jordan, & Murray school districts in Utah: http://tinyurl.com/ddf6z5
For an example of how you might get started, see pages 10, 12, 16, and 19 of: http://tinyurl.com/cyauvz
Communication Cultures Connections Comparisons Communities
Unit Objectives
(1 page)
___ 6) Standards-based Unit Objectives: (What 5 to 7 meaningful, measurable,
standards-based objectives will you use to guide students’ efforts to make
incremental, step-by-step progress toward the overarching unit goal?)
a) Students will (standards-based communicative function/task) about (cultural
context/vocabulary topic) using (grammatical structure/process) +
(performance parameters - accuracy, frequency, quantity, or time).
b) Students will (standards-based communicative function/task) about (cultural
c) Students will (standards-based communicative function/task) about (cultural
d) Students will (standards-based communicative function/task) about (cultural
e) Students will (standards-based communicative function/task) about (cultural
See the next two pages for instructions and examples.
Unit Objectives
Objectives should specify (in observable, measurable terms) the:

Audience (students)

Behavior (standards-based communicative function – stated as an
observable, measurable verb)

Conditions (cultural context, grammatical structure, or vocabulary)

Degree of performance (performance parameters – accuracy,
frequency, quantity, time).
Students will + (standards-based, communicative function/task)
NOT know
learn
practice
understand
about (cultural context/vocabulary topic) using +
(grammatical structure) + (performance parameters - accuracy,
frequency, quantity, time) .
Note: Consider taking your verbs directly from the National Standards, the
Utah Common Core for World Languages, Bloom’s Taxonomy, and the
National Technology Standards for Students.
Steps for Writing Objectives
a) Goals: Make a bulleted list of your goals for students—the things
you want them to learn.




Grammar: Use the preterit v. imperfect correctly
Vocabulary: Clothing, natural disasters, news, and weather
Culture: Journalism in Latin America
Social Issues: Effects of natural disasters on Latin America’s
economy
Unit Objectives
b) Tasks: Using the National Standards for Foreign Language Learning,
generate communicative tasks (and conditions for accomplishing
them) that would provide evidence that students have met the
items on your bulleted list.

Grammar: Students will report on natural disasters that occurred
in the past using the preterit and imperfect tenses.

Vocabulary: Students will describe people who are missing after
a natural disaster using clothing, news, and weather vocabulary.

Culture: Students will compare and contrast the journalistic
content and style of news reports about natural disasters in Latin
America with those of the United States.

Social Issues: Students will explain the effects of natural disasters
on the economy of Latin America.
c) Performance Parameters: Identify the parameters for performance
that would constitute convincing evidence that students have
mastered the objectives. (See the next page for several examples.)
Unit Objectives
Examples of Objectives:
Students will (standards-based communicative function/task) about (cultural
context/vocabulary topic) using (grammatical structure) + (performance
parameters - accuracy, frequency, quantity, or time).

Presentational Mode: Students will present 1-minute news reports about natural
disasters in Latin America using at least 5 targeted preterit and imperfect verbs.

Interpersonal Mode: Students will describe 3 missing children after a natural
disaster using clothing vocabulary and adjectives in response to a relief worker’s
questions.

Interpretive Mode: Students will identify 5 safety recommendations from a
newspaper article about disaster preparedness using the present subjunctive and
crisis vocabulary.

Presentational Mode: Students will explain similarities and differences in how
natural disasters affect people in the U.S. and Latin America using tan/tanto +
como in a 10-sentence newspaper article.
National Standards: (How will your UNIT address each of the National Standards?)
Complete the chart below:
Standards-based Essential (Guiding) Question:
Standard 1.1, Communication (Interpersonal):
Students (engage in conversations/provide
and obtain information/express feelings and
emotions/exchange opinions) about (name
of topic/s)
Standard 1.2, Communication (Interpretive):
Students understand and interpret
(written/spoken) language on (name of
topic) by (reading/listening to/viewing)
(type of texts)
Standard 1.3, Communication
(Presentational) Students present
(information/concepts/ideas) to an audience
of (listeners/readers/viewers) about (name of
topic/s)
Standard 2.1, Cultures: Students demonstrate
an understanding of the relationship between
the practices and perspectives of the culture
studied by (explain how)
Standard 2.1, Cultures: Students demonstrate
an understanding of the relationship between
the products and perspectives of the culture
studied by (explain how)
Standard 3.1, Connections: Students reinforce
and further their knowledge of (list one or more
disciplines besides Spanish) through the foreign
language and its cultures by (list tasks)
Standard 3.2, Connections: Students acquire
information and recognize the distinctive
viewpoints that are only available through the
foreign language and its cultures by (list tasks
or explain how)
Standard 4.1/4.2, Comparisons: Students
demonstrate understanding of the (nature of
language/concept of culture) through
comparisons of the (language/cultures)
studied and their own by (list tasks)
Standard 5.1, Communities: Students use the
language within and beyond the school setting
by (list tasks or explain how)
Standard 5.2, Communities: Students use the
language for personal enjoyment and
enrichment when (list tasks or explain how)
TWS Standard: The teacher sets significant, challenging, varied and appropriate the learning
goal and objectives based on state/district content standards.
Rating 
Indicator 
A.
Unit
Overview
B.
Unit
Planning
Grid
C. Quality
and Clarity
of
Objectives
D. Number
and
Variety
of
Objectives
E.
Alignment
of
Objectives
with
Standards
5
Exceeds Expectation
4-3
Meets
Expectation
2-1
Partially Meets
Expectation
0
Not Met/
Missing Evidence
Overview gives the
reader an
exceptionally good
understanding of how
major unit activities
prepare students to
discuss a cultural
context, social issue,
or conceptual theme
Overview gives
the reader an
good
understanding of
how major unit
activities connect
to a central
cultural topic
Overview gives the
reader a basic
idea of how the
major unit activities
connect to a
central grammar or
vocabulary topic
Overview is missing or
fails to identify major
activities in the unit;
No evidence of any
thematic organization
All aspects of the Unit
Planning Grid/Web
are thoughtfully
addressed; a variety
of meaningful
activities is included.
All aspects of the
Unit Planning
Grid/Web are
addressed;
sufficient variety
of activities
included
Objectives
represent
appropriate
learning
outcomes, and
are adequately
stated in terms of
measurable
outcomes
Most aspects of the
Unit Planning
Grid/Web are
addressed, but
may be lacking in
detail or number of
activities
Objectives
represent
appropriate
learning outcomes,
but may lack
clarity or are not
stated in terms of
measurable
outcomes
Unit Planning
Grid/Web is missing or
incomplete
Number of
objectives may
be too few (less
than 5) or too
many; objectives
reflect at least
one
communicative,
linguistic, and
cultural goal
Objectives lack
attention to one or
more areas
(communicative,
linguistic, cultural)
No objectives are
listed
More than 50% of
objectives are
aligned with the
National
Standards;
explanation is
adequate
At least one
objective aligns
with the National
Standards; textual
explanation may
be incomplete
Objectives do not
align with National
Standards, or
alignment with
standards is not
explained
Objectives represent
exceptionally
meaningful and
developmentally
appropriate learning
outcomes, clearly
stated as measurable
outcomes (e.g., what
students will be able to
do)
An appropriate
number of objectives
are listed; objectives
represent a variety of
communicative,
linguistic, and cultural
goals
All objectives align
with National
Standards; textual
explanation is
unusually informative
& succinct
Objectives are
inappropriate or
missing, or represent
activities rather than
learning outcomes
Assessment Plan
(1-page chart, plus copies of assessments, keys, and student work)
Unit Assessments: (What assessments will you use to evaluate students’ performance
and provide them with feedback on their progress?)
Students progress toward unit objectives will be assessed by (title of formal speaking
assessment activity) , and (title of listening, reading, or writing assessment activity) .
The culminating assessment for this unit will be (title of project or other culminating
assessment activity) in which students will (BRIEF description of what the assessment
activity or project will require students to do) .

Assessments
o Copies of assessments
o Copies of scoring instruments (e.g., answer keys, observation checklists, rating
scales, scoring rubrics
o Multiple forms of assessment (e.g., comprehension checks, quizzes, observation,
projects, tests, ticket out, worksheets, etc.)
o At least one formal assessment of students’ speaking skills
o At least one other language modality (listening, reading, or writing) also assessed
o Assessments appropriate for chosen communicative, linguistic, cultural objectives
o Matched pre- and post-assessment (for at least one objective)

Quality of Assessments
o Correct Spanish
o Clear instructions and procedures
o Real-life language use
For M.A. students only: Discuss the construct and content validity of your assessments – e.g., the
extent to which they represent the construct they purport to measure (listening comprehension,
cultural knowledge, mastery of a grammar concept, etc.), and the extent to which they
accurately represent the content taught in your unit.
Assessment Plan Chart
OBJECTIVE
ASSESSMENT(S)
PRE-,
FORMATIVE,
OR POST?
MODALITY
(listening,
speaking,
reading,
writing,
etc.)
Objective 1:
Objective 2:
Objective 3:
Assessment Adaptations:
1) Students who are ________________________________ will ________________________________.
(gifted, learning disabled, native speakers, etc.)
(state accommodation or adapation)
*Note: You must pre- AND post-assess at least one of your unit objectives. The pre-assessment
must be similar enough to the post-assessment to allow you to do pre-post comparisons at
the end of the unit.
[Insert copies of all assessments (i.e., quizzes, tests, project assignment sheets, and rubrics
here, along with sample student work where appropriate]
Assessment Plan Rubric
TWS Standard: The teacher uses multiple assessment modes and approaches aligned with the
learning goal to assess student learning before, during and after instruction.
Rating 
Indicator 
A. Alignment of
Assessments
with Unit
Objectives
B.
Quality of
Assessments
5
Exceeds
Expectation
The plan
includes
multiple forms
of assessment
(including
speaking and
at least one
other modality)
that align with
unit objectives
and provide
exceptional
insight into
students’
attainment of
the objectives
Few if any
errors in
Spanish;
directions and
procedures are
clear and wellscaffolded for
students;
assessments
represent reallife language
use
4-3
Meets Expectation
The plan includes
multiple forms of
assessment
(including
speaking) that align
with unit objectives
Infrequent, minor
errors in Spanish;
75% of the
directions and
procedures are
clear and wellscaffolded for
students
2-1
Partially Meets
Expectation
The plan includes
only one form of
assessment; may
be lacking an
assessment of
speaking skills or
other language
modalities;
assessments may
not always align
with unit objectives
0
Not Met/
Missing Evidence
No assessments
Frequent, but minor
errors in Spanish;
50% of the
directions and
procedures are
clear to students
Frequent, major
errors in Spanish
create confusion for
students; directions
and procedures are
unclear
LESSON PLAN TEMPLATE
Name: _________________
Date: ___________________________
Lesson Topic: ________________________
Grade Level(s): 6 7 8 9 10 11 12 University _____
Course: Intro. I II III IV V AP SNS
Textbook: ____________________________
Time Required: ______________________
Design for Instruction
(1 page for pre-assessment data and description)

Administer and analyze pre-assessment (1 page)
o Administer a pre-assessment for at least one objective
o Analyze student performance
o Graph results to highlight patterns of student performance
o Identify changes needed in your lesson plans based on your
analysis of the pre-assessment AND contextual factors
I pre-assessed the objective ______________________________________
using (briefly describe the assessment).
[Insert graph of pre-assessment results.]
As the graph indicates, (describe the pre-assessment results—i.e.,
75% of the class scored less than 50/100 on the preterit section of
the assessment).
These results suggest that students need (explain what you learned
from the pre-assessment).
Consequently, I will modify my lesson plans by (explain how).
LESSON PLAN TEMPLATE
Name: _________________
Date: ___________________________
Lesson Topic: ________________________
Grade Level(s): 6 7 8 9 10 11 12 University _____
Course: Intro. I II III IV V AP SNS
Textbook: ____________________________
Time Required: ______________________
Unit Lesson Plans: (What lessons will you plan to prepare students to successfully
complete the culminating assessment(s) you listed above?)
Lesson Plan Template (Complete a new one for each day of your unit)







You must include a minimum of 5 lesson plans (not counting your
assessments)
The unit should be thematic and standards-based
Each lesson plan should consist of a variety of activities (including all
3 modes of communication, culture, and at least one opportunity
for students to use critical thinking skills and technology tools)
Each activity in the lesson plan should connect to the previous one
Each lesson should progressively build students’ skills so students
can accomplish the unit objectives by the end of the unit
Insert all relevant worksheets and samples of student work following
each lesson plan
You may also include photos as long as you have written parental
and student permission from any students who appear in them.
Lesson Timeline (Replace the text in red with information from your own
unit)
Instructions:
1)
2)
3)
4)
Title – Write the activity title in the blank.
Time – Note how many minutes you will allot.
Teacher - Write one sentence telling what you will do.
Task Instructions - Write step-by-step instructions for students in
Spanish (1 line per step, 7 words per step, no more than 5 steps).
5) Task – Include the questions, worksheet, or prompts for each task.
Lesson Plan for ____________, Chapter ___: _______________
(Textbook)
(#)
(Lesson Topic)
Standards-based Objective:
(What will students DO with their language in “real life” after this lesson that they could not do before?)
[Ask for directions, compare, complain, describe, express emotions, exchange info., flirt, make excuses, persuade]
Students will (standards-based communicative function) about (context/vocabulary
topic) using + (grammatical structure) + (performance parameters - accuracy,
frequency, quantity, time).
Assessment Task:
(What will students PRODUCE or PERFORM as evidence that they have achieved the objective?)
Context for the Lesson:
(How will the Cultures, Connections, Comparisons, & Communities standards provide an authentic audience, purpose,
setting, and resources for communication?)
Social Issue
Culturally Authentic
Materials
(Communities)
Content from Other
Disciplines
(Cultures & Comparisons)
(Connections)
Targeted Grammatical Structure:
Key Vocabulary Words: 1)
2)
3)
4)
5)
6)
7)
PRE-ACTIVITY
1
Warm-up: ____________________________________________________ ______
TOPIC: Capture Attention ♦ Activate & Build Prior Knowledge
DURING ACTIVITIES: [TEXT: An audio recording, comic strip, interview, newspaper or magazine
article, poem, song, story, textbook reading, TV show, video clip, etc.]
2
Contextualized Experience: _____________________________________________
______
3
Focus on Meaning: _______________________________________________________
______
4
Focus on Form: ___________________________________________________________
______
5
Focus on Communication: ________________________________________________
______
Shared experience with an experiment, simulation, story, video)
TASK: Explore the meaning of the content for self & society
TASK: Identify patterns in the language (grammar & vocabulary)
TALK: Interpersonal communication about the content
POST-ACTIVITIES
6
Closure: __________________________________________________________________
7
Homework: _______________________________________________________________
=
______
TECHNIQUES, TEMPLATES, & TECH: Summarize ♦ Reflect ♦ Connect ♦ Extend ♦ Preview
“Real Life” product for authentic audiences & purposes
Assessment Task
Lesson Plan Template ♦ 2012 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦
[email protected]
______
Complete this page for EACH activity you listed above.
The teacher will
(One simple sentence telling what the teacher will do.)
Instrucciones: (For students, in Spanish, no more than 5 steps, 7-10 words
per step)
Paso 1:
Paso 2:
Paso 3:
Paso 4:
Paso 5:
Actividad:
Adaptations:
(For students who are gifted, heritage/native speakers, learning disabled, or who have other special needs)
1) Students who are __________________________________ will ________________________.
(accommodation or adapation)
(accommodation or adapation)
(accommodation or adaptation)
Back-up/Sponge Activities:
(Additional activities for extra time, “fast finishers,” or re-teaching)
1) ____________________________________________________________________________________
2) ____________________________________________________________________________________
3) ____________________________________________________________________________________
Materials: Please attach a copy of the materials and worksheets you will use.
Lesson Plan Template ♦ 2012 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ [email protected]
Design for Instruction Rubric
TWS Standard: The teacher designs instruction for the specific the learning goal and
objectives that address characteristics and needs of students, and the learning context.
Rating 
Indicator 
A.
Use of
Contextual
Information
and PreAssessment
Results
B.
Instructional
Strategies
C.
Technology
D.
Adaptations
for special
needs
learners
5
Exceeds
Expectation
4-3
Meets Expectation
2-1
Partially Meets
Expectation
0
Not Met /
Missing Evidence
Instruction has
been carefully
designed with
reference to
contextual factors;
pre-assessment
data are charted,
analyzed, and
insightfully used to
fine tune
instructional design
Complete, detailed
lesson plans
include a variety of
interactive,
student-centered
activities that
reflect best
teaching practices
Students use
technology
frequently
throughout the
entire unit in ways
that promote
critical thinking
More than one
contextual factor
used to design
instruction; preassessment results
charted, analyzed,
and used in
planning instruction
At least one
contextual factors
used to design
instruction; preassessment results
charted and
analyzed
Instruction not
designed with
reference to
contextual factors;
pre-assessment
results not charted
and analyzed
Complete, detailed
lesson plans
include a variety of
activities
Lesson plans are
incomplete, lack
detail and/or
variety; some
activities do not
reflect best
teaching practices
Lesson plans not
included
Students use
technology
occasionally as a
tool for
communication OR
a strong rationale
for not using
technology is given
Technology is
inappropriately
used OR not used.
Rationale for not
using technology is
weak
Needs of all
individuals have
been considered
and appropriate
adaptations
incorporated
A variety of
specific
adaptations are
identified to meet
some students’
individual needs
Teacher uses
technology only in
the production or
presentation of
learning activities
OR a limited
rationale for not
using technology is
given
Relies on the same
one or two general
adaptations to
meet the needs of
students with
special needs
No adaptations are
identified that
address students’
needs, or the
adaptations are
inappropriate
Instructional Decision-Making (1-2 pages)

Teach the unit

Describe an instance when a student’s learning or response caused you to modify
your original lesson plan “midstream”
o Description of incident
o Description of modification of instruction or assessment
o Explanation of why the modification should have improved student progress
based on:
 Contextual factors
 Analysis of student learning
 Principles of sound professional practice
o Description of outcome
o Tell this like a little mini-story, don’t just write bullet points.

Describe another time when you modified your instruction, including the same
elements listed above.
o Incident #1 Title (e.g. Listening Activity Too Difficult, Inattentive Students, Low
Scores, Lost Assignments etc.)
o Modifications Based on Analysis of Student Learning
 What happened?
 How did you modify your instruction/assessment?
o Sound Professional Practice
 Why did you make the modification (based on contextual factors, analysis
of student learning, and principles of sound professional practice)?
 How well did the modification work?
 Did you get the result you anticipated?
o Incident #2 Title
o Modifications Based on Analysis of Student Learning
 What happened?
 How did you modify your instruction/assessment?
o Sound Professional Practice
 Why did you make the modification (based on contextual factors, analysis
of student learning, and principles of sound professional practice)?
 How well did the modification work?
 Did you get the result you anticipated?
Instructional Decision-Making Rubric
TWS Standard: The teacher uses on-going analysis of student learning to make instructional
decisions.
Rating 
Indicator 
5
Exceeds
Expectation
A. Modifications
Based on
Analysis of
Student
Learning
B. Sound
Professional
Practice
4-3
Meets
Expectation
2-1
Partially Meets
Expectation
Thoughtful
modifications
of the
instructional
plan are
related to
contextual
factors and an
analysis of
student
learning
Many
appropriate
modifications
of the
instructional
plan address
individual
student needs
Modifications of
the instructional
plan address
general issues
that arise in
class
Extended
explanations
are provided
for
instructional
decisions and
modifications
are based on
best practices
Instructional
decisions are
pedagogically
sound (i.e.,
likely to lead to
student
learning)
Some
instructional
decisions not
pedagogically
sound
0
Not Met/
Missing
Evidence
Modifications
are
inappropriate
or missing
Instructional
decisions are
inappropriate
Report of Student Learning (Approximately 2 pages total)

Whole class (1 page)
o Create a graph or table of the performance of every student on postassessments for EACH learning objective
o Pre-/post- comparisons for the one objective you pre-assessed
o Summarize what these data show about student learning in the whole class
(How many students met the objectives? How many did not? What does this
tell you about what students did or did not learn?)

Subgroup (1 page)
o Select a subgroup by choosing a group characteristic (gender, performance
level, language proficiency, etc.)
o Rationale for selection of this subgroup
o Create a graph or table that shows the performance of each student in this
subgroup on pre-/postassessments for the one objective you pre-assessed
o What do these data show you about student learning in this subgroup?
Report of Student Learning Rubric
TWS Standard: The teacher uses assessment data to profile student learning and communicate
information about student progress and achievement.
Rating  Indicator

5
Exceeds
Expectation
Profile Clarity Provides a clear
and thorough
Data
profile of student
Summary
learning
A.
Whole Class
Summary is
meaningful and
many
appropriate
conclusions are
supported by the
data
Impact on
Student
Learning
Substantial
evidence
provided on who
achieved or
made progress
toward each
objective
Profile Clarity Provides a clear
and thorough
Data
profile of student
Summary
learning
B.
Subgroup
Summary is
meaningful and
many
appropriate
conclusions are
supported by the
data
Impact on
Student
Learning
Substantial
evidence
provided on who
achieved or
made progress
toward each
objective
4-3
Meets Expectation
2-1
Partially Meets
Expectation
Provides a clear profile Some parts of the
of student learning
profile are unclear
Summary is accurate
and some appropriate
conclusions are
drawn.
Adequate evidence
provided on who
achieved or made
progress toward most
objectives
Adequate evidence
provided on who
achieved or made
progress toward most
objectives
No evidence provided
Summary is inaccurate
or conclusions are
missing or not
supported by data
Inadequate evidence
provided on who
achieved or made
progress toward some
objectives
Provides a clear profile Some parts of the
of student learning
profile are unclear
Summary is accurate
and some appropriate
conclusions are
drawn.
0
Not Met/ Missing
Evidence
Summary is inaccurate
or conclusions are
missing or not
supported by data
Inadequate evidence
provided on who
achieved or made
progress toward some
objectives
Reflection and Self-Evaluation (2-4 pages)
Evaluate your performance as a teacher, linking it to student learning results and future
professional action that could for improve your teaching.

Interpretation of Student Learning
(based on assessment results, student characteristics, objectives, instruction, materials,
assessment, contextual factors)
o At least 3 possible reasons for student success
o At least 3 possible reasons for students’ lack of success

Insights on Effective Instruction and Assessment
o At least 3 successful learning activities and/or assessments
o At least 2 plausible reasons for the success or failure of each one
o At least 3 unsuccessful learning activities and/or assessments
o At least 2 plausible reasons for the success or failure of each one

Implications for Future Teaching
o List of multiple ideas for redesigning your instruction and assessment to improve
student performance in the future
o Rationale for why these changes would improve student learning

Implications for Personal Professional Improvement
o Area 1 you will improve
o List of professional activities in which you will engage to help you do so
o Description of each professional activity/resource
Reflection and Self-Evaluation Rubric
TWS Standard: The teacher analyzes the relationship between his or her instruction and
student learning in order to improve teaching practice.
Rating 
Indicator 
A.
Interpretation
of Student
Learning
B.
Insights on
Effective
Instruction
and
Assessment
C.
Implications
for Future
Teaching
D.
Implications
for Personal
Professional
Improvement
5
Exceeds
Expectation
Insightfully
explores multiple
reasons for why
students met or
did not meet the
learning
objectives
Identifies multiple
successful and
unsuccessful
activities and
assessments and
provides
plausible reasons
for their success
or failure
Provides many
insightful ideas for
redesigning
instruction and
assessment and
offers a thorough
explanation of
why these
changes would
improve student
learning
Identifies three or
more areas for
improvement;
professional
activities show
unusual
insight into
teaching and
teaching
resources
4-3
Meets Expectation
2-1
Partially Meets
Expectation
Provides one reason
for why students
met or did not meet
the learning
objectives
0
Not Met/
Missing Evidence
No evidence or
reasons provided to
explain student
performance
Identifies the most
and the least
successful activities
and assessments
and provides
plausible reasons
for their success or
failure
Identifies at least
one un/successful
activity, but
provides little
rationale for why it
was more or less
successful than
others
Provides no
rationale for why
some activities or
assessments were
more successful
than others
Some appropriate
ideas for
redesigning
instruction and
assessment with
adequate
explanation of why
these changes
would improve
student learning
Inappropriate ideas
for redesigning
instruction and
assessment or
inadequate
explanation of why
these changes
would improve
student learning
No ideas for
redesigning
instruction and
assessment
Identifies two areas
for improvement
and describes
specific
professional
activities to
improve in these
areas
Identifies at least
one area for
improvement and
lists general
activities to
improve in this area
No areas for
improvement
identified or
no plan provided to
improve in these
areas
Provides more than
one plausible
reason for why
students met or did
not meet the
learning objectives
Quality of Presentation

Formatting
 1-inch margins
 12 point font
 Double spaced

Charts, Graphs, & Attachments
 Be sure to include:
o Charts
o Graphs
o Links to resources, worksheets, or sample slides from PowerPoints and other
teaching materials you used (Google Docs is a great way to accomplish this)
o A few samples of student work that provide clear evidence of your performance
o A few samples of student work that provide clear evidence of student learning

Anonymity
 No student names in any part (unless they are fictional)
 Obtain permission from parents and students for all samples of student work that
you include
 Include a copy of the relevant permission forms at the end of your TWS

References & Credits
 Separate section at the end of the document
 Cite ideas and materials that belong to another person
 APA format
File Name:
Please save your TWS with a name that follows this format:
LastName FirstName Teacher Work Sample W12.doc
Quality of Presentation Rubric
Rating 
Indicator 
Mechanics
of Writing
5
Exceeds
Expectation
Few if any
errors in
spelling,
grammar,
capitalization,
punctuation,
sentence
structure, and
other
mechanics of
writing
Organization All information
is clearly
presented,
well-organized,
and easy to
find
Overall TWS
Quality
TWS exceeds
the typical
professional
thought and
effort expected
in a
culminating
assignment
4-3
Meets
Expectation
2-1
Partially Meets
Expectation
Occasional,
non-distracting
errors in
spelling,
grammar,
capitalization,
punctuation,
sentence
structure, and
other
mechanics of
writing
More than 75%
of the
information is
clearly
presented,
well-organized
and easy to
find
TWS reflects the
typical
professional
thought and
effort expected
in a
culminating
assignment
Frequent errors
in spelling,
grammar,
capitalization,
punctuation,
sentence
structure, and
other
mechanics of
writing
Approximately
50% of the
information is
clearly
presented,
well-organized,
and easy to
find
TWS has
sections that
should be
revised and
improved
before serving
as a
culminating
assignment
0
Not Met/
Missing
Evidence
Distracting
accumulation
of errors in
spelling,
grammar,
capitalization,
punctuation,
sentence
structure, and
other
mechanics of
writing
Only about
25% of the
information is
clearly
presented,
well-organized,
and easy to
find
TWS does not
reflect the
typical
professional
thought and
effort expected
in a
culminating
teacher
education
assignment
Score
Instructions for Uploading Your TWS to LiveText

Log into LiveText

From your dashboard on the homepage of LiveText, click the Submit Assignment
button in the Spanish Teacher Work Sample section.

When the new screen loads, click on the gray tab that says File Attachment.

When the new window loads, look for the words Current Label. Click on the Upload
New button.

Browse for the new file on your computer.

Once you find it, click the Upload File button.

Wait until the status says Completed in green.

Check the checkbox in front of the document.

Click on the Insert Selected Documents button/link.

Once you see a paperclip icon under the Artifacts heading, click the green Submit
Assignment arrow to officially submit your uploaded TWS to LiveText.

If you did it correctly, you should see a paperclip with your file name next to it,
followed by an orange clock icon that says “Awaiting Assessment.”

Teacher Work Sample Unit Title Magnificent Middle School, Alpine

Transcription

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