A Guide for Compiling aPhysical Education

Teacher Work SamplePortfolio

Performance Requirements

Teaching Processes

Standards and Indicators

Scoring Rubrics

College of EducationKean University

Revised 2011

Teacher Work Sample

NCATE accredited since 1954 adopted by College of Education 12/06

Note: The materials in this document were developed by representatives of the Renaissance Partnership Institutions and are used with their permission. The Renaissance Partnership for Improving Teacher Quality Project http://fp.uni.edu/itg

Teacher Work Sample (TWS) Committee

Dr. J. Amorino Dr. M. KnightProf. M. Bocchino Dr. B. LeeDr. L. Cahir Dr. L. LorentzenProf. A. Caruso Dr. M. MobleyDr. G. DelRisco Dr. F. OsborneProf. R. Evans Dr. J. OussatyDr. J. Hoffman Dr. V. RodriguezDr. L. Schraer-Joiner Dr. D. SchumanDr. D. Joiner

Teacher Work Sample (TWS) Physical Education Committee

Dr. J. Adams Prof. L SzekeresProf. J. Tirella Dr. R. Bakker

Revised September 2011

Dr. Susan Polirstok, DeanDr. Jo Hoffman, Associate Dean

College of Education

TEACHING PERFORMANCE CENTERKean University

College of EducationWillis Hall, Room 110

Union, NJ 07083

Phone: (908) 737-4185Fax: (908) 737-4115

Email: tpc@kean.edu

Table of Contents

I. The SPECTRUM Model: Kean University’ Conceptual Framework for Teacher Education......................................................................1

II. College of Education Mission Statement.............................................................3 NASPE Mission Statement...................................................................................3

III. College of Education Learning Outcomes/Institutional Standards..................4

IV. Teacher Work Sample Portfolio Preparation A. What is a Teacher Work Sample Portfolio?......................................................7 B. Instructions for Compiling a Teacher Work Sample Portfolio.........................7 C. Description of the Teacher Work Sample Portfolio Process.............................8 D. Candidate & Supervisor Responsibilities for Implementation/Evaluation of the TWS....................................................9 E. Submitting the Teacher Work Sample Assessment.........................................11

V. Teacher work SampleOverview of Teacher Work Sample Portfolio.......................................................12

Teaching Processes Assessed by the Teacher Work Sample.................................14 Introduction to TWS/Rubric..................................................................................15 Philosophy Statement/Rubric.................................................................................17 Contextual Factors/Rubric.....................................................................................19 Learning Goals/Rubric...........................................................................................20 Assessment Plan/Rubric.........................................................................................23 Example of Assessment Plan Table.......................................................................22 Design for Instruction/Rubric................................................................................26 Instructional Decision-Making/Rubric..................................................................31 Analysis of Student Learning/Rubric.....................................................................33 Reflection and Self-Evaluation/Rubric..................................................................35 Processes of Teacher Work Sample Portfolio Assessment Form..........................37 Processes of TWS Additional NASPE Assessment Form.....................................38

Integration of Teacher Work Sample Processes & COE Learning Goals.............40

VI. Resources..............................................................................................................41

I. The Spectrum ModelKean University’s Conceptual Framework for Teacher Education

Kean University’s College of Education prepares its graduates to be informed, dynamic professionals in diverse settings. Toward that end, a basic curriculum model called the SPECTRUM has been adopted to provide teacher education students with the knowledge, skills and dispositions (values) to become informed, dynamic professionals.

Webster defines a spectrum as an array of components, separated and arranged in order of some varying characteristics.1 Kean University models its SPECTRUM as a series of circles. The center or locus of the circle is the informed, dynamic professional whose development is created by the intersection of three smaller inner circles representing knowledge, skills, and dispositions (values). Each of the small circles is interconnected, giving and receiving input from the classroom, school, community, state, nation and world. Surrounding the inner core is a larger circle that establishes boundaries of professional studies, field experience, academic specialties and general education. The turning of the circles emphasizes that development of an informed, dynamic professional is interconnected, interdependent and interrelated. The colors of the SPECTRUM blend together as do the content, process and context of the College of Education. Each course and field experience contribute to the sum of an educator who is well grounded in basic skills and in content knowledge, is competent in the practices of instruction as measured by the learning success of students, and is a reflective member of the larger community of learners.

1 WEBSTER’S SEVENTH NEW COLLEGIATE DICTIONARY. SPRINGFIELD, MA: G & C MERRIAM CO., 19721

I. The Spectrum Model (continued)Kean University’s Conceptual Framework for Teacher Education

Knowing subject matter, instructional strategies, learning theory,and the community where you teach;

based on mastery of content, theory and critical thinking.

Facilitating and assessing K-12 student learning,managing the classroom;

based on knowledge, practice and experience.

Making a commitment to the profession, having enthusiasm for teaching;caring, fairness, honesty, responsibility and social justice;

based on beliefs about the world.

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KNOWLEDGE

SKILLS

DISPOSITIONS/VALUES

II. College Of Education Mission Statement

The mission of the College of Education, based on our conceptual framework, is to prepare informed, dynamic professionals for diverse settings who:

1. demonstrate a broad background in humanities, mathematics, and the sciences, have an in-depth understanding of one academic discipline, and apply this knowledge and understanding in their professional settings;

2. think creatively and critically in solving educational problems and make sound decisions based on their knowledge of theory;

3. design and integrate a variety of instructional strategies and technologies matched to appropriate diverse learning styles;

4. accurately assess, analyze, and monitor student learning; make appropriate adjustments to instruction, and have a positive effect on all students;

5. recognize, respect and respond appropriately to individual and cultural differences;

6. establish professional and collaborative relationships among all educational stakeholders;

7. commit to be life-long learners and advocates of quality schooling for all.

Adopted, College of Education, October 4, 2000

IIa. NASPE Mission/Vision Statements

MissionNASPE's mission is to enhance knowledge, improve professional practice, and increase support for high quality physical education, sport, and physical activity programs.

VisionNASPE envisions a society in which all individuals are physically educated and participate in lifelong physical activity.

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III. College Of Education Learning Outcomes

The College of Education has defined a set of learning outcomes that candidates must meet reflecting the SPECTRUM conceptual framework of Knowledge, Skills and Dispositions (Values). Every individual program within the College also has developed a set of specific learning outcomes reflecting knowledge, skills, and dispositions of particular disciplines. In order to graduate and/or be certified, candidates must show evidence that they have achieved both college and program outcomes. The portfolio is one way in which students demonstrate their achievements. The College of Education learning outcomes that appear below are aligned with the New Jersey Professional Teaching Standards.

Knowledge

(A) Subject Matter

The beginning teacher has a thorough understanding and knowledge of subject matter and national, professional, and New Jersey Core Curriculum Content Standards, and uses such knowledge to create effective learning experiences for students.

(B) Student Learning

The beginning teacher has knowledge of how students learn and develop and creates opportunities for each student’s academic development.

(C) Diversity of Learners

The beginning teacher understands differences in how students learn and knows how to provide instruction to accommodate such diversity.

(D) Classroom Management

The beginning teacher understands classroom management theories.

(E) Assessment

The beginning teacher knows how to assess, evaluate, analyze, and monitor student learning.

Skills

(A) Planning Instruction

The beginning teacher plans instruction based on knowledge of subject matter, of national, professional, and New Jersey Core Curriculum Content Standards, of students, and of curriculum goals and models.

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(B) Instructional Strategies/Technologies

The beginning teacher uses a variety of instructional strategies and technologies that encourage each student to develop critical thinking and problem-solving skills.

(C) Learning Environment

The beginning teacher creates a learning environment that encourages active, engaged learning, positive interaction, and self-motivation for all students.

(D) Communication and Technology

The beginning teacher effectively communicates in the classroom by using a variety of communication skills including verbal and nonverbal techniques, technology, and media.

(E) Assessment

The beginning teacher effectively uses formal and informal assessment strategies to evaluate student progress and makes appropriate adjustments to instruction based on his/her assessment.

(F) Student Support

The beginning teacher works with parents/family members, school colleagues, and community members to support student learning and development.

(G) Reflection and Professional Development

The beginning teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks opportunities to grow professionally.

Dispositions/Values (A) Diversity/Individual Differences

The beginning teacher appreciates individual, cultural, and linguistic differences, shows respect for the diverse talents of all learners, and is committed to helping develop self-confidence and competence.

(B) High Expectations

The beginning teacher believes that all students can learn at high levels and persists in helping all students achieve success.

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(C) Community/Culture

The beginning teacher works productively within community and cultural norms.

(D) Positive Climate

The beginning teacher takes responsibility for establishing a positive climate in the classroom and participates in maintaining such a climate in the school as a whole.

(E) Positive Role Model

The beginning teacher recognizes her/his responsibility to serve as a positive role model.

(F) Life-long Learner

The beginning teacher is a life-long learner who seeks out opportunities for continued growth.

Approved, College of Education, October 2001

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IV. A Guide to Compiling a Teacher Work Sample Portfolio

A. What is a Teacher Work Sample Portfolio?

A Teacher Work Sample Portfolio documents the candidates’ achievements over the course of a teacher preparation program at Kean University at the core of which is the impact the candidate has on K-12 student learning. It includes the Teacher Work Sample (TWS) files that demonstrate evidence of K-12 student learning. The TWS must show satisfactory achievement of the learning outcomes of the College of Education and the candidates’ program of study, as well as evidence of K-12 student learning. The format of the Teacher Work Sample Portfolio may be traditional print and/or electronic multimedia file.

During the Introductory and Preprofessional Field Experiences each candidate will be responsible for completing certain processes of the Teacher Work Sample Portfolio. Interns will complete an entire Teacher Work Sample Portfolio during the Professional Internship.

B. Instructions for Compiling Teacher Work Sample Portfolio

The candidates’ Teacher Work Sample Portfolio must provide evidence of achievement of learning outcomes of both the College of Education (COE) and the candidates’ academic program, as well as his/her impact on K-12 student learning. Individual programs may have additional learning outcome requirements listed in their program guidelines. The candidates’ Teacher Work Sample Portfolio should be developed in consultation with program faculty, supervisor or clinical instructor. The TWS Portfolio is scored using rubrics based on COE and program specific standards.

Every Teacher Work Sample Portfolio is to include the following components:

A statement of ownership. Complete a cover page that includes (a) name, (b) date submitted, (c) grade level taught, (d) subject taught, (e) university, (f) course number and title, (g) names of university supervisor/clinical instructor and cooperating teacher, and (h) name of school district.

A Table of Contents that lists the sections and attachments contained within the Teacher Work Sample Portfolio with page numbers.

A one-page Introduction to the Teacher Work Sample portfolio.

A Philosophy Statement that addresses the candidate’s view of the essence of education based on documentation and experience and supported by research. The focus should be the K-12 student and how the classroom can help develop the K-12 student into an effective citizen based on what has been learned at Kean University. The statement should be built around the SPECTRUM model of the College of Education based on knowledge, skills and dispositions/values. The statement should be kept to a readable length of no more that two

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to three double-spaced pages. The student should be prepared to discuss this statement in detail with an instructor.

Charts, graphs and attachments. Charts, graphs and assessment instruments are required as part of the portfolio/TWS document. Other attachments, such as student work, may be provided. However, be very selective and make sure the attachments provide clear, concise evidence of how performance is related to TWS standards and the students’ learning progress.

Narrative length. A suggested page length for the narrative is given at the end of each component section. There is some flexibility of length across components, but the total length of the written narrative (excluding charts, graphs, attachments and references) should not exceed twenty (20) word-processed pages, double-spaced in 12-point font, with 1-inch margins.

References and Credits (not included in total page length). If another person’s ideas or material are referred to in the narrative, cite them in a separate section at the end of the narrative under References and Credits. Any standard form for references may be used; however, the American Psychological Association (APA) style is a recommended format (explained in the manual entitled “Publication Manual of the American Psychological Association”).

Anonymity. In order to insure the anonymity of students in the class, do not include any student names or identification in any part of the TWS.

All sections of the Teacher Work Sample Portfolio should be placed in a binder and organized by clearly labeled subsections.

Each Teacher Work Sample will be evaluated on its organization and format, use of standard written English, punctuation, capitalization, etc. and syntax or word choice.

C. Description of the Teacher Work Sample Portfolio Process

The AssignmentThe Teacher Work Sample contains seven teaching processes identified by research and best practices as fundamental to improving K-12 student learning. Each Teaching Process includes a Teacher Work Sample Standard, the Task, Requirements, and a Rubric that defines levels of performance on the standard. The Standards and Rubrics will be used to evaluate each Teacher Work Sample. Each teacher preparation program within the College of Education has aligned the rubrics with both the COE Learning Outcomes and their program-specific standards. The Requirements help to document the extent to which each of the standards have been met. The rubrics for each process can be found in Appendix A.

Each intern is required to teach a comprehensive unit. Before teaching the unit, contextual factors will be described and learning goals identified based on New Jersey or district content standards. An assessment plan will be created to measure student performance before (pre-assessment), during (formative assessment) and after (post-assessment), and a plan for

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instruction developed. After teaching the unit, student learning will be analyzed and then instruction will be reflected upon and evaluated as related to student learning.

Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each K-12 student’s strengths, needs, and prior experiences. Through this performance assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following Teacher Work Sample standards:

The candidate uses information about the learning-teaching context and K-12 student individual differences to set learning goals and plan instruction and assessment.

The candidate sets significant, challenging, varied, and appropriate learning goals. The candidate uses multiple assessment modes and approaches aligned with learning goals

to assess K-12 student learning before, during, and after instruction. The candidate designs instruction for specific learning goals, K-12 student characteristics

and needs, and learning contexts. The candidate uses regular and systematic evaluations of K-12 student learning, to make

instructional decisions. The candidate uses assessment data to profile K-12 student learning and communicate

information about student progress and achievement. The candidate reflects on his or her instruction and K-12 student learning in order to

improve teaching practice.

D. Candidate & Course Instructor/University Supervisor Responsibilities for Implementation and Evaluation of the Teacher Work Sample during the Field Experience Sequence

Level I: Introductory Field Experience Students

Candidates enrolled in the Introductory Field Experience PED 2800 course are responsible for developing a Statement of Philosophy and the Contextual Factors process of the Teacher Work Sample under the direction and guidance of the course instructor.

The Introductory Field course instructor will be responsible for assisting students in developing the Philosophy Statement and Contextual Factors. These two processes are assessed as part the Introductory Field Experience Competency Assessment which is submitted online.

Transfer students who were given credit for an introductory field course at another college or university must meet with their program coordinator or designated faculty member to discuss the start of their Teacher Work Sample Portfolio.

Post-Baccalaureate students may incur problems with beginning the Teacher Work Sample Portfolio because of courses waived, i.e., introductory field; however they are still responsible for completing a Teacher Work Sample Portfolio. Post-Bac students are to be given information about completing the Teacher Work Sample Portfolio at the time of entry into the certification program.

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Level II: Preprofessional Field Experience Students

Candidates enrolled in co-requisite courses (PED 3610, PED 3711) with the Preprofessional Field Experience are responsible for developing a Level II Teacher Work Sample that includes the following processes: Learning Goals, Assessment Plan, Design for Instruction, and Instructional Decision-Making. .

The course instructors from these courses will be responsible for assisting students in the continued development of the Level II Teacher Work Sample Portfolio processes, reviewing and formally evaluating the Level II Teacher Work Sample Portfolio using the Teacher Work Sample Portfolio Assessment Rubrics. The course instructor will submit the Level II Teacher Work Sample Assessment online.

The university supervisor/clinical instructor will support the preprofessional field experience student in the development of the Level II Teacher Work Sample Portfolio, offering assistance and ensuring that the Level II Teacher Work Sample processes are appropriate and reflect the SPECTRUM Model and the Health/PE-NASPE Standards/Rubrics. The university supervisor/clinical instructor will not be responsible for formally evaluating the Level II TWS portfolio.

Level III: Professional Internship

Candidates enrolled the co-requisite course PED4610 with the Professional Internship are required and responsible for developing a complete Teacher Work Sample Portfolio including the seven processes outlined in Section V. These processes are: Contextual Factors, Learning Goals, Assessment Plan, Design for Instruction, Instructional Decision-Making, Analysis of Student Learning and Reflection and Self-Evaluation.

The capstone course instructor from this course is responsible for the continued development of the Level III Teacher Work Sample Portfolio. The capstone instructor will review each candidates’ Level III Teacher Work Sample Portfolio, providing guidance in the development and reflection of Teacher Work Sample processes and formally evaluating the Level III Teacher Work Sample Portfolio using the appropriate rubrics The Level III Teacher Work Sample Portfolio evaluation will be included in the grade for the capstone course. The course instructor will be responsible for submitting the Level III TWS assessment online.

Graduate students in EC 5565 and EMSE 5561 will be responsible for completing the Teacher Work Sample Portfolio.

The university supervisor/clinical instructor is also responsible for reviewing and formally evaluating each candidate’s Level III Teacher Work Sample Portfolio and providing assistance in the development process and the accompanying reflections. The university supervisor/clinical instructor will use the Teacher Work Sample Portfolio Assessment Rubrics in the evaluation with input from the cooperating teacher. The university supervisor/clinical instructor will also submit the Level III TWS assessment online.

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At Level III, the Teacher Work Sample will be evaluated by both the university course instructor AND the university supervisor/clinical instructor.

E. Submitting the Teacher Work Sample Assessments

All TWS assessments are submitted online at www.kean.edu/~tpc. Click on the Submit Online Assessment link in the left-hand menu. On the Online Assessment Submission Page, find the column that represents your position (course instructor or university supervisor), then click on the link for the appropriate assessment. All assessments require a password. Please contact the Teaching Performance Center for password assistance.

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V. Overview of Teacher Work Sample (TWS)

The VisionSuccessful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following TWS standards:

The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.

The teacher sets significant, challenging, varied, and appropriate learning goals. The teacher uses multiple assessment modes and approaches aligned with learning goals to

assess student learning before, during, and after instruction. The teacher designs instruction for specific learning goals, student characteristics and needs,

and learning contexts. The teacher uses regular and systematic evaluations of student learning to make instructional

decisions. The teacher uses assessment data to profile student learning and communicate information

about student progress and achievement. The teacher reflects on his or her instruction and student learning in order to improve teaching

practice.

The AssignmentThe TWS contains seven teaching processes identified by research and best practice as fundamental to improving student learning. Each Teaching Process is followed by a TWS Standard, the Task, Requirements, and a Rubric that defines various levels of performance on the standard. The Standards and Rubrics will be used to evaluate the TWS. The Requirements help document the extent to which each of the standards has been met.

Teaching a comprehensive unit is required. Before teaching the unit, the contextual factors are to be described, learning goals based on state or district content standards, create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment) and after (post-assessment), and plan for instruction. After the unit has been taught, analyze and reflect on student learning. Then evaluate the instruction and teaching as they relate to student learning.

Format Ownership. Complete a cover page that includes (a) name, (b) date submitted, (c) grade level

taught, (d) subject taught, (e) course number and title (f) names of clinical instructor, supervisor, faculty and cooperating teacher, and (g) name of school.

Table of Contents. Provide a Table of Contents that lists the sections and attachments in the TWS document with page numbers.

Charts, graphs and attachments. Charts, graphs and assessment instruments are required as part of the TWS document. Other attachments may be provided such as student work. However, please be very selective and make sure the attachments provide clear, concise evidence of teaching performance as related to TWS standards and students’ learning progress.

Narrative length. A suggested page length for the narrative is given at the end of each component section. There is some flexibility of length across components, but the total length of the written narrative (excluding charts, graphs, attachments and references) should not exceed twenty (20)

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word-processed pages, double-spaced in 12-point font, with 1-inch margins, not including charts, graphs and student work examples.

References and Credits (not included in total page length). If another person’s ideas or material are referred to in the narrative, these should be cited in a separate section at the end of the narrative under References and Credits. Any standard form for references may be used however, the American Psychological Association (APA) style is a recommended format (explained in the manual entitled “Publication Manual of the American Psychological Association”).

Anonymity. In order to insure the anonymity of students in the class, do not include any student names or identification in any part of the TWS.

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Teacher Work Sample

Teaching Processes Assessed by the Teacher Work Sample (TWS)TEACHING PROCESSES, TWS STANDARDS AND INDICATORS

Introduction to the PortfolioThe purpose is definedThe outcomes met by the candidate are describedThere are relevant connections made between the elements of the TWS and the outcomes.There is a description of the organization of the TWS Portfolio

Philosophy StatementThere is evidence that the candidate had the student as the focusThe SPECTRUM Model is used as the frameworkThe candidate understands theory and researchThe candidate has gained insight into teaching and learning through field experiences and coursework.

Contextual FactorsThe teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment. Knowledge of community, school, and classroom factors Knowledge of characteristics of students Knowledge of students’ varied approaches to learning Knowledge of students’ skills and prior learning Implications for instructional planning and assessment Learning GoalsThe teacher sets significant, challenging, varied and appropriate learning goals. Significance, Challenge and Variety Clarity Appropriateness for students Alignment with national, state or local standards Assessment PlanThe teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction. Alignment with learning goals and instruction Clarity of criteria for performance Multiple modes and approaches Technical soundness Adaptations based on the individual needs of students Design for InstructionThe teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Alignment with learning goals Accurate representation of content Lesson and unit structure Use of a variety of instruction, activities, assignments and resources Use of contextual information and data to select appropriate and relevant activities, assignments and resources Use of technology Instructional Decision-MakingThe teacher uses ongoing analysis of student learning to make instructional decisions. Sound professional practice Adjustments based on analysis of student learning Congruence between modifications and learning goals Analysis of Student LearningThe teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Clarity and accuracy of presentation Alignment with learning goals

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Interpretation of data Evidence of impact on student learning Reflection and Self-EvaluationThe teacher reflects on his or her instruction and student learning in order to improve teaching practice. Interpretation of student learning Insights on effective instruction and assessment Alignment among goals, instruction and assessment Implications for future teaching Implications for professional development

Introduction to the Portfolio

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To be completed by: Introductory (Level I) and Professional Interns (Level III)

The Introduction is the teacher candidate’s opportunity to discuss the purpose of the Teacher Work Sample portfolio. In defining the purpose of the Teacher Work Sample, the candidate integrates a discussion of the College of Education Learning Outcomes, drawing relevant connections between the elements of the Teacher Work Sample and the learning outcomes in the categories of Knowledge, Skills, and dispositions. The introduction should also guide the reader in the organization of the portfolio.

Requirements: The purpose is defined. The outcomes met by the candidate are described. There are relevant connections made between the elements of the TWS and the

outcomes. There is a description of the organization of the TWS Portfolio

Checklist N YThe purpose is defined.

The outcomes are described.

Relevant connections are made between the TWS and the Learning outcomes. There is a description of the organization.

Suggested Page Length: 1-2 pages

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Philosophy StatementTo be completed by: Introductory Field Students (Level I) and Professional Interns (Level III).

The Philosophy statement addresses the candidate’s view of the essence of education based on documentation and experience and support by research. The focus should be the K-12 student on how the classroom can help develop the K-12 student into an effective citizen based on what has been learned at Kean University. The statement should be built around the SPECTRUM Conceptual Framework of the College of Education and reflect on knowledge, skills and dispositions.

Requirements:

Provide evidence that the teacher candidate had the student as the focus.

Use the SPECTRUM Model (Learning Outcomes in Knowledge, Skills, and Dispositions) as the framework.

Include relevant theory and research that has influenced your Philosophy of Education (minimum of 3 references).

Include the insight you have gained into teaching and learning through the course work and filed experiences you have completed.

Checklist N Y

Students as the focus

SPECTRUM used for framework

Demonstrates knowledge of relevant theory and research

Uses insight gained from course work and field work

Suggested Page Length: 2-3 pages

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Unacceptable Acceptable Target1.4 Identify historical, philosophical, and social perspectives of physicaleducation issues and legislation.

TC fails to meet program requirements for identifying historical, philosophical and social perspectives of PE issues and legislation. Evidence could include projects, assignments, departmental examinations, state or national licensure tests.

TC exceeds program requirements for identifying historical, philosophical and social perspectives of PE issues and legislation.Evidence could include projects, assignments, departmental examinations, state or national licensure tests.

TC meets program requirements for identifying historical, philosophical and social perspectives of PE issues and legislation. Evidence could include projects, assignments, departmental examinations, state or national licensure tests.

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Contextual Factors

To be completed by: Introductory (Level I) and Professional Interns (Level III).

TWS StandardThe teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.

TaskDiscuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning.

RequirementsIn the discussion, include: Community, district and school factors. Address geographic location, community and school

population, socio-economic profile and race/ethnicity. Stability of community, political climate, community support for education, and other environmental factors may also be addressed.NOTE: NJ School Report Card is a good resource.

Classroom factors. Address physical features, availability of technology equipment and resources and the extent of parental involvement. Also to be discussed are other relevant factors such as classroom rules and routines, grouping patterns, scheduling and classroom arrangement.

Student characteristics. Address student characteristics which must be considered as instruction design and learning assessed. Include factors such as age, gender, race/ethnicity, special needs, inclusion, English Language Learners (ELL), achievement/developmental levels, culture, language interests, learning styles/modalities or students’ skill levels. In the narrative, make sure to address student’s skills and prior learning that may influence the development of learning goals, instruction and assessment.NOTE: Include state/standardized test score data.

Instructional implications. Address how contextual characteristics of the community, classroom and students have implications for instructional planning and assessment. Include specific instructional implications for English Language Learners (ELL) and special needs inclusion students multiple intelligences and any other factors that will influence how a unit is planned and implemented. Tell why this information is important to a teacher.

Checklist N Y Demonstrates knowledge of community, school, and classroom factors Demonstrates knowledge of characteristics of students Demonstrates knowledge of students’ varied approaches to learning Demonstrates knowledge of students’ skills and prior learning Uses knowledge to implement instructional planning and assessmentSuggested Page Length: 2-4

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Learning Goals

To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns (Level III).

TWS StandardThe teacher sets significant, challenging, varied and appropriate learning goals.

TaskProvide and justify the learning goals for the unit.

Requirements List the learning goals (not the activities) that will guide the planning, delivery and assessment of the unit. These

goals should define what students are expected to know and be able to do at the end of the unit. The description should include appropriate physiological and biomechanical concepts related to skillful movement, physical activity and/or fitness. The goals should be significant (reflect the big ideas or structure of the discipline) challenging, varied and appropriate and expressed in behavioral terms, psychological/ behavioral theory related to skillful movement should be applied i.e., defining what students are expected to be able to do. Number or code each learning goal so it can be referenced later. Learning Goal’s must be appropriate for the subject area/developmental level of learners, explicitly connected to the standards, and provide appropriate challenges for students. Incorporate multiple domains of learning or content areas. Learning Goals must be measurable and each contains criteria for student mastery.

Explain how the goals are aligned with local, New Jersey Core Curriculum Content Standards, and NASPE(identify the source of the standards).

Describe the types and levels of the learning goals and how these long term goals are linked to student needs. Describe/include the “how” and “why” of the goals for skillful movement, physical activity or fitness. Discuss why the learning goals are appropriate in terms of development; pre-requisite knowledge, skills; and

other student needs.

Suggested Page Length: 1-2

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Element Statement Unacceptable Acceptable Target1.1 Describe and apply physiological and biomechanical concepts related toskillful movement,physical activity and fitness.

TC applies physiological and biomechanical concepts in planning for and delivering instruction. Skill cues areappropriate in plan, but TC failsto use the identified skill cues during the lesson. TC instruction for skillful movement, physical activity or

TC appropriately applies physiological and biomechanical concepts in planning for and delivering instruction. Skill cuesidentified in the plan are used duringthe lesson. TC instruction for skillful movement, physical activities, or fitness includes the “how” and“why” of the movement,

TC appropriately applies physiological and biomechanical concepts in planning for and delivering instruction for allstages of student proficiency.Skill cues are identified in the plan and are consistently used during the lesson. TC instruction for skillful movement, physical activity, or 1.2 Describe and apply

motor learning and psychological/ behavioral theory related to skillful movement, physical activity, and fitness.

TC demonstrates knowledge ofthe various theories, but fails to apply theories to teaching. Practice conditions used for skill acquisition do not allow for individual differences. TC uses punitive measures to control behavior. TC fails to meet the criterion score established by the program on assessments in motor learning and/or psychological/ behavioral theory.

TC demonstrates knowledge ofthe various theories and applies the theories to teaching. Practice conditions allow for individual differences. TC controls student behavior through the use of proactive strategies (i.e. catch them when they are good, awarding positive behavior, etc.). TC meets the criterion score established by the program on assessments in motor learning and

TC appropriately applies motorlearning, psychological, and behavioral theory in planning for and delivering instruction. Practice conditions allow for individual differences and practice conditions are adjusted based on student responses. TC controls student behavior using proactive strategies including encouraging student self- responsibility. TC exceeds the criterion 1.3 Describe and apply

motor development theory and principles related to skillful movement, physical activity, and fitness.

TC applies motor developmenttheory and principles in planning for the lesson, but fails to account for developmental differences during instruction and practice activities. TC fails to meet the criterion score established by the program on assessments in motor development.

TC appropriately applies motordevelopment theory and principles in planning for and delivering instruction. TC plans and implement lessons that are developmentally appropriate (neither too hard nor too easy). TC demonstrates application of motor development theory by using developmentally appropriate teaching cues, and planning developmentally

TC appropriately applies motordevelopment theory and principles in planning for and delivering instruction (for all stages of student proficiency);evidence is provided by K-12 students' changes in behavior (learning occurs) in skillful movements, physical activities, and personal fitness. TC exceeds the criterion score established by the program on assessments of motor development.3.1 Design and

implement short and long term plans that are linked toprogram andinstructional goals as well as a variety of student needs.

TC fails to make both long and short term plans. Planning is limited to daily lesson plans with no plan for long terminstructional goals for the unit.Lesson objectives are not aligned with identified long term goals (unit). Planned learning activities are out of alignment with

TC designs and implements short and long term plans. Learning activities are congruent with short term (lesson objectives) and longterm (unit objectives) goals and arelinked directly to student needs. TC uses strategies such as backward mapping in planning short

TC designs and implements short and long term plans using such strategies as backward mapping to ensure learning is sequential.Short and long term goals arelinked directly to student learning activities. Short and long term goals inform instruction and learning

Assessment Plan

To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns (Level III).

TWS StandardThe teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.

TaskDesign an assessment plan to monitor student progress toward learning goal(s). Use multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction. A minimum of 1 PE Metrics Assessment must be used. These assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks, or personal communication. Describe why the assessments are appropriate for measuring learning.

Requirements Provide an overview of the assessment plan. The purpose of this overview is to depict the alignment

between learning goals and assessments. Show adaptations used to meet the individual needs of students to problem solve, or to reflect contextual factors. Include methods of formal, informal, and student self-assessment. For each learning goal include: assessments used to judge student performance, format of each assessment, and adaptations of the assessments for the individual needs of students based on pre-assessment and contextual factors. A visual organizer such as a table, outline or other means may be used to make the plan clear.

Describe the pre- and post-assessments that are aligned with the learning goals. Clearly explain how pre-and post-assessments will be evaluated or scored, including criteria used to determine if the students’ performance meets the learning goals. Include copies of assessments and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key).

Discuss the plan for formative assessment that will help to determine student progress during the unit. Describe the assessments planned to evaluate student progress and comment on the importance of collecting that particular evidence. Although formative assessment may change as the unit progresses, the task here is to predict at what points in the instructional sequence it will be important to assess students’ progress toward learning goals.

Example of an Overview of the Assessment Plan: 4th Grade Physical Education

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Visual OrganizerLearning Goals Assessments Format of Assessment Adaptations

Learning Goal 1:Cognitive Domain

Students will list four rules associated with basketball as well as identify the proper techniques to successfully perform running, dribbling, passing, and shooting with a basketball

Pre-Assessment

Formative Assessment

Post-Assessment

Entrance Slips: General question about what they know about the rules of

basketball

Question/Answer: Basis of questions asking them

about the rules we discuss as we learn a new skill

Exit Slips: General Question on new rules

associated with a new skill.

-Repeat and modify instructions, as needed. Re-read directions and re-establish what is expected of the students

-Provide well established questions in the clearest, most simple form. Repeat the questions as needed

-Repeat and modify instructions, as needed. Re-read directions and re-establish what is expected of the students

Learning Goal 2:Affective Domain

Students will demonstrate good sportsmanship and use proper team building skills throughout this unit.

Pre-Assessment

Formative Assessment

Post-Assessment

Entrance Slips:General question on what

they think good sportsmanship is.

Journals:Keeping individual

journals on how they feel each day they are in Phys

Ed class.

Question/Answer:Basis of questions asking

the students about sportsmanship.

-Repeat and modify instructions, as needed. Re-read directions and re-establish what is expected of the students-Journals will include pictures that of happy/sad faces and questions based on how they felt in Phys Ed throughout the unit.-Provide well established questions in the clearest, most simple form. Repeat the questions as needed.

Learning Goal 3:Psychomotor Domain

Students will effectively perform the proper

techniques of running, dribbling, passing, and

shooting with a basketball.

Pre-Assessment

Formative Assessment

Post-Assessment

Video Taping:Videotaping the students’

use of skills at the beginning of the unit.

Teacher Observation:Observation of the students

as they practice and perform the skills that were

taught.Video Taping:

Videotaping the students’ use of skills at the end of

the unit.

-I will instruct/assist students in taking video of each other performing the skills throughout the unit. If students show difficulty in making film they can draw a picture in their

journals of their pre/post movements to show their

gradual change.

Suggested Page Length: 2 + pre- and post-assessment instruments, scoring rubrics/keys, and assessment plan table

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Unacceptable Acceptable Target5.1 Select or create appropriate assessments that will measure studentachievement of thegoals and objectives.

TC shows no evidence (orminimal evidence) of planning for formal or informal assessment. There is no plan for recordkeeping or analysis of data. Assessments do not match/measure the lesson objectives and/or standards. Some of the objectives are not assessed.

TC uses appropriate strategies to assess student learning (paper and pencil tests, observational checklists, etc) regularly. TC has a plan for record keeping andanalysis of data. Plannedassessments are appropriate for the lesson and/or standards. Student progress is recorded.

TC uses assessments to plan future lessons. On-going assessments as well as summative and formative assessments are used in many contexts. Record keeping providesdetailed information on studentsand can be transformed into a format that is accessible to others (e.g. parents/administrators).

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Design for InstructionUnit Plan and/or Lesson Plans

To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns (Level III).

TWS StandardThe teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

TaskDescribe how the design of the unit instruction relates to unit goals, students’ characteristics and needs, and the specific learning context.

Requirements Results of pre-assessment. After administering the pre-assessment, analyze student

performance relative to the learning goals. Depict the results of the pre-assessment in a format that allows patterns of student performance to be found relative to each learning goal. A table, graph, or chart may be used. Describe the pattern that was found that will guide the instruction or modification of the learning goals.

Unit overview. Provide an overview of the unit. Use a visual organizer such as a block plan or outline to make the unit plan clear. Include the topic or activity planned for each day/period. Content must be designed in alignment with lesson objectives/ learning goals for unit. Also indicate the goal or goals (coded from the Learning Goals section) that will be addressed in each activity. Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal. Plans must include adaptations to instruction for diverse student needs with specific accommodations and/or modifications for student exceptionalities.

Activities. Describe at least three unit activities that reflect a variety of instructional strategies/techniques and explain why those specific activities are planned. In the explanation for each activity, include:

- how the content relates to the instructional goal(s),- how the activity stems from the pre-assessment information and contextual

factors,- Describe how you will apply physiological and biomechanical concepts related to

skillful movement, physical activity and fitness.- Describe how you will apply motor learning and psychological behavior theory

related to skillful movement, physical activity and fitness.- Describe how you will apply motor development theory and principles related to

skillful movement, physical activity and fitness.- Plan/describe how you will manage resources to provide active, fair and equitable

learning experiences.- what materials/technology are necessary to implement the activity, - how are plans made to assess student learning during and/or following the activity

(i.e., formative assessment).

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- how the unit and/or lesson plan incorporates contextual factors particularly of the student learners.

Technology. Describe how technology will be used in the planning and/or instruction. Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives. If there is no plan to use any form of technology, provide a clear rationale for its omission.

Suggested Page Length: 3 + visual organizer

Element Statement

Unacceptable Acceptaablea

Targ1.1 Describe and

apply physiological and biomechanical concepts related toskillful movement,physical activity and fitness.

TC applies physiological and biomechanical concepts in planning for and delivering instruction. Skill cues areappropriate in plan, but TC failsto use the identified skill cues during the lesson. TC instruction for skillful movement, physical activity orfitness is given using generalized terms and is concerned with the “how” of the movement,physical activity, or fitness. TC fails to meet the criterion score established by the program on selected assessments in physiology and/or

TC appropriately applies physiological and biomechanical concepts in planning for and delivering instruction. Skill cuesidentified in the plan are used duringthe lesson. TC instruction for skillful movement, physical activities, or fitness includes the “how” and“why” of the movement, physical activity, or fitness. TC meets the criterion score established by the program on selected assessments in physiology and biomechanics.

TC appropriately applies physiological and biomechanical concepts in planning for and deliveinstruction for allstages of student proficiency.Skill cues are identified in the plan and are consistently used during the lesson. TC instruction for skillful movement, physical actior fitness includes the “how” and “why” of the movephysical activity, or fitness.TC exceeds the criterion score established by the program on selected assessments in physiology and biomechanics.

1.2 Describe and apply motor learning and psychological/ behavioral theory related to skillful movement, physical activity, and fitness.

TC demonstrates knowledge ofthe various theories, but fails to apply theories to teaching. Practice conditions used for skill acquisition do not allow for individual differences. TC uses punitive measures to control behavior. TC fails to meet the criterion score established by the program on assessments in motor learning and/or psychological/ behavioral theory.

TC demonstrates knowledge ofthe various theories and applies the theories to teaching. Practice conditions allow for individual differences. TC controls student behavior through the use of proactive strategies (i.e. catch them when they are good, awarding positive behavior, etc.). TC meets the criterion score established by the program on assessments in motor learning and psychological/behavioral theory.

TC appropriately applies learning, psychological, and behavioral theory in planning for and delivering instrPractice conditions allow for individual differences andpractice conditions are adjusted based on student responses. TC controls student behavior using proactive strategies including encouraging student self- responsibility. TC exceeds the criterion score established by the program on assessments in motor learning

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1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.

TC applies motor developmenttheory and principles in planning for the lesson, but fails to account for developmental differences during instruction and practice activities. TC fails to meet the criterion score established by the program on assessments in motor development.

TC appropriately applies motordevelopment theory and principles in planning for and delivering instruction. TC plans and implement lessons that are developmentally appropriate (neither too hard nor too easy). TC demonstrates application of motor development theory by using developmentally appropriate teaching cues, and planning developmentally appropriate practice opportunities. TC meets the criterion score established by theprogram on assessments in motor development.

TC appropriately applies development theory and principles in planning for and delivering instruction (for all stages of student proficiency);evidence is provided bystudents' changes in behavior (learning occurs) in skillful movements, physical activities, and personal fitness. TC exceeds the criterion score established by the program on assessmof motor development.

3.3 Design and implement content that is aligned with lesson objectives.

TC selects model/approach that is incongruent with the subject matter/content, student population, and/or goals/objectives. Teaching approach does not consider the developmental level of students, context of the class (number ofstudents in class, equipment,space, etc.), and/or the context (open or closed environment) in which the skill/activity will be performed. Students participating in the learning activities fail to achieve the lesson objectives.

TC selects teaching approach/model based on developmental level of students, context of the class, and the context in which the skill/activity will be performed. Teaching approach is congruent with the goals/objectives, the number ofstudents in the class, pre-assessment of students’ developmental levels, available equipment, space, and context (open or closed environment) in which the skill/activity will be performed.

TC selects teaching approach/model that is congruent with the goals/objectives and facilitates mastery. The approach/model selected maximizes practice opportunities, allows for individual differences in skill levels, maximizes the use ofspace and equipment, and allowsstudents to practice tasks in appropriate environments related to the context (open or closed environment) in which the skill/activityperformed. Learning activities allow students to 3.4 Plan for and

manage resources to provide active, fair, and equitable learningexperiences.

TC does not plan or minimally plans for adaptations based on individual differences (abilities/needs/interests). Instruction is not individualized and a “one size fits all” approach is taken. TC uses one instructional model/approachthroughout the lesson. TC doesnot make adaptations or offer choices in equipment, space use, or practice tasks based on individual differences.

TC plans for instructional adaptations for individual differences (abilities/needs/interest). TC can articulate an appropriate rationale for adaptations. TC uses multiple instructional models/approaches throughout the lesson to accountfor variations in learning styles andprior experiences. TC provides student choices in

TC’s plans routinely reflect sophisticated adaptations for abilities (all levels) and (interests and motivatiowith a sound rationale. TC uses multiple instructionalmodels/approaches throughout the lesson toaccount for variations in learning stylesand prior experiences. Students aregiven multiple choices (equipment, space, etc.)

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3.5 Plan and adapt instruction to diverse student needs, adding specific accommodationsand/or modifications for studentexceptionalities.

TC fails to account for student exceptionalities or differences within the class based on factors such as gender, class, ethnicity, race, physical or mental handicap, or socioeconomic status. TC does not makeaccommodations for the diversity found within the studentpopulation. Failure to account for exceptionalities would include such components as the choicesof units to be taught, selection of students chosen to demonstrate, degree of inclusion reflected in bulletin boards or other displays, and grouping of students for instruction or play. TC fails to collaborate with the IEP team

TC accounts for student exceptionalities or differences within the class by planning and implementing lessons that make modifications based on factors such as gender, class, ethnicity, race, physical or mental handicap, or socioeconomic status. TCdemonstrates teaching behaviorsthat reflect thoughtful consideration of exceptionalities through such behaviors as the selection of units to be taught, inclusion of diversity in bulletin boards and other displayed materials, using a variety of students to demonstrate, and grouping students for instruction and

TC accounts for exceptionalities among students or makes accommodations for the diversity found within the student population using creativity andforesight. It is clear from the TC’s behaviors that components such as the selection of units ofinstruction, materials selected fordisplay, the selection ofstudents to demonstrate, and methods of grouping students that exceptionalities and diversityfoundwithin the student population and have driven instructional decision making. TC collaborates with the IEP

3.7 Demonstrate knowledge of current technology by planning and implementinglearning experiences that requirestudents to appropriately usetechnology to meet lesson objectives.

TC does not make appropriate use of the available technology. TC demonstrates limited knowledge of current technology and its applications in a physical activity setting. TC’s use of technology does not align with lesson objectives.

TC integrates learning experiences that involve students in the use of available technology. TC demonstrates knowledge and use of current technology and applies this knowledge in the development and implementation of lessons in a physical activity setting. TC’s useof technology is aligned withlesson objectives.

TC integrates learning experiences that require students to use various technologies in a physical activity setting. TC demonstrates mastery of current technologies and uses the technology to enhance student learning. TC incorporates technology such as pedometers,video, etc. to provide feedback tostudents. TC’s use of technology is aligned with lesson objectives.

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Instructional Decision-Making

To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns (Level III).

TWS StandardThe teacher uses on-going analysis of student learning to make instructional decisions.

TaskRecognize the changing dynamics of the environment and adjust instruction tasks based on student responses. Provide two examples of instructional decision-making based on students’ learning or responses.

To be included: Think of a time during the unit when a student’s learning or response caused a modification

of the original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support answers to the following:

- Describe the student’s learning or response that caused a modification of plans. The student’s learning or response may come from a planned formative assessment or another source (not the pre-assessment).

- Describe what was done next and explain why this would improve student progress toward the learning goal. Describe how you corrected the critical elements of motor skills and performance concepts.

Now, think of one more time during the unit when another student’s learning or response caused a modification of a different portion of the original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support the answers to the following:

- Describe the student’s learning or response that caused an adjustment of modification of the plans. The student’s learning or response may come from a planned formative assessment or another source (not the pre-assessment).

- Describe what was done next and explain why this would improve student progress toward the learning goal.

- How were instructional tasks adjusted based on student responses, and the changing dynamics of the environment.

Suggested Page Length: 3-4

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Element Statement

Unacceptable Acceptable Target4.4 Recognize thechanging dynamicsof the environmentand adjustinstructional tasks based onstudent responses.

TC delivers lessons by remaining on script without regard to student responses. TC fails to recognize changes in the teaching environment or fails to make adjustments based on changes in the environment.

TC makes adjustments to planned lesson based on student responses. TC demonstrates flexibility in the lesson or with students by adjusting lesson based on student responses.

TC demonstrates flexibility and creativity when adjusting the lesson based on student responses. TC appropriately responds to teachable moments during the lesson.

Analysis of Student Learning

To be completed by: Professional Interns (Level III).

TWS StandardThe teacher uses assessment data to profile student learning and communicate information about student progress and achievement.

TaskAnalyze the assessment data, including pre, formative and post assessments and formative assessments to determine students’ progress related to the unit learning goals. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Conclusions drawn from this analysis should be provided in the “Reflection and Self-Evaluation” section.

To be included:In this section, you will develop and implement a plan to collect, analyze and explain progress and achievement toward learning goals demonstrated by the whole class, subgroups of students, and individual students.

Pre-assessment is a key to the unit.

In a unit where students have had previous study in the content area, pre and post assessment tests can be developed and administered to show the achievement progress from the unit execution.

Example: Students entering high school have studied volleyball in elementary and middle school. A pre-test will determine what they have retained from this instruction and will provide the base data necessary for the teacher to plan the instructional goals and activities for a unit on the volleyball. The post-test can show the achievement gains in relation to the pre-test.

In a unit that is distinct, with no connection to prior study, pre-assessment should focus on pre-requisite knowledge, skills and student needs. What knowledge/skills are necessary for the students to successfully master the unit? Can the unit be started confident that the students have the necessary knowledge base to progress? What modifications in content, process or strategies may be necessary because of deficiencies in students’ background knowledge/skills?

Example: The unit to be taught is yoga. This unit is distinct; the students have not yet covered the material and cannot answer question directly related to it. Therefore, there cannot be a valid comparison between a pre-test and post-test. The pre-assessment should focus on prior knowledge of various elements essential to the yoga: poses strength, flexibility and a base of strength and flexibility.

Whole class. To analyze the progress of the whole class, create a table that shows pre- and post- assessment data on every student on every learning goal. Then, create a graphic summary that shows the

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extent to which the students made progress toward the learning criterion that was identified for each learning goal (identified in the Assessment Plan section). Summarize what the graph tells about students’ learning in this unit (i.e., the number of students met the criterion).

Subgroups. Select a group characteristic (e.g., gender, performance level, socio-economic status, language proficiency) to analyze in terms of one learning goal. Provide a rationale for the selection of this characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle- vs. low-performers). Create a graphic representation that compares pre- and post-assessment results for the subgroups on this learning goal. Summarize what these data show about student learning.

Individuals. Select two students that demonstrated different levels of performance. Explain why it is important to understand the learning of these particular students. Use pre-, formative, and post-assessment data with examples of the students’ work to draw conclusions about the extent to which these students attained the two learning goals. Graphic representations are not necessary for this subsection.

Note: Provide possible reasons for why the students learned (or did not learn) in the next section, “Reflection and Self-Evaluation.”

Suggested Page Length: 4 + charts, graphs and examples of student work examples

Element Statement Unacceptable Acceptable Target5.2 Use appropriate assessments to evaluate student learning before, during, and after instruction.

TC demonstrates no evidence (or minimal evidence) of planning for formal or informal assessment. If assessment is used, it only occurs after instruction. Assessments do not match the lesson objectives and/or standards.Learning/practice opportunities are not based on pre-assessments. Instruction is informed by instructional plan with no regard for pre-assessments or formativeassessments. Grades aredetermined by “effort” or“participation.”

TC uses appropriate strategies to assess student learning (paper and pencil tests, observational checklists, etc) regularly. Planned assessments are appropriate for the lesson and/or standards. Record keeping provides information on student learning. Learning/practice opportunities are based on pre- assessments. Assessment occurs throughout the unit of instruction and is used to inform instruction,provide feedback, communicateprogress and determine grades.

TC uses multiple assessments. On-going assessments as well as summative and formative assessments are used in many contexts. Record keeping provides detailed information on students and can be transformed into a format that is accessible to others (e.g. parents/administrators). Assessments are used to inform instruction, provide feedback, communicate progress anddetermine grades.Learning/practice opportunities are based on pre-assessments. Formative assessments are used which allow students to achieve mastery on summativeassessments.

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Reflection and Self-Evaluation

To be completed by: Professional Interns (Level III).

TWS StandardThe teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.

TaskReflect on the intern’s performance as a teacher and link K-12 student learning results to this performance incorporating current research as supporting documentation. Evaluate intern’s performance and identify future actions for improved practice and professional growth.

To be included: Select the learning goal where the K-12 students were most successful. Provide two or more possible

reasons for this success. Consider goals, instruction, and assessment along with K-12 student characteristics and other contextual factors under the intern’s control. Explain how the reflective cycle implemented change in the intern’s performances, student learning, and/or instructional goals and decisions.

Select the learning goal where K-12 students were least successful. Provide two or more possible reasons for this lack of success. Consider goals, instruction, and assessment along with K-12 student characteristics and other contextual factors under the intern’s control. Discuss what could be done differently or better in the future to improve the intern’s performance.

Reflection on possibilities for professional development. Describe at least two professional learning goals that emerged from the insights and experiences with TWS. Identify two specific steps that will be taken to improve performance in the critical area(s) identified.

Discuss your participation in activities that enhance collaboration and lead to professional growth and development.

Suggested Page Length: 2

Element Statement Unacceptable Acceptable Target

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5.3 Utilize the reflective cycle to implement change in teacher performance, student learning, and instructional goals and decisions.

TC plans lessons without considering previous accomplishments. Plans lessons according to teaching preferences vs. student needs. Learning/practice opportunities are not based on pre-assessments and students’ developmentallevels.

TC uses a reflective cycle (description of teaching, justification of teaching, performance, critique of teaching, setting of goals) to modify instruction, change teacher performance, or implement change based on reflection. Changes basedon reflection are placed into actionin lessons.

TC uses a reflective cycle (description of teaching, justification of teaching, performance, critique of teaching, setting of goals) to modify instruction, change teacher performance, and implement change based on reflection.Changes based on reflection areplaced into action in lessons. Short and long term goals are modified based on the reflective cycle.

6.2 Participate in activities that enhance collaboration and lead to professional growth and development.

TC participates in professionalgrowth and development opportunities when directed to do so. TC meets the minimum professional development requirements for the program. TC fails to document anycollaboration with faculty, parents, supervising teachers and/or service projects.

TC participates in professionalgrowth and development opportunities when they are offered. TC participates in professional opportunities beyond the program requirements, such as major’s club, attendance at state conventions, health fairs, and Jump/Hoop for Hearts activities. TC documents collaboration with faculty, parents, supervising teachers and/or service projects.

TC takes every opportunity toparticipate in professional development opportunities.TC participates in professional opportunities beyond the program requirements, such as making presentations at professional conventions, providing leaderships in student groups, and planning activities. TC documents collaboration with faculty, parents, supervising teachers and/or service projects beyond what is required.

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Processes of Teacher Work Sample Portfolio Assessment Form

1 = Unacceptable 2 = Beginning 3 = Developing 4 = Capable 5 = AccomplishedIntroduction to the Portfolio Section Score 1 2 3 4 5The purpose is defined. 1 2 3 4 5The outcomes met by the candidate are described. 1 2 3 4 5There are relevant connections made between the elements of the TWS and the outcomes. 1 2 3 4 5There is a description of the organization of the TWS Portfolio 1 2 3 4 5Philosophy Statement Section Score 1 2 3 4 5There is evidence that the candidate has the student as the focus. 1 2 3 4 5The SPECTRUM Model is used as the framework. 1 2 3 4 5The candidate understands theory and research. 1 2 3 4 5The candidate has gained insight into teaching and learning through field experiences and coursework. 1 2 3 4 5Contextual Factors Section Score 1 2 3 4 5Knowledge of community, school, and classroom factors. 1 2 3 4 5Knowledge of characteristics of student, skills, and prior knowledge. 1 2 3 4 5Knowledge of students’ varied approaches to learning. 1 2 3 4 5Knowledge of students’ skills and prior knowledge. 1 2 3 4 5Implications for instructional planning and assessment. 1 2 3 4 5Learning Goals Section Score 1 2 3 4 5Significance, challenge, variety, and appropriateness for students. 1 2 3 4 5Clarity. 1 2 3 4 5Appropriateness for students 1 2 3 4 5Alignment with national, state, or local standards. 1 2 3 4 5Assessment Plan Section Score 1 2 3 4 5Alignment with learning goals and instruction. 1 2 3 4 5Clarity of criteria for performance. 1 2 3 4 5Technically sound multiple modes and approaches. 1 2 3 4 5Adaptations based on individual needs of students. 1 2 3 4 5Design for Instruction Section Score 1 2 3 4 5Alignment with learning goals. 1 2 3 4 5Lesson and unit structure with accurate representation of content. 1 2 3 4 5Use of a variety of instruction, activities, assignments and resources. 1 2 3 4 5Use of contextual information and data to select appropriate and relevant activities, assignments, resources. 1 2 3 4 5Use of technology. 1 2 3 4 5Instructional Decision-Making Section Score 1 2 3 4 5Sound professional practice. 1 2 3 4 5Adjustments based on analysis of learning. 1 2 3 4 5Congruence between modifications and learning goals. 1 2 3 4 5Analysis of Student Learning Section Score 1 2 3 4 5Clarity and accuracy of presentation. 1 2 3 4 5Alignment with learning goals. 1 2 3 4 5Interpretation of data. 1 2 3 4 5Evidence of impact on student learning 1 2 3 4 5Reflection and Self-Evaluation Section Score 1 2 3 4 5Interpretation of student learning. 1 2 3 4 5Insights on effective instruction and assessment. 1 2 3 4 5Alignment among goals, instruction, and assessment. 1 2 3 4 5Implications for future teaching. 1 2 3 4 5Implications for professional development 1 2 3 4 5Writing Mechanics and Appearance Section Score 1 2 3 4 5Use of standard English is satisfactory (no more than 8 errors). 1 2 3 4 5Syntax and word choice is satisfactory, and the writing is cohesive. 1 2 3 4 5Appearance is adequate with section dividers and a table of contents. 1 2 3 4 5

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Processes of Teacher Work Sample Portfolio Additional NASPE Assessment Form

1 = Unacceptable 2 = Acceptable 3 = TargetIntroduction to the Portfolio Section Score 1 2 3N/A

Philosophy Statement Section Score 1 2 31.4 Identify historical, philosophical, and social perspectives of physical education issues and legislation.

1 2 3

Contextual Factors Section Score 1 2 3N/A

Learning Goals Section Score 1 2 31.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.

1 2 3

1.2 Describe and apply motor learning and psychological/ behavioral theory related to skillful movement, physical activity, and fitness.

1 2 3

1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.

1 2 3

3.1 Design and implement short and long term plans that are linked toprogram and instructional goals as well as a variety of student needs.3.2 Develop and implement appropriate (e.g. measurable, developmentally appropriate, performance-based) goals and objectives aligned with local, state, and/or national standards.

1 2 3

Assessment Plan Section Score 1 2 35.1 Select or create appropriate assessments that will measure studentachievement of the goals and objectives

1 2 3

Design for Instruction Section Score 1 2 31.1 Describe and apply physiological and biomechanical concepts related toskillful movement, physical activity and fitness.

1 2 3

1.2 Describe and apply motor learning and psychological/ behavioral theory related to skillful movement, physical activity, and fitness.

1 2 3

1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.

1 2 3

3.3 Design and implement content that is aligned with lesson objectives. 1 2 33.7 Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately usetechnology to meet lesson objectives.

1 2 3

Instructional Decision Making Section Score 1 2 34.4 Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.

1 2 3

Analysis of Student Learning Section Score 1 2 35.2 Use appropriate assessments to evaluate student learning before, during, and after instruction.

1 2 3

Reflection and Self-Evaluation Section Score 1 2 35.3 Utilize the reflective cycle to implement change in teacher performance, student learning, and instructional goals and decisions.

1 2 3

6.2 Participate in activities that enhance collaboration and lead to professional growth and development.

1 2 3

Writing Mechanics and Appearance Section Score 1 2 31 2 31 2 31 2 3

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Teacher Work SampleIntegration of Teacher Work Sample Processes and COE Learning Goals

TEACHING PROCESSES ASSESSED BY THE KEAN COE TEACHER WORK SAMPLEContextual FactorsThe teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment. Knowledge of community, school, and classroom factors (K-C,D) (S-G) (D-C) Knowledge of characteristics of students (K-B,C) (S-B,E) (D-A) Knowledge of students’ varied approaches to learning (K-A,C) (S-A,B) (D-A) Knowledge of students’ skills and prior learning (K-A,C) (S-A,B) (D-A) Implications for instructional planning and assessment (K-E) (S-A,E) (D-B)Learning GoalsThe teacher sets significant, challenging, varied and appropriate learning goals. Significance, Challenge and Variety (K-A,B,C) (S-A,B,C) (D-A,B) Clarity (S-A,B,C) Appropriateness for students (K-B,C) (S-B,C) (D-A,B) Alignment with national, state or local standards (K-A,B) (S-A)Assessment PlanThe teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction. Alignment with learning goals and instruction (K-A,B,E) (S-A,B,E) Clarity of criteria for performance (K-E) (S-E) Multiple modes and approaches (K-D,E) (S-E) (D-A) Technical soundness (K-E) (S-D,E) Adaptations based on the individual needs of students (K-B,C,E) (S-A,B,C,E) (D-A)Design for InstructionThe teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Alignment with learning goals (K-A,B,E) (S-A,B,E) Accurate representation of content (K-A) (S-A,C,D) (D-C) Lesson and unit structure (K-A,B,C,D,E) (S-A,B,C,D,F) (D-B,C) Use of a variety of instruction, activities, assignments and resources (K-B,C) (S-B,C,G) (D-A,B,C) Use of contextual information and data to select appropriate and relevant activities, assignments and resources (K-

B,C) (S-A,G) (D-B,C) Use of technology (S-B,D)Instructional Decision-MakingThe teacher uses ongoing analysis of student learning to make instructional decisions. Sound professional practice (K-A,B,C,D,E) (S-A,B,C,D,E,G) (D-A,B,C,D) Adjustments based on analysis of student learning (K-B,C,E) (S-E) Congruence between modifications and learning goals (K-A,B,E) (S-A,B,E)Analysis of Student LearningThe teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Clarity and accuracy of presentation (K-E) (S-D,E) Alignment with learning goals (K-A,B,E) (S-A,B,E) Interpretation of data (K-B,C,E) (S-D,E) (D-B,C) Evidence of impact on student learning (K-B,C,E) (S-B,C,E,G) (D-A,B)Reflection and Self-EvaluationThe teacher reflects on his or her instruction and student learning in order to improve teaching practice. Interpretation of student learning (K-B,E) (S-C,E,F,G) (D-A,B,C,F) Insights on effective instruction and assessment (K-B,E) (S-B,E,F) (D-B,F) Alignment among goals, instruction and assessment (K-A,B,E) (S-A,B,E,F) Implications for future teaching (S-F) (D-F) Implications for professional development (S-F) (D-F)● Letters in parentheses refer to COE Learning Outcomes: K = Knowledge, S = Skills, D = Disposition See pages 4, 5 & 6

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RESOURCES

Unit Assessment System: Report to the Indiana Professional Standards Board (1999, December). Muncie, IN: Ball State University, Teachers College.

Bernhardt, Victoria (2002). The School Portfolio Toolkit; A Planning, Implementation and Evaluation Guide for Continuous School Improvement. Larchmont, NY: Eye on Education.

Bullock, A. and Hawk, P., (2001). Developing a Teaching Portfolio; A Guide for the Preservice and Practicing Teacher. Englewood Cliffs, NJ: Merrill Prentice Hall.

Campbell, D., Cignetti, P., Melenyzer, B., Nettles, D., & Wyman, R. (1997). How to Develop a Professional Portfolio: A Manual for Teachers. Boston, MA: Allyn and Bacon.

Danielson, C, (1996). Enhancing Professional Practice: Framework for Teaching. Alexander, VA: Association for Supervision and Curriculum Development.

Knight, M. & Gallero, D. (1994). Portfolio Assessment, Applications of Portfolio Analysis. Lanham, MD: University Press of America.

New Jersey Journal of Supervision and Curriculum Development: Standards and Assessment for Student Achievement. (2001). New Brunswick, NJ: Downtown Printing.

Phi Delta Kappa International & Ball State University Teachers College, (2000). Student Teacher’s Portfolio Handbook, Bloomington, IN: Phi Delta Kappa International.

Rakow, S. (1999). Involving Classroom Teachers in the Assessment of Preservice Intern Portfolios. Action in Teacher Education.

Spence, R. and Graham, Shari (2000). The High Performance Toolbox. Evergreen CO: Peak Learning Systems.

Wile, I. (1999). Professional Portfolios: the “Talk” of the Student Teaching Experience. The Teacher Educator 34 (3), 215-23 1.

Wolf, K. (1996). Developing an Effective Teaching Portfolio. Educational Leadership 53(6), 34-37.

Wyatt, R., III & Looper, S. (1999). So You Have to Have a Portfolio: A Teacher’s Guide to Preparation and Presentation. Thousand Oaks, CA: Corwin Press, Sage. 16

TEACHER WORK SAMPLE REFERENCES

http://www.uni.edu/itq/Scored_TWS/index.htm http://education.csufresno.edu/rengroup

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