teacher preparation portfolio … preparation portfolio undergraduate handbook fall 2008 – spring...
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TEACHER PREPARATION PORTFOLIO
UNDERGRADUATE HANDBOOK
Fall 2008 – Spring 2010*
*Initial candidates completing EDUC 2013 in fall 2009 and, thereafter, will be
required to utilize the electronic portfolio format.
Competent ● Committed ● Ethical
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TABLE OF CONTENTS
INTRODUCTION
Introduction to the Portfolio 3
Philosophy for Teacher Education Unit 4
University Vision and Mission Statements 4
Teacher Education Unit Vision and Mission Statements 4
Conceptual Framework 5
Teacher Education Unit Purpose 5
Conceptual Framework Knowledge, Skills and Dispositions 5
Teacher Education Unit Portfolio Policy 8
Portfolio Policy Statement, Guidelines, and Format 9
Schedule for Evaluating Portfolios 10
PORTFOLIO DOCUMENTS
Module I – Evaluation Checklist 11
Module II – Evaluation Checklist 12
Module III – Evaluation Checklist 13
Module IV – Evaluation Checklist 14
Documentation Log for Community Involvement 15
ASSESSMENT FORMS
Portfolio Reflection Form 16
Portfolio Self-Assessment – completed at the end of Module II 17
Rubric for Faculty Portfolio Assessment 19
APPENDICES
Appendix A: SDE General Competencies for License and Certification 21
Appendix B: OCTP General Competencies for Licensure and Certification 22
Appendix C: CEC General Competencies for Licensure and Certification 23
Appendix D: Oklahoma Criteria for Effective Teaching Performance 24
Appendix E: Oklahoma General Education Competencies for Teacher 27
Licensure and Certification
Appendix F: Sample Component/Competency Reflection Form 28
Appendix G: Conceptual Framework – Professionals for the 21st Century: 29
Competent, Committed, and Ethical
Competent ● Committed ● Ethical
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Southeastern Oklahoma State University
Undergraduate Teacher Preparation Portfolio
This handbook is designed for undergraduate teacher candidates and faculty in the
teacher education program at Southeastern. It provides the basic information needed to
successfully complete the portfolio development process as required for the completion
of a degree, licensure and certification. Check the Teacher Education Services website
for the most current information.
The information about portfolio development and construction in this handbook
was adopted by the Teacher Education Council on April 17, 2008. Teacher candidates
graduating in spring 2010 and thereafter will be responsible for all the requirements
outlined in this version of the portfolio. Candidates graduating prior to spring 2010 may
choose to fulfill the requirements of the fall 2008 portfolio or the fall 2005 version.
Initial candidates completing EDUC 2013 in fall 2009 and thereafter, will be required to
utilize the electronic portfolio format. The portfolio and its contents are the responsibility
of the teacher candidate. The teacher candidate is responsible for preparing and/or
selecting items of evidence, and completing the portfolio according to the appropriate g
guidelines.
The portfolio is a certification requirement of the Oklahoma State Regents for
Higher Education and the Oklahoma Commission for Teacher Preparation.
Competent ● Committed ● Ethical
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Philosophy for Teacher Education Unit
The unit’s philosophy begins with the fundamental belief that all students can
learn; however, students learn in different ways and at different rates. Therefore,
educators must be knowledgeable about the content they teach and be committed to
utilizing a variety of instructional strategies and approaches appropriate to the diverse
learning needs of all students. The educational needs of all students will be met in a
caring, non-discriminatory, and equitable manner.
Another major component of the philosophy is the belief that candidates and other
school professionals must have the knowledge and skills to utilize technology in order to
assist all students in achieving their full potential as learners and citizens of the world.
Schools and classrooms must have educators who are equipped with technology
resources and skills and who can effectively teach the necessary subject matter content
while incorporating technology concepts and skills (ISTE, 2008, p. 3).
Southeastern Oklahoma State University Vision 2010
Southeastern will be a leader and innovator in higher education. Strong academic
and student life programs with a solid liberal arts and sciences foundation will
characterize the university. Areas such as diversity, globalization, uniqueness, and
cultural richness will be distinctive features of the institution.
University Mission Statement
Southeastern Oklahoma State University provides an environment of academic
excellence that enables students to reach their highest potential. By having personal
access to excellent teaching, challenging academic programs, and extra curricular
experiences, students will develop skills and habits that promote values for career
preparation, responsible citizenship, and lifelong learning.
Teacher Education Unit Vision
The teacher education unit at Southeastern Oklahoma State University strives to
be an exemplary provider of high quality teacher education programs in southeastern
Oklahoma and northern Texas for the development of educational practitioners.
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Teacher Education Unit Mission
The mission of the Southeastern Oklahoma State University’s teacher education
unit is to produce graduates who demonstrate academic and practical excellence in their
respective fields. Through quality instruction grounded in current research and supported
by diverse field and clinical experiences and technology usage, graduates will develop
the professional competencies necessary to become lifelong learners who are competent,
ethical, and committed practitioners.
Conceptual Framework
Purpose of the Teacher Education Unit
The purpose of the teacher education unit is to train competent, committed, and
ethical teachers and other school professionals to teach, counsel, administer, and lead in
P-12 schools.
Candidate Learning Outcomes/Institutional Standards
KNOWLEDGE
1. Educators have broad knowledge of liberal arts/general education.
2. Educators know the content appropriate to their major subject area.
3. Educators acquire pedagogical knowledge appropriate to their specialty
area.
4. Educators know the specific uses of technology in their discipline.
SKILLS
1. Educators demonstrate effective communication skills with peers,
colleagues, and families.
2. Educators have strong and current technology skills.
3. Educators use a variety of instructional strategies and materials to promote
critical thinking in students.
Competent ● Committed ● Ethical
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4. Educators plan instruction that is appropriate for a diverse student population.
5. Educators use a variety of methods to deliver instruction.
6. Educators motivate students to learn.
7. Educators use multiple assessment tools to monitor student learning and
modify instruction.
DISPOSITIONS
Based on the unit’s vision, mission, philosophy, purposes, goals/outcomes, the
unit is committed to preparing school practitioners who will demonstrate the following
dispositions:
1 Educators who are competent:
a. possess the knowledge, skills, and dispositions needed to perform their
role and responsibilities in the classroom.
b. promote positive learning outcomes for all students.
c. know how to use self-reflection to learn from their experiences and
improve their effectiveness.
d. know how to secure and use various technological resources to
enhance student learning, communication, and management tasks.
e. embrace cultural diversity and accommodate the needs of diverse
learners.
f. value the role of the family in the child’s education and know how to
work cooperatively with parents and the community for the student’s
benefit.
2. Educators who are committed:
a. support learning for diverse learners in a caring, non-discriminatory,
and equitable manner.
b. establish high standards for all students.
c. set high standards for themselves by being personally invested in their
own professional work and career development.
d. are proud to serve their communities as educational leaders and
advocate for the profession in all interactions.
e. engage in service to the profession and community.
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3. Educators who meet high ethical standards of practice:
a. respect and value all students and others for their diverse talents,
abilities, and contributions
b. are sensitive to community and cultural norms.
c. are timely, respectful, and responsible in meeting expectations.
d. model ethical and democratic principles in all relationships.
e. use sound judgment and display confidence in practice.
f. are honest in communications and interactions with others.
g. maintain confidentiality.
Competent ● Committed ● Ethical
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Portfolio Philosophy Statement
The undergraduate portfolio provides the opportunity for candidates to
demonstrate their professional growth in the knowledge, skills, and dispositions outlined
in the conceptual framework for the teacher education unit at Southeastern. In addition,
candidates must demonstrate their competency of the nine required portfolio components
which include the fifteen (15) competencies required for licensure and certification by the
Oklahoma Commission for Teacher Preparation. The portfolio is a collection of artifacts
from the specialization and professional education courses in their degree plan
demonstrating the varied learning opportunities and field experiences of the candidates.
The portfolio development process encourages teacher candidates to be reflective
of their learning outcomes as well as their impact on student learning. The prescribed
artifacts from each teacher candidate’s courses and field experiences reflect the diversity
and depth of the teacher candidate’s professional preparation.
In addition, the teacher preparation portfolio process provides a document that
reflects authentic assessment activities that are utilized by the faculty and unit to evaluate
and improve the teacher education program. Feedback on individual artifacts and at the
end of each module, provide the candidates with continuous support and opportunities to
improve their professional growth.
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Portfolio Policy Statement, Guidelines, and Format
POLICY STATEMENT
Teacher candidates in the teacher education program at Southeastern are required
to develop an assessment portfolio documenting their growth and professional progress
throughout their professional education program. The portfolio process begins when a
candidate enrolls in the first introductory teacher education course. All teacher education
candidates must present their portfolio at the completion of each module. A self-
assessment is completed at the completion of Module II. At the completion of Module
IV, teacher candidates will present their completed portfolio for a final assessment by a
faculty member.
Beginning in fall 2009, initial teacher candidates will begin implementing the
portfolio in an electronic format. Candidates in EDUC 2013 in fall 2009 and, thereafter,
will be required to present their portfolio in an electronic format in order to graduate. If a
candidate is taking EDUC 2013 out of sequence, his/her transcript will be evaluated, and
the Director of Teacher Education will determine the format the candidate will utilize for
his/her portfolio. Candidates may choose to utilize the electronic format if they have
taken a few courses prior to fall 2009.
Transfer teacher candidates who have taken a few professional education courses at
another university will be required to transfer to the electronic portfolio if they completed
the equivalent courses in fall 2009 or thereafter. Southeastern candidates who have taken
a few professional and specialization courses and then left the university and returned
will be required to complete an electronic portfolio when they return. All teacher
candidates who have transferred to Southeastern and all SE teacher candidates who have
left the university and returned are required to complete a portfolio for their remaining
courses.
Module I will be implemented in the electronic format in fall 2009, Module II will
be implements in spring 2010, and Module IV will be implemented in fall 2010. Module
III for the various programs will be implemented by fall 2010. Module III artifacts for
some programs may be in paper format during the implementation phase.
GUIDELINES
All Southeastern teacher candidates’ portfolios will contain the required four (4)
modules and utilize the same format.** Teacher candidates should print the
Undergraduate Portfolio guidelines from www.se.edu/teacher-education/documents
during the first professional education course. All candidates must complete Module I,
II, and III and submit written documentation to Teacher Education Services prior to
student teaching. Module IV is completed during student teaching and submitted with
the other three modules on student teacher return day.
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FORMAT
The Teacher Preparation Portfolio should be presented in a three-ring binder.**
The follow guidelines must be included:
1. divided sections
2. a title page
3. identified artifacts required for each course
4. assessment rubric placed in front of each artifact
5. a competency reflection for each artifact
6. the order of items is assessment rubric, artifact, and competency reflection
7. completion of all assessments and log
8. identifying information on front cover and binder spine
**Candidates beginning an initial teacher education program in fall 2009 and, thereafter,
will be required to use the Chalk and Wire eportfolio which can be purchased through the
campus book store.
Schedule for Evaluating Portfolios
1. At the end of each module, teacher candidates will have their portfolio evaluated by a
faculty member. A faculty signature on the Module Evaluation Checklist will
indicate that all artifacts, assessment rubrics and reflections for the module have been
completed.
2. After the completion of Module I, II, and III and prior to student teaching, the
candidate’s portfolio will be evaluated by a faculty member. The candidate will
provide documentation of the assessment of Module I, II, and III to Teacher
Education Services. The module evaluation sheets must be submitted before the
candidate is allowed to student teach.
3. After the completion of Module IV, the teacher candidates will submit their entire
portfolio for assessment by a faculty member. The portfolio is submitted to Teacher
Education Services on student teacher return day.
4. The final evaluation of the portfolio is completed during the last few weeks of the
candidate’s student teaching. The portfolio will be assessed by a faculty member and
the Director of Teacher Education. If the portfolio is complete and at the acceptable
level, the candidate will be recommended for a teaching license. If additional items
need to be submitted, the candidate will be notified, in writing, and have the
opportunity to submit additional materials.
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Module I – Evaluation Checklist
Candidate Name __________________________________________________________
Program Area_____________________________________ Date __________________
Completed Artifact
Number
Course Artifact OCTP
Competency/
Component
Assessment
Overall
Score
#1 EDUC
2000
Content
Packet
#2 EDUC
2013
Philosophy
#3
EDUC
2013
Personal
Goals
#4
SPED 2123 IEP
#5 EDUC
3313
Lesson Plan
with Power
Point
#6 EDUC
3313
Brochure
#7 PSY 3123 Case Study
Each artifact must be accompanied by an assessment rubric and a component/competency
reflection form.
The teacher candidate has satisfactorily completed Module I.
_______________________________________ ________________________
Faculty Signature Date
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Module II – Evaluation Checklist
Candidate Name _____________________________________________________
Program Area _______________________________ Date ___________________
Completed Artifact
Number
Course Artifact OCTP
Competency/
Component
Overall
Assessment
Score
#8
EDUC 3002 Content
Packet
#9
EDUC 3434 Video Tape
with
modified
lesson plan
#10
EDUC 3434
#11 EDUC 4443 Behavior
Management
Project
#12
Any Course Peer
Evaluation
of a Lesson
Plan
Not
Required
#13 Community
Service Log
Not
Required
#14 Portfolio
Self-
Assessment
Not
Required
Not
Required
Artifacts #8, #9, #10, and #11 must be accompanied by an assessment rubric and a
component/competency reflection form. Artifacts #12 and #13 must be accompanied by
a component/competency reflection form.
The teacher candidate has satisfactorily completed Module II
_________________________________________ ________________________
Faculty Signature Date
Competent ● Committed ● Ethical
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Module III – Major Program Evaluation Checklist
Module III
Required items of evidence for course work in the major teaching area must be obtained
from your department. The Module III evaluation checklist given to you by your
department replaces this page. Module III is assessed by the major teaching area
department.
PLEASE REPLACE THIS PAGE
WITH THE MODULE III PAGE FROM
YOUR DEPARTMENT.
THANK YOU
Competent ● Committed ● Ethical
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Module IV and Portfolio Clearance Form
Candidate Name __________________________ ID Number _________________
Program Area ____________________________ Date ______________________
Module I, II, and III were satisfactorily completed prior to student teaching.
Completed Artifact
Number
Course Artifact OCTP
Competency/
Components
Overall
Assessment
Score
#15
EDUC 4919 Reflection
of Job
Interview
Not
Required
#16 EDUC 4919 Reflection
on
Parent
Conference
Not
Required
#17 EDUC 4919 Teacher
Work
Sample
Artifacts #15 and #16 must be accompanied by a component/competency reflection form.
Artifact #17 – Teacher Work Sample must be accompanied by an assessment rubric and a
component/competency reflection form.
Faculty Portfolio Assessment
Total Rubric Points _______________ Range 18 – 54)
______________________________________________ _______________
Faculty Signature Date
Portfolio Clearance for Oklahoma Licensure
This is to verify that the teacher candidate has completed the portfolio requirement for
Oklahoma Licensure.
______________________________________ ___________________________
Director of Teacher Education Date
Competent ● Committed ● Ethical
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Documentation Log for Community Involvement*
Type of Experience Community or School District Date/
Number of Hours
*Community involvement activities are previous and/or current voluntary activities completed within
various segments of the community. These voluntary activities do not necessarily have to include children.
Examples of community involvement could include but are not limited to the following activities:
participation in a walk-a-thon, organize a Toys for Tots campaign, interact with clients at a nursing home,
run the concession stand at a high school basketball game, or coach a little league team. The teacher
candidate should list all of the voluntary community service in which they participated during their career
preparation.
Competent ● Committed ● Ethical
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COMPONENT/COMPETENCY REFLECTION FORM
Teacher Candidate’s Name ____________________________________Date_________
Each artifact must have a component/competency reflection form.
OCTP component/competency addressed by the
artifact________________________________
1. Describe the artifact and the course or context in which the artifact was developed.
2. Explain how this artifact demonstrates your mastery of the identified OCTP
component/competency.
3. What did you learn from developing this artifact?
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PORTFOLIO SELF-ASSESSMENT
Candidate’s Name ________________________ Date _____________________
Please evaluate each component and competency of your portfolio.
Component One – Fifteen competencies approved by Oklahoma State
Board of Education for licensure and certification.
Artifact # Yes No Rubric
Score
1.Does the portfolio provide evidence that I understand the central concepts and
methods of inquiry of the subject matter discipline(s) I teach and can create
learning experiences that make these aspects of subject matter meaningful for
students?
2.Does the portfolio provide evidence that I understand how students learn and
develop and can provide learning opportunities that support their intellectual,
social, and physical development?
3.Does the portfolio provide evidence that I vary my approaches to learning and
create instructional opportunities that are adaptable to individual differences of
learners?
4.Does the portfolio provide evidence that I understand and use a variety of
instructional strategies to encourage students’ development of critical thinking,
problem solving, performance skills, and effective use of technology?
5.Does the portfolio provide evidence that I use best practices related to
motivation and behavior to create learning environments that encourage positive
social interaction, self-motivation, and active engagement in learning, thus
providing opportunities for success?
6.Does the portfolio provide evidence that I have developed knowledge of and
use a variety of effective communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom?
7.Does the portfolio provide evidence that I plan instruction based upon
curriculum goals, knowledge of the teaching/learning process, subject matter,
students’ abilities and differences, the community, and adapt instruction based
upon assessment and reflection?
8.Does the portfolio provide evidence that I understand and use a variety of
assessment strategies to evaluate and modify the teaching/learning process
ensuring the continuous intellectual, social, and physical development of the
learner?
9.Does the portfolio evidence that I evaluate the effects of my choices and
actions on others (students, parents, and other professionals in the learning
community), modify those actions when needed, and actively seek opportunities
for continued professional growth?
10.Does the portfolio provide evidence that I foster positive interaction with
school colleagues, parent/families, and organizations in the community to
actively engage them in support of students’ learning and well-being?
11.Does the portfolio provide evidence that I have an understanding of the
importance of assisting students with career awareness and application of career
concepts to the academic curriculum?
12.Does the portfolio provide evidence that I understand the process of
continuous lifelong learning, the concept of making learning enjoyable, and the
need for willingness to change when the change leads to greater student learning
and development?
13.Does the portfolio provide evidence that I understand the legal aspects of
teaching, including the rights of students and parents/families, as well as the
legal rights and responsibilities of the teacher?
Competent ● Committed ● Ethical
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14.Does the portfolio provide evidence that I understand the Oklahoma Core
Curriculum and am able to develop instructional strategies/plans based on
Priority Academic Student Skills (PASS)?
15.Does the portfolio provide evidence that I understand the state teacher
evaluation process, “Oklahoma Criteria for Effective Teaching Performance”,
and how to incorporate these criteria in designing instructional strategies?
*Is the portfolio neat, well organized and complete?
------------
Portfolio Components Two – Nine - Portfolio components required by the
Oklahoma Commission for Teacher Preparation
Component Two – I began my portfolio development early in the program.
Component Three – I related and applied principles and theories to actual
practice.
Component Four – I observed and/or practiced in a variety of communities,
e.g., with students who are from different age groups, are culturally diverse, and
represent exceptional populations, etc.
Component Five – I observed and /or practiced in a variety of school settings.
Component Six – I interacted with a variety of teaching styles in the program
and in school settings.
Component Seven – I received peer and/or faculty feedback on my teaching
simulations and field performances during the program.
Component Eight – I had involvement with parents, families, and communities.
Component Nine – I exhibited effective teaching in a given school setting.
Teacher Candidate Signature ________________________________________ Date ________________
Competent ● Committed ● Ethical
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CHECKLIST FOR FACULTY PORTFOLIO ASSESSMENT
Please evaluate the following questions on a scale of three (3) to one (1). Three (3)
signifies that the teacher candidate has met the competency or component at the target
level. Two (2) signifies that the teacher candidate has met the criteria at the acceptable
level. A one (1) means that the teacher candidate has not met the competency or
component at an acceptable level.
Component One – Fifteen competencies approved by the
Oklahoma State Board of Education for licensure and
certification.
Artifact
# One
U
Two
A
Three
T
Competency 1 - Does the portfolio provide evidence that the teacher candidate
understands the central concepts and methods of inquiry of the subject matter
discipline(s) s/he teach and can create learning experiences that make these
aspects of subject matter meaningful for students?
Competency 2 - Does the portfolio provide evidence that the teacher candidate
understand how students learn and develop and can provide learning
opportunities that support their intellectual, social, and physical development?
Competency 3 - Does the portfolio provide evidence that the teacher candidate
varies approaches to learning and creates instructional opportunities that are
adaptable to individual differences of learners?
Competency 4 - Does the portfolio provide evidence that the teacher candidate
understands and uses a variety of instructional strategies to encourage students’
development of critical thinking, problem solving, and performance skills, and
effective use of technology?
Competency 5 - Does the portfolio provide evidence that teacher candidate
uses best practices related to motivation and behavior to create learning
environments that encourage positive social interaction, self-motivation, and
active engagement in learning; thus, providing opportunities for success?
Competency 6 - Does the portfolio provide evidence that the teacher candidate
has developed a knowledge of and use a variety of effective communication
techniques to foster active inquiry, collaboration, and supportive interaction in
the classroom?
Competency 7 - Does the portfolio provide evidence that the teacher candidate
plan instruction based upon curriculum goals, knowledge of the
teaching/learning process, subject matter, students’ abilities and differences, the
community, and adapts instruction based upon assessment and reflection?
Competency 8 - Does the portfolio provide evidence that the teacher candidate
understands and uses a variety of assessment strategies to evaluate and modify
the teaching/learning process ensuring the continuous intellectual, social, and
physical development of the learner?
Competency 9 - Does the portfolio evidence that the teacher candidate
evaluates the effects of their choices and actions on others (students, parents,
and other professionals in the learning community), modifies those actions
when needed, and actively seeks opportunities for continued professional
growth?
Competency 10 - Does the portfolio provide evidence that the teacher candidate
fosters positive interaction with school colleagues, parent/families, and
organizations in the community to actively engage them in support of students’
learning and well-being?
Competency 11 - Does the portfolio provide evidence that the teacher
candidate has an understanding of the importance of assisting students with
career awareness and application of career concepts to the academic
curriculum?
Competent ● Committed ● Ethical
20
Competency 12 – Does the portfolio provide evidence that the teacher
candidate understands the process of continuous lifelong learning, the concept
of making learning enjoyable, and the need for willingness to change when the
change leads to greater student learning and development?
Competency 13 - Does the portfolio provide evidence that the teacher
candidate understands the legal aspects of teaching, including the rights of
students and parents/families, as well as the legal rights and responsibilities of
the teacher?
Competency 14 - Does the portfolio provide evidence that the teacher
candidate understands the Oklahoma Core Curriculum and is able to develop
instructional strategies/plans based on Priority Academic Student Skills
(PASS)?
Competency 15 - Does the portfolio provide evidence that the teacher
candidate understands the state teacher evaluation process “Oklahoma Criteria
for Effective Teaching Performance,” and how to incorporate these criteria in
designing instructional strategies?
Portfolio Component Two-Nine – Portfolio components required by the
Oklahoma Commission for Teacher Preparation.
Component 2 – Did the candidate commence portfolio development early in
his/her program?
Component 3 – Did the candidate relate and apply principles and theories to
actual practice?
Component 4 – Did the candidate observe and practice in a variety of
communities, e. g., with students who are from different age groups, are
culturally diverse, and represent exceptional populations, etc.?
Component 5 – Did the candidate observe and practice in a variety of school
settings?
Component 6 – Did the candidate interact with a variety of teaching styles in
the program and in school settings?
Component 7 – Did the candidate receive peer and faculty feedback on his/her
teaching simulations and field performance during the program?
Component 8 – Did the candidates have involvement with parents, families,
and communities?
Component 9 – Did the candidate exhibit effective teaching in a given school
setting?
** Is the portfolio neat, well organized, and complete?
** Growth – Does the portfolio provide evidence that the teacher candidate has
demonstrated growth and development in the knowledge, skills, and
dispositions outlined in the conceptual framework?
**Collaboration – Does the portfolio give evidence that the teacher candidate
has collaborated with others in his/her preparation to facilitate the education of
students?
Faculty Signature _____________________________________________ Date _______
Competent ● Committed ● Ethical
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Appendix A
Oklahoma State Department Of Education
General Competencies For Licensure And Certification
In
Professional Education Courses
(House Bill 1549) THE TEACHER: 1. understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she
teaches and can create learning experiences that make these aspects of subject matter meaningful for
students.
EDUC 3434, 3002
Student Teaching
Methods 2. understands how students learn and develop, and can provide learning opportunities that support their
intellectual, social and physical development at all grade levels including early childhood,
elementary, middle level, and secondary.
SPED 2123
PSY 3123
3. understands that students vary in their approaches to learning and creates instructional opportunities
that are adaptable to individual differences of learners. EDUC 3313, 3434
PSY 3123
SPED 2123
Methods 4. understands curriculum integration processes and uses a variety of instructional strategies to
encourage students' development of critical thinking, problem solving, and performance skills and
effective use of technology.
EDUC 3313, 3434
Methods
5. uses best practices related to motivation and behavior to create learning environments that encourage
positive social interaction, self-motivation and active engagement in learning, thus, providing
opportunities for success.
EDUC 3434, 4443,
3002
Methods
Student Teaching
PSY 3123 6. develops a knowledge of and uses a variety of effective communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
EDUC 2013, 3002,
3434, 4443
Methods
Student Teaching 7. plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject
matter, students' abilities and differences, and the community; and adapts instruction based upon
assessment and reflection.
EDUC 3434
8. understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning
process ensuring the continuous intellectual, social and physical development of the learner. EDUC 3434
Methods 9. evaluates the effects of his/her choices and actions of others (students, parents, and other
professionals in the learning community), modifies those actions when needed, and actively seeks
opportunities for continued professional growth.
EDUC 2013, 3434,
4443, 3313
Methods
Student Teaching
10. fosters positive interaction with school colleagues, parents/families, and organizations in the
community to actively engage them in support of students' learning and well-being.
EDUC 3434, 4443
Methods
Student Teaching
11. shall have an understanding of the importance of assisting students with career awareness and the
application of career concepts to the academic curriculum.
EDUC 2013, 3002,
3313, 3434
Methods
Student Teaching 12. understands the process of continuous lifelong learning, the concept of making learning enjoyable,
and the need for a willingness to change when the change leads to greater student learning and
development.
EDUC 2013, 3434
PSY 3123
Methods 13. understands the legal aspects of teaching including the rights of students and parents/families, as
well as the legal rights and responsibilities of the teacher. EDUC 2013, 3313,
3434, SPED 2123 14. understands the Oklahoma core curriculum and is able to develop instructions strategies/plans based
on Priority Academic Student Skills (PASS).
EDUC 3002, 3434
Methods
Student Teaching
15. understands the State teacher evaluation process, "Oklahoma Criteria for Effective Teacher
Performance," and how to incorporate these criteria in designing instructional strategies.
EDUC 2013, 3313,
3434, 4443
Methods
Competent ● Committed ● Ethical
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APPENDIX B
Oklahoma Commission For Teacher Preparation
General Competencies for Licensure and Certification
The unit ensures that Teacher Candidates acquire and learn to apply the professional and pedagogical
knowledge and skills to become competent to work with all students. The teacher candidates complete a
well-planned sequence of courses and /or experiences in professional studies in which they acquire and
learn to apply knowledge about:
INDICATOR TOPIC AREA CLASS 1. the social, historical, and philosophical foundations of education,
including and understanding of the moral, social, and political
dimensions of classrooms, teaching and schools
Foundation
EDUC 2013
2. the impact of technological and societal changes on schools
Technology
Strategies
Ind. w/Exceptionalities
EDUC 3313
EDUC 3434
SPED 2123
3. theories of learning, human development, developmental levels, special
needs of all school age children and learning over the life span
Human Growth and
Development: Life span
Ind. w/Exceptionalities
PSY 3123
SPED 2123
4. inquiry, research, and the connection between research and practice
Teaching Strategies
Methods
Classroom/Beh. Mngt.
EDUC 3434
Methods
EDUC 4443
5. school law and educational policy.
Foundations
Classroom/Beh. Mngt.
EDUC 2013
EDUC 3434
EDUC 4443
6. professional ethics and the responsibilities, structure and activities of the
profession.
Foundations
Technology
Ind. w/Exceptionalities
EDUC 2013
EDUC 3313
SPED 2123
7. organizational patterns and administration of schools Foundations EDUC 2013
8. career education
Foundations
Field Based Services
Methods
Student Teaching
Teaching Strategies
Technology
EDUC 2013
EDUC 2000 3002, 4000
Methods
Student Teaching
EDUC 3434
EDUC 3313
9. pedagogical competencies or teaching skills as they are integrated with
experiences within the actual school setting
Field Based Services
Methods
Student Teaching
Classroom and Behavior
Management
EDUC 2000, 3002, 4000
Methods
Student Teaching
EDUC 4443
10. Parental and community involvement Field Base Services
Field Based Services
Methods
Student Teaching
Foundations
Teaching Strategies
Technology
Classroom/Beh. Mngt.
EDUC 2000, 3002, 4000
Methods
Student Teaching
EDUC 2013
EDUC 3434
EDUC 3313
EDUC 4443
11. teaming, collaboration and the inter-relationship among components of
programs at school sites
Field Based Services
Methods
Student Teaching
Foundations
Teaching Strategies
Classroom and Behavior
Management
EDUC 2000, 3002, 4000
Methods
Student Teaching
EDUC 2013
EDUC 3434
EDUC 4443
12. school leadership and its relationship to teaching and learning Foundations EDUC 2013
13. planning and management of instruction based on knowledge of the
content area, the community, and curriculum goals
Field Based Services
Methods
Student Teaching
Teaching Strategies
EDUC 2000, 3002, 4000
Methods
Student Teaching
EDUC 3434
Competent ● Committed ● Ethical
23
APPENDIX C
Council for Exceptional Children
General Competencies for Licensure and Certification
as Related to Topic Areas (Standard I.D., CEC Competencies)
Competencies
EDUC
2013 Found
of
Educ.
SPED
2123
Ind.
with
Excep.
EDUC
3313 Tech.
PSY
3123 Child
&
Adol.
Dev.
EDUC
3434
Strat.
EDUC
4443 Class.
Mngt
EDUC
2000
3002
4000 Field
Exp.
Methods
EDUC
4919 Student
Teach
CEC 1 – Foundations
X
X
X
X
CEC 2 – Development and Characteristics of
Learners
X
X
X
X
X
CEC 3 – Individual Learning Differences
X
X
X
X
X
CEC 4 – Instructional Strategies
X
X
X
X
X
X
X
CEC 5 – Learning Environments and Social
Interactions
X
X
X
X
X
X
X
CEC 6 – Language
X
X
X
X
CEC 7 – Instructional Planning
X
X
X
X
X
CEC 8 – Assessment
X
X
X
CEC 9 – Professional and Ethical Practice
X
X
X
X
X
X
X
X
X
CEC 10 – Collaboration
X
X
X
X
X
X
Competent ● Committed ● Ethical
24
APPENDIX D
Oklahoma Criteria for Effective Teaching Performance
Competent ● Committed ● Ethical
25
APPENDIX D (Continued)
Oklahoma Criteria for Effective Teaching Performance
I. PRACTICE
A. Teacher Management Indicators
1. Preparation
2. Routine
3. Discipline
4. Learning Environment
B. Teacher Instructional Indicators
1. Establishes Objectives
2. Stresses Sequence
3. Relates Objectives
4. Involves All Learners
5. Explains Content
6. Explains Directions
7. Models
8. Monitors
9. Adjusts Based on Monitoring
10. Guides Practices
11. Provides for Independent Practice
12. Establishes Closure
II. PRODUCTS
A. Teacher Product Indicators
1. Lesson Plans
2. Student Files
3. Grading Patterns
B. Student Achievement Indicators
1. State standards
Teacher Instructional Indicators
1. Establishes Objectives - The teacher communicates the instructional objectives to students.
2. Stresses Sequence - The teacher shows how the present topic is related to those topics that have
been taught or that will be taught.
3. Relates Objectives - The teacher relates subject topics to existing student experiences.
4. Involves All Learners - The teacher uses signaled responses, questioning techniques and/or
guided practices to involve all students.
5. Explains Content - The teacher teaches the objectives through a variety of methods.
6. Explains Directions - The teacher gives directions that are clearly stated and related to the
learning objectives.
7. Models - The teacher demonstrates the desired skills.
8. Monitors - The teacher checks to determine if students are progressing toward stated objectives.
9. Adjusts Based on Monitoring - The teacher changes instruction based on the results of
monitoring.
10. Guides Practice - The teacher requires all students to practice newly learned skills while under
the direct supervision of the teacher.
11. Provides for Independent Practice - The teacher requires students to practice newly learned
skills without the direct supervision of the teacher.
12. Establishes Closure - The teacher summarizes and fits into context what has been taught.
Competent ● Committed ● Ethical
26
APPENDIX E
Oklahoma General Education Competencies for
Teacher Licensure and Certification
1. Critical Thinking Skills: Reading
1.1. Identify a writer's purpose, points of view, and intended meaning
1.2. Analyze the relationship among ideas in written material, including identifying cause effect
relationships, analyzing relationships between ideas in opposition. Identifying a solution to a problem
presented, and drawing inductive and deductive conclusions.
1.3. Use critical reasoning skills to evaluate written material, inducing recognizing stated or implied
assumptions, judging the relevance of material, evaluating the logic of an argument, and assessing
credibility.
2. Critical Thinking Skills: Mathematics
2.1. Solve problems involving data interpretation and analysis, including interpreting information from
various types of graphs, charts, and tables, and recognizing appropriate graphic representation of data.
2.2. Solve work problems involving one and two variables, inducing identifying the algebraic equivalent of
a stated relationship and identifying the proper equation or expression to use to solve work problems.
2.3. Apply reasoning skills, including drawing conclusions using inductive and deductive reasoning.
2.4. Solve applied problems involving a combination of mathematical skills, including solving problems
using a series of mathematical skills and identifying the proper equation or expression to use to solve a
problem.
3. Critical Thinking Skills: Writing -- This component of the test would include these competencies:
3.1. A written assignment that requires examinees to respond to a prompt in writing. The prompt typically
presents two opposing viewpoints on a topic and asks the examinee to take a position on the issue.
Examinees are asked to support their position with logical arguments and appropriate examples.
3.2. Other writing test competencies involving critical thinking would include: recognizing purpose and
audience, unity, focus, and development and effective organization in writing.
4. Critical Thinking Skills: Communications
4.1. Use inductive and deductive reasoning to recognize fallacies in logic.
4.2. Draw reasonable conclusions using information from written and spoken communications.
4.3. Distinguish fact from opinion.
4.4. Defend conclusions.
5. Communication Skills -- The test will require candidates to write clearly, correctly, and effectively.
5.1. The test would include a written response component, as described above, that requires examinees to
communicate a whole message to an intended audience for a specified purpose.
5.2. Multiple choice questions would also require the examinee to recognize elements of effective written
communications.
5.3. Demonstrate competence in writing mechanics.
6. Computation Skills -- The test would also include a number of competencies measuring computations,
such as:
6.1. Solving word problems involving integers, fractions, decimals, and units of measurement.
6.2. Graphing number or number relationships.
6.3. Solving one- and two-variable equations.
6.4. Solving word problems involving one and two variables.
6.5. Solving problems involving geometric figures.
6.6. Solving applied problems involving a combination of mathematical skills.
Competent ● Committed ● Ethical
27
7. Science
7.1. Demonstrate a working familiarity with the nature of science, its methods, and most important
concepts.
7.2. Demonstrate a working familiarity of the human context of science, including its history and its
cultural impact on society.
8. Art
8.1. Demonstrate a factual knowledge base related to the connections for art to historical events, societal
influences, cultural figures and the making of civilization.
9. Social Sciences
9.1. Demonstrate a factual knowledge base related to political issues, economic processes, and social
movements that have shaped history.
9.2 Demonstrate a factual knowledge base related to democratic principles of freedom, diversity, and
tolerance.
Competent ● Committed ● Ethical
28
Appendix F
Portfolio Required Components and Competencies
for Initial Licensure and Certification
Oklahoma Commission for Teacher Preparation
Component One - The candidate demonstrates the fifteen competencies established
by the Oklahoma Commission for Teacher Preparation for licensure and
certification. The teacher candidate: 1. understands the central concepts and methods of inquiry of the subject matter discipline(s) he or
she teaches and can create learning experiences that make these aspects of subject matter
meaningful for students.
2. understands how students learn and develop, and can provide learning opportunities that support
their intellectual, social and physical development at all grade levels including early childhood,
elementary, middle level, and secondary.
3. understands that students vary in their approaches to learning and creates instructional
opportunities that are adaptable to individual differences of learners.
4. understands curriculum integration processes and uses a variety of instructional strategies to
encourage students’ development of critical thinking, problem solving, and performance skills and
effective use of technology.
5. uses best practices related to motivation and behavior to create learning environments that
encourage positive social interaction, self-motivation and active engagement in learning, thus,
providing opportunities for success.
6. develops a knowledge of and uses a variety of effective communication techniques to foster
active inquiry, collaboration, and supportive interaction in the classroom.
7. plans instruction based upon curriculum goals, knowledge of the teaching/learning process,
subject matter, students’ abilities and differences, and the community; and adapts instruction
based upon assessment and reflection.
8. understands and uses a variety of assessment strategies to evaluate and modify the
teaching/learning process ensuring the continuous intellectual, social and physical development of
the learner.
9. evaluates the effects of his/her choices and actions of others (students, parents, and other
professionals in the learning community), modifies those actions when needed, and actively seeks
opportunities for continued professional growth.
10. fosters positive interaction with school colleagues, parents/families, and organizations in the
community to actively engage them in support of students’ learning and well-being.
11. shall have an understanding of importance of assisting students with career awareness and the
application of career concepts to the academic curriculum.
12. understands the process of continuous lifelong learning, the concept of making learning
enjoyable, and the need for a willingness to change when the change leads to greater student
learning and development.
13. understands the legal aspects of teaching including the rights of students and parents/families, as
well as the legal rights and responsibilities of the teacher.
14. understands the Oklahoma core curriculum and is able to develop instructions strategies/plans
based on Priority Academic Student Skills (PASS).
15. understands the State teacher evaluation process, “Oklahoma Criteria for Effective Teacher
Performance,” and how to incorporate these criteria in designing instructional strategies.
Competent ● Committed ● Ethical
29
Component Two – The candidate began the portfolio development early in his/her
program
Component Three – The candidate related and applied principles and theories to actual
practice.
Component Four – The candidate observed and practiced in a variety of communities,
e.g., with students who are from different age groups, are culturally diverse, and represent
exceptional populations, etc?
Component Five – The candidate observed and practiced in a variety of school settings?
Component Six – The candidate interacted with a variety of teaching styles in the
program and in school settings.
Component Seven – The candidate received peer and faculty feedback on his/her
teaching simulations and field performance during the program?
Component Eight – The candidate had involvement with parents, families, and
communities?
Component Nine – The candidate exhibited effective teaching in a given school setting?
Competent ● Committed ● Ethical
30
COMPONENT/COMPETENCY REFLECTION FORM SAMPLE
Teacher Candidate’s Name __________________________ Date __________________
Each artifact must have a component/competency reflection form.
OCTP component/competencies addressed by the artifact component 1 – competency 2,
3, and 13.
1. Describe the artifact and the course or context in which the artifact was
developed.
The IEP was developed in SPED 2123 – Introduction to Individuals with
Exceptionalities. The IEP was completed on a student named Peter who was classified as
a student with mental retardation. The information on Peter was presented in a video in
class. I collected data during the viewing of the video and utilized this information to
develop the individualized program for Peter.
2. Explain how this artifact demonstrates your mastery of the identified OCTP
Component/competencies.
In developing the IEP, I had to determine how Peter learned and the type of learning
experiences that were the most effective for Peter. Since Peter is classified as mentally
retarded, I needed to select learning opportunities which would be at Peter’s
developmental level but experiences which would be age-appropriate.
In addition, I selected the annual goals and objectives for the instructional program for
Peter for the next year. The selection of goals was based on Peter’s demonstrated
abilities and testing information. I also identified adaptations for general classroom
which were based upon Peter’s identified strengths and needs.
Writing an IEP is part of the federal law IDEA which will be a part of my legal
responsibilities as a classroom teacher. In practicing writing the IEP, I have become
familiar with my part in completing the IEP.
3. What did you learn from developing this artifact?
In completing this IEP, I developed skills in observing students and identifying
strengths and needs from my observation. I practiced using the strengths and needs of a
student to develop annual goals and objectives that would be appropriate for a student’s
age and developmental level. I learned the process of completing the IEP for a special
education student and the legal requirements that teachers must comply with in a school.
Competent ● Committed ● Ethical
31
APPENDIX G
Conceptual Framework
Professionals for the 21st Century: Competent, Committed, and Ethical
The conceptual framework of the teacher education unit of Southeastern Oklahoma
State University establishes the shared vision that directs the preparation of candidates to
work effectively as professionals in P-12 schools. The intent and function of the
conceptual framework is to provide direction for the programs courses, instruction,
candidate performance, service, and accountability for the teacher education unit.
The conceptual framework is consistent with the mission of the university and is
based upon research about best practices in education. The fifteen Oklahoma
competencies, the INTASC Standards, NBPTS principles, and the standards of various
national learned societies provide the context for establishing candidate learning
outcomes.
The revised conceptual framework represents a commitment to the knowledge,
skills, and dispositions established in the previous versions with updates that have
occurred as a result of new knowledge and conceptualizations in the profession of teacher
education. The overall theme of “Teacher: Manager of Learning” in the previous
conceptual framework has been replaced by the new theme Professionals for the 21st
Century: Competent, Committed, and Ethical. In the knowledge component, the
importance of knowledge in the specific uses of technology in the candidate’s content
area was added. In addition in the skills component, the emphasis of educators having
strong and current technology skills was included. The prior conceptual framework
encompassed the four dispositions of integrity, professionalism, competence, and
commitment to education for all students. In the revised conceptual framework, the unit
will seek to develop candidates who are competent, committed, and ethical.
Southeastern Oklahoma State University Vision 2010
Southeastern will be a leader and innovator in higher education. Strong academic
and student life programs with a solid liberal arts and sciences foundation will
characterize the university. Areas such as diversity, globalization, uniqueness, and
cultural richness will be distinctive features of the institution. In addition, Southeastern
established strategic goals in the areas of academic excellence, facilities, funding,
multicultural competence, and recruitment and retention.
Competent ● Committed ● Ethical
32
University Mission Statement
Southeastern Oklahoma State University provides an environment of academic
excellence that enables students to reach their highest potential. By having personal
access to excellent teaching, challenging academic programs, and extra curricular
experiences, students will develop skills and habits that promote values for career
preparation, responsible citizenship, and lifelong learning.
Teacher Education Unit Vision
The teacher education unit at Southeastern Oklahoma State University strives to
be an exemplary provider of high quality teacher education programs in southeastern
Oklahoma and northern Texas for the development of educational practitioners.
Teacher Education Unit Mission
The mission of the Southeastern Oklahoma State University’s teacher education
unit is to produce graduates who demonstrate academic and practical excellence in their
respective fields. Through quality instruction grounded in current research and supported
by diverse field and clinical experiences and technology usage, graduates will develop
the professional competencies necessary to become lifelong learners who are competent,
committed, and ethical practitioners.
Unit Philosophy, Purpose and Goals/Outcomes
Philosophy
The unit’s philosophy begins with the fundamental belief that all students can
learn, however, students learn in different ways and at different rates. Therefore,
educators must be knowledgeable about the content they teach and be committed to
utilizing a variety of instructional strategies and approaches appropriate to the diverse
learning needs of all students. The educational needs of all students should be provided
in a caring, non-discriminatory, and equitable manner.
Another major component of our philosophy is the belief that candidates and
other school professionals must have the knowledge and skills to utilize technology in
order to assist all students in achieving their full potential as learners and citizens of the
world. Schools and classrooms must have teachers who are equipped with technology
resources and skills and who can effectively teach the necessary subject matter content
while incorporating technology concepts and skills (ISTE, 2008, p. 3).
Competent ● Committed ● Ethical
33
Purpose
The purpose of the Teacher Education Unit is to train competent, committed, and
ethical teachers and other school professionals to teach, counsel, administer, and lead in
P-12 schools.
Goals
The teacher education unit has established the following five unit goals which are
aligned with university’s strategic goals:
1. The teacher education unit will have highly regarded programs in education
that meet the changing demands of the 21st century with an emphasis on
technology.
2. The teacher education unit will provide a nurturing environment, and
education programs that attract and retain faculty, staff, and candidates
from diverse backgrounds to work with diverse learners in a changing world.
3. The teacher education unit will make progress in providing up-to-date
facilities and technology for education candidates in order to meet the learning
goals of the unit.
4. The teacher education unit will increase its resources obtained from private
funding sources, grants, and contracts and collaboration/partnerships with
external constituents.
5. The teacher education unit will increase its enrollment by optimizing
recruitment/retention strategies and by expanding its service area through
alternative delivery formats and new delivery sites.
Candidate Learning Outcomes/Institutional Standards
KNOWLEDGE
1. Educators have broad knowledge of liberal arts/general education.
2. Educators know the content appropriate to their major subject area.
3. Educators acquire pedagogical knowledge appropriate to his/her specialty
area.
4. Educators know the specific uses of technology in their discipline.
Competent ● Committed ● Ethical
34
SKILLS
1. Educators demonstrate effective communication skills with peers,
colleagues, and families.
2. Educators have strong and current technology skills.
3. Educators apply a variety of instructional strategies and materials to promote
critical thinking in students.
4. Educators plan instruction that is appropriate for a diverse student population.
5. Educators use a variety of methods to deliver instruction.
6. Educators motivate students to learn.
7. Educators use multiple assessment tools to monitor student learning and
modify instruction.
DISPOSITIONS
Based on the vision, mission, philosophy, purposes, goals/outcomes, the unit is
committed to preparing school practitioners who will demonstrate the following
dispositions:
1. Educators who are competent:
a. possess the knowledge, skills, and dispositions needed to perform their
role and responsibilities in the classroom.
b. promote positive learning outcomes for all students.
c. know how to use self-reflection to learn from their experiences and
improve their effectiveness.
d. know how to secure and use various technological resources to
enhance student learning, communication, and management tasks.
e. embrace cultural diversity and accommodate the needs of diverse
learners.
f. value the role of the family in the child’s education and know how to
work cooperatively with parents and the community for the child’s
benefit.
Competent ● Committed ● Ethical
35
2. Educators who are committed:
a. support learning for diverse learners in a caring, non- discriminatory
and equitable manner.
b. establish high standards for all students.
c. set high standards for themselves by being personally invested in their
own professional work and career development.
d. are proud to serve their communities as educational leaders and
advocate for the profession in all interactions.
e. engage in service to the profession and community.
3. Educators who meet high ethical standards of practice:
a. respect and value all students and others for their diverse talents,
abilities, and contributions.
b. are sensitive to community and cultural norms.
c. are timely, respectful, and responsible in meeting expectations.
d. model ethical and democratic principles in all relationships.
e. use sound judgment and display confidence in practice.
f. are honest in communications and interactions with others.
g. maintain confidentiality.
Competent ● Committed ● Ethical
36
Teacher Education Logo
The hexagon-shaped plane of the logo consists of three components---general education, major subject
education, and professional education. The three points of the triangle, defined by NCATE standards,
State of Oklahoma, and the learned societies, rest on the remaining three sides of the hexagon. This
plane serves as the foundation for the development of the theme Professionals for the 21st Century:
Competent, Committed, and Ethical. Each component is essential and contributes to the creation of the
final product: an educator who is prepared to effectively utilize technology in planning and delivering
instruction for diverse students while motivating and assessing all students.
Competent ● Committed ● Ethical
37
The circle symbolizes the ongoing interdependence of accepted theory, cumulative and current
research, and wisdom of practice. These guiding influences serve in the selection of content to be
included in the conceptual framework for general education, major education, and professional
education.
The structure inside the circle represents Morrison Hall, a campus landmark which has been closely
associated with teacher education. The steps represent the knowledge, skills, dispositions, and
technology information and skills candidates need to develop as they progress through the teacher
education program. The unit expects teacher candidates to demonstrate evidence of these attributes
when they complete the program. The steps, therefore, denote both the beginning of the learning
process and the maturation of the final product as the teacher candidates prepare to become
professionals in the field. The columns represent the teaching behaviors that are acquired in the
program. The teacher education program at Southeastern is dedicated to producing competent,
committed, and ethical educators who can successfully work with diverse students.
Competent ● Committed ● Ethical
38
TEACHER WORK SAMPLE
EDUC 4919 – Teaching Experiences
in Major Program
Module IV Portfolio Artifact
The source of the Teacher Work Sample is from The Renaissance Partnership for
Improving Teacher Quality which is a Title II federally funded project with offices
at Western Kentucky University. Director: Roger Pankratz
Competent ● Committed ● Ethical
39
Southeastern Oklahoma State University
EDUC 4919 – Teaching Experiences in Major Programs
Teacher Work Sample – Module IV Portfolio Artifact
Guidelines for Preparation
As a requirement during student teaching, each candidate must develop a Teacher
Work Sample that documents your ability to plan, deliver, and assess a standards-based
instructional sequence, and then reflect on the impact of your instruction on student
learning. The Teacher Work Sample is completed during EDUC 4919 – Teaching
Experiences in Major Programs. The required components are outlined in the attached
document. In addition, the rubrics used to evaluate your Teacher Work Sample are
included for use in developing your written report.
The following steps should be considered in completing your Teacher Work
Sample:
1. Read the directions for the Teacher Work Sample and discuss the project
with your mentor teacher. They may suggest a unit of instruction, concept or
skill in the future curriculum that may be appropriate for your assignment.
2. Begin immediately to gather information on the contextual factors in your
school and classroom assignment. These factors will have implication for the
unit you select to implement.
3. As you begin to instruct more of the school day, select a class or group of
students to be the basis for your Teacher Work Sample.
4. Review the following website to examine Teacher Work Samples
developed by other teacher candidates in various academic programs for
various grade and subject levels: http://uni.edu/itq/
5. If you want me to review any portion of your TWS electronically at
any time, please email the document as an attachment.
6. Submit the completed Teacher Work Sample electronically by
Competent ● Committed ● Ethical
40
The Vision
Successful 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.
Your Assignment
The 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 and a prompt. The standards will be used to evaluate your
TWS. The prompts or direction help you document the extent to which you have met the
standard.
You are required to teach a comprehensive unit. Before you teach the unit, you
will describe contextual factors, identify learning goals based on your 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 you teach the unit, you analyze student learning and then
reflect upon and evaluate your teaching as related to student learning.
Format
1. Complete a cover page that includes your name, date submitted, grade level
taught, subject taught, and your university.
2. Provide a table of contents that lists the sections and attachments in your TWS
document with page numbers.
3. Charts, graphs and assessment instruments may be a part of the TWS document.
However you should be very selective and make sure your attachments provide
clear, concise evidence of your performance related to TWS standards and your
students’ learning progress.
4. A suggestive page length for your narrative is given at the end of each component
section. You have some flexibility of length across components, but the total
Competent ● Committed ● Ethical
41
length of your 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.
5. If you referred to another person’s ideas or material in your narrative, you should
cite these in a separate section at the end of your narrative. You may use any
standard form for references.
6. In order to insure the anonymity of students in your class, do not include any
student names or identification in any part of your TWS.
Contextual Factors
TWS Standard
The teacher uses information about the learning-teaching context and student individual
differences to set learning goals and plan instruction and assessment.
Task
Discuss relevant factors and how they affect the teaching-learning process. Include any
supports and challenges that affect instruction and student learning.
Prompt
In your discussion, include:
Community, district and school factors. Address geographic location,
community and school population, socio-economic profile and race/ethnicity.
You might also address such things as stability of community, political climate,
community support for education, and other environmental factors.
Classroom factors. Address physical features, availability of technology
equipment and resources and the extent of parental involvement. You might also
discuss relevant factors such as classroom rules and routine, grouping patterns,
scheduling and classroom arrangement.
Student characteristics. Address student characteristics you must consider as
you design instruction and assess learning. Include factors such as age, gender,
race/ethnicity, special needs, achievement/developmental levels, culture,
language, interests, learning style/modalities of students’ skill levels. In your
narrative, make sure you address student skills and prior learning that may
influence the development of your learning goals, instruction and assessment.
Instructional implications. Address how contextual characteristics of the
community, classroom and student have implications for instructional planning
and assessment. Include specific instructional implications for at least two
characteristics and any other factors that will influence how you plan and
implement your unit.
Suggested Page Length: 1 – 2 pages
Competent ● Committed ● Ethical
42
Learning Goals
TWS Standard
The teacher sets significant, challenging, varied and appropriate learning goals.
Task
Provide and justify the learning goals for the unit.
Prompt
List the learning goals (not the activities) that will guide the planning, delivery
and assessment of your unit. These goals should define what you expect students
to know and/or be able to do at the end of the unit. The goals should be
significant (reflect the big ideas or structure of the discipline), challenging, varied
and appropriate. Number or code each learning goal so you can reference them
later.
Show how the goals are aligned with local, state, or national standards.
Identify the source of the standards.
Describe the types and levels of your learning goals.
Discuss why your learning goals are appropriate in terms of development,
pre-requisite knowledge, skills, and other student needs.
Suggested Page Length: 1- 2 pages
________________________________________________________________________
Assessment Plan
TWS Standard
The teacher uses multiple assessment modes and approaches aligned with learning goals
to assess student learning before, during and after instruction.
Task
Design an assessment plan to monitor student progress toward learning goals. Use
multiple assessment modes and approaches aligned with learning goals to assess student
learning before, during, and after instruction. These assessments should authentically
measure student learning and may include performance-based tasks, paper-and-pencil
tasks, or personal communication. Describe why your assessments are appropriate for
measuring learning.
Prompt
Provide an overview of the assessment plan. 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. The purpose of this overview is to depict the
alignment between learning goals and assessments and to show adaptations to
meet the individual needs of students or contextual factors. You may use a visual
organizer such as a table, outline or other means to make your plan clear.
Describe the pre- and post-assessments that are aligned with your learning
goals. Clearly explain how you will evaluate or score pre- and post-assessments,
Competent ● Committed ● Ethical
43
including criteria you will use to determine if the students’ performance meets the
learning goals, include copies of assessments, prompts, 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 your plan for formative assessment that will help you determine
student progress during the unit. Describe the assessments you plan to use to
check on student progress and comment on the importance of collecting that
particular evidence. Although formative assessment may change as you are
teaching the unit, your task here is to predict at what points in your teaching it
will be important to assess students’ progress toward learning goals.
Example of Assessment Plan Table: Kindergarten
Learning Goals Assessments Format Adaptations
Learning Goal 1
Example: The
student will link
animals with their
habitats.
Pre-Assessment
Formative
Assessment
Post-Assessment
Checklist: game
with animal masks
& centers
representing habitats
(tree, lake, burrow,
cave)
Animal puppets and
habitats (e.g., bird
and nest) anecdotal
records & picture
journals
Checklist: game
with animal masks
& centers
representing habitats
Repeat and modify
instructions, as
needed.
Demonstrate and
assist with cutting,
gluing, etc. Provide
model of a mask
and model how to
move to habitat
centers. Keep all
activities high-
interest and brief.
Provide concrete
models and
assistance with fine
motor tasks, as
needed. Provide
multiple
explanations and
model
performances.
Process writing
when needed.
Provide verbal cues
and wait time.
Suggested Page Length: 2 plus pre- and post-assessment instruments, scoring
rubrics/keys, and assessment plan table.
Competent ● Committed ● Ethical
44
Design for Instruction
TWS Standard
The teacher designs instruction for specific learning goals, student characteristics and
needs, and learning contexts.
Task
Describe how you will design your unit instruction related to unit goals, students’
characteristics and needs, and the specific learning context.
Prompt
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 you to find patterns of student performance
relative to each learning goals. You may use a table, graph, or chart. Describe
the pattern you find that will guide your instruction or modification of the
learning goals.
Unit overview. Provide an overview of your unit. Use a visual organizer such as
a block plan outline to make your plan clear. Include the topic or activity you are
planning for each day/period. Also indicate the goal or goals that you are
addressing 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.
Activities. Describe at least three unit activities that reflect a variety of
instructional strategies/techniques and explain why you are planning those
specific activities. In your explanation for each activity, include:
how the content relates to your instructional goal(s)
how the activity stems from your pre-assessment information and
contextual factors
what materials/technology you will need to implement the activity, and
how you plan to assess student learning during and/or following the
activity (i.e., formative assessment).
Technology. Describe how you used technology in your planning and/or
instruction.
Suggested Page Length: 3 plus visual organizer
Instructional Decision-Making
TWS Standard
The teacher uses on-going analysis of student learning to make instructional decisions.
Task
Provide two examples of instructional decision-making based on students’ learning or
responses.
Competent ● Committed ● Ethical
45
Prompt
Think of two times during your unit when a student’s learning or response caused
you to modify your original design for instruction. Cite specific evidence to
support your answers to the following:
Describe the student’s learning or response that caused you to rethink your
plans. The student’s learning or response may come from a planned
formative assessment or another source.
Describe what you did next and explain why you thought this would
improve student progress toward the learning goal.
Suggested Page Length: 3 pages
________________________________________________________________________
Analysis of Student Learning
TWS Standard
The teacher uses assessment data to profile student learning and communicate
information about student progress and achievement.
Task
Analyze your assessment data, including pre/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.
Prompt
In this section, you will analyze data to explain progress and achievement toward
learning goals demonstrated by your whole class, subgroups of students, and individual
students.
Whole class. To analyze the progress of your 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 extent to which your students
made progress (from pre- to post-) toward the learning criterion that you
identified for each learning goal. Summarize what the graph tells you about your
students’ learning in this unit (i.e., the number of students who met the criterion).
Subgroups. Select a group characteristics ( e.g., gender, performance level,
socio-economic status, language proficiency) to analyze in terms of one learning
goal. Provide a rationale for your selection of this characteristic to form
subgroups. 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
Competent ● Committed ● Ethical
46
particular students. Use pre-, formative, and post-assessment data to draw
conclusions about the extent to which these students attained the two learning
goals. Graphic representations are not necessary for this subsection.
Suggested Page Length: 4 pages with charts.
Reflection and Self-Evaluation
TWS Standard
The teacher analyzes the relationship between his or her instruction and student learning
in order to improve teaching practice.
Task
Reflect on your performance as a teacher and link your performance to student learning
results. Evaluate your performance and identify future actions for improved practice and
professional growth.
Prompt
Select the learning goal where your students were most successful. Provide two or
more possible reasons for this success. Consider your goals, instruction, and
assessment along with student characteristics and other contextual factors under
your control.
Select the learning goal where your students were least successful. Provide two
or more possible reasons for this lack of success. Consider your goals,
instruction, and assessment along with student characteristics and other contextual
factors under your control. Discuss what you could do differently or better in the
future to improve your students’ performance.
Reflection on possibilities for professional development. Describe at least two
professional learning goals that emerged from your insights and experiences with
the TWS. Identify two specific steps you will take to improve your performance
in the critical areas you identified.
Suggested Page Length – 2 pages
Competent ● Committed ● Ethical
47
Teaching Processes Assessed by the Renaissance Teacher Work Sample
Teaching Processes, TWS Standards, and Indicators
Contextual Factors
The 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 Goals
The 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 Plan
The 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 Instruction
The 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-Making
The 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 Learning
The 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
Interpretation of data
Evidence of impact on student learning
Reflection and Self-Evaluation
The 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
Competent ● Committed ● Ethical
48
Southeastern Oklahoma State University
EDUC 4919 – Teaching Experiences in Major Program
Teacher Work Sample - Contextual Factors Rubric
Module IV - Artifact #
Teacher Candidate __________________________________Date ______________________________
OCTP Competencies: 3
Conceptual Framework: D1e, D2a, D3b
Rating ______1 _______2 _______3
Standard Contextual
Factors
Components
Unacceptable Acceptable Target Rating
OCTP
CF
D3b
Knowledge of
Community,
School and
Classroom
Factors
Candidate
displays minimal,
irrelevant, or
biased knowledge
of the
characteristics of
the school,
community, and
classroom.
Candidate displays
some knowledge of
the characteristics
of the school,
community, and
classroom that may
affect learning.
Candidate displays
a comprehensive
understanding of
the characteristics
of the community,
school, and
classroom that may
affect learning.
OCTP
3
CF
D1e
D2a
Knowledge of
Characteristics
of Students
Candidate
displays minimal,
stereotypical, or
irrelevant
knowledge of
student
differences
(development,
interests,
culture).
Candidate displays
general knowledge
of student
differences
(development,
interests, culture,
abilities/disabilities)
that may affect
learning.
Candidate displays
general & specific
understanding of
student differences
(development,
interests, culture,
abilities/disabilities)
that may affect
learning.
OCTP
3
CF
D1e
D2a
Knowledge of
Students’
Varied
Approaches to
Learning
Candidate
displays minimal,
stereotypical or
irrelevant
knowledge about
the different
ways students
learn (learning
styles/modalities).
Candidate displays
general knowledge
about the different
ways students learn
(learning
styles/modalities).
Candidate displays
general & specific
understanding of
the different ways
students learn
(learning
styles/modalities)
that may affect
learning.
OCTP
3
CF
D1e
D2a
Knowledge of
Students’
Skills and
Prior Learning
Candidate
displays little or
irrelevant
knowledge of
students’ skills
and prior
learning that
may affect
learning.
Candidate displays
general knowledge
of students’ skills
and prior learning
that may affect
learning.
Candidate displays
general & specific
understanding of
students’ skills and
prior learning that
may affect learning.
Competent ● Committed ● Ethical
49
OCTP
3
CF
D1e
D2a
Implications
for
Instructional
Planning and
Assessment
Candidate does
not provide
implications for
instruction and
assessment based
on student
individual
differences and
community,
school, or
classroom
characteristics or
provides
inappropriate
implications.
Candidate provides
general
implications for
instruction and
assessment based
on student
individual
differences and
community, school,
or classroom
characteristics.
Candidate provides
specific
implications for
instruction and
assessment based
on student
individual
differences and
community, school,
and classroom
characteristics.
The source of this rubric is from the Teacher Work Sample project for the Renaissance Partnership for Improving Teacher
Quality which is a Title II federally funded project.
Competent ● Committed ● Ethical
50
Southeastern Oklahoma State University
EDUC 4919 – Teaching Experiences in Major Program
Teacher Work Sample – Learning Goals Rubric
Module IV– Artifact #
Teacher Candidate: __________________________________ Date __________________________
OCTP Competencies: 7, 14
Conceptual Framework: S4, D2b
Rating _______1 _______2 _______3
Standard Components of
Learning Goals
Unacceptable Acceptable Target Rating
OCTP
CF
Significance,
Challenge and
Variety
Goals reflect
only one type or
level of learning
Goals reflect
several types or
levels of
learning but
lack
significance or
challenge.
Goals reflect
several types of
levels of
learning and are
significant and
challenging.
OCTP
CF
Clarity Goals are not
stated clearly
and are
activities rather
than learning
outcomes.
Most of the
goals are clearly
stated as
learning
outcomes.
All of the goals
are clearly
stated as
learning
outcomes.
OCTP
7
CF
S4
D2b
Appropriateness
for Students
Goals are not
appropriate for
the
development,
pre-requisite
knowledge,
skills,
experiences, or
other student
needs.
Most goals are
appropriate for
the
development,
pre-requisite
knowledge,
skills,
experiences,
and other
student needs.
All goals are
appropriate for
the
development,
pre-requisite
knowledge,
skills,
experiences, and
other student
needs.
OCTP
14
CF
D2b
Alignment with
National, State, or
Local Standards
Goals are not
aligned with
national, state
or local
standards.
Most goals are
aligned with
national, state
or local
standards.
All of the goals
are explicitly
aligned with
national, state or
local standards.
The source of this rubric is from the Teacher Work Sample project for the Renaissance Partnership
for Improving Teacher Quality which is a Title II federally funded project.
Competent ● Committed ● Ethical
51
Southeastern Oklahoma State University
EDUC 4919 – Teaching Experiences in Major Program
Teacher Work Sample – Assessment Plan Rubric
Module IV – Artifact #
Teacher Candidate _______________________________ Date ________________________________
OCTP Competencies: 8
Conceptual Framework: S7, D1e, D2a
Rating : _______1 _______2 _______3
Standard Components of
Assessment Plan
Unacceptable Acceptable Target Rating
OCTP
8
CF
S7
Alignment with
Learning Goals
and Instruction
Content and
methods of
assessment lack
congruence with
learning goals or
lack cognitive
complexity.
Some of the
learning goals
are assessed
through the
assessment plan,
but some are not
congruent with
learning goals in
content and
cognitive
complexity.
Each of the
learning goals is
assessed through
the assessment
plan.
Assessments are
congruent with
the learning
goals in content
and cognitive
complexity.
OCTP
8
CF
S7
Clarity of
Criteria and
Standards of
Performance
The assessments
contain no clear
criteria for
measuring
student
performance
relative to the
learning goals.
Assessment
criteria have
been developed,
but they are not
clear or are not
explicitly linked
to the learning
goals.
Assessment
criteria are clear
and are explicitly
linked to the
learning goals.
OCTP
8
CF
S7
Multiple Modes
and Approaches
The assessment
plan includes only
one assessment
mode and does
not assess
students before,
during and after
instruction.
The assessment
plan includes
multiple modes
but all are either
pencil/paper
based and/or do
not require the
integration of
knowledge, skills
and reasoning
ability.
The assessment
plan includes
multiple
assessment
modes including
performance
assessments and
assesses student
performance
throughout the
instructional
sequence.
Competent ● Committed ● Ethical
52
OCTP
8
CF
S7
Technical
Soundness
Assessments are
not valid; scoring
procedures are
absent or
inaccurate; items
or prompts are
poorly written;
directions and
procedures are
confusing to
students.
Assessments
appear to have
some validity.
Some scoring
procedures are
explained; some
items or prompts
are clearly
written; some
directions and
procedures are
clear to students.
Assessments
appear to be
valid, scoring
procedures are
clearly written
and directions
and procedures
are clear to
students.
OCTP
8
CF
D1e
D2a
Adaptations
Based on
Individual Needs
of Students
Candidate does
not adapt
assessments to
meet the
individual needs
of students or the
assessments are
inappropriate.
Candidate does
not make
adaptations to
assessments that
are appropriate
to meet the
individual needs
of some students.
Candidates make
adaptations to
assessments that
are appropriate
to meet the
individual needs
of most students.
The source of this rubric is from the Teacher Work Sample project for the Renaissance Partnership
for Improving Teacher Quality which is a Title II federally funded project.
Competent ● Committed ● Ethical
53
Southeastern Oklahoma State University
EDUC 4919 – Teaching Experiences in Major Program
Teacher Work Sample – Design for Instruction
Module IV – Artifact #
Teacher Candidate _______________________________ Date ________________________________
OCTP Competencies: 1, 3, 4, 7
Conceptual Framework: K2, K4, S2, S3, S4, S5, D1d, D1e
Rating _______1 ______2 _______3
Standard Components Unacceptable Acceptable Target Rating
OCTP
7
CF
S3
S4
Alignment with
Learning Goals
Few lessons are
explicitly linked
to learning goals.
Few learning
activities,
assignments and
resources are
aligned with
learning goals.
Not all learning
goals are covered
in the design.
Most lessons
are explicitly
linked to
learning goals.
Most learning
activities,
assignments
and resources
are aligned
with learning
goals. Most
learning goals
are covered in
the design.
All lessons are
explicitly linked
to learning
goals. All
learning
activities,
assignments
and resources
are aligned
with learning
goals. All
learning goals
are covered in
the design.
OCTP
1
CF
K2
Accurate
Representation of
Content
Candidate’s use
of content
appears to
contain numerous
inaccuracies.
Content seems to
be viewed more
as isolated skills
and facts rather
than as a part of a
larger conceptual
structure.
Candidate’s use
of content
appears to be
mostly
accurate. They
show some
awareness of
the big ideas or
structure of the
discipline.
Candidate’s use
of content
appears to be
accurate.
Focus of the
content is
congruent with
the big ideas or
structure of the
discipline.
OCTP
7
CF
K2
Lesson and Unit
Structure
The lessons
within the unit
are not logically
organized.
The lessons
within the unit
have some
logical
organization
and appear to
be somewhat
useful in
moving
students toward
achieving the
learning goals.
All lessons
within the unit
are logically
organized and
appear to be
useful in
moving
students toward
achieving the
learning goals.
Competent ● Committed ● Ethical
54
OCTP
3, 4
CF
S3
S4
S5
Use of a Variety
of Instruction,
Activities,
Assignments, and
Resources
Lessons have
little variety of
instruction,
activities,
assignments and
resources and
there is heavy
reliance on a
textbook or single
resource.
Lessons have
some variety in
instruction,
activities,
assignments, or
resources but
some make a
limited
contribution to
learning.
Lessons have
significant
variety across
instruction,
activities,
assignments,
and/or
resources. This
variety makes a
clear
contribution to
learning.
OCTP
3, 4 ,7
CF
S4
D1e
Use of
Contextual
Information and
Data to Select
Appropriate and
Relevant
Activities,
Assignments, and
Resources
Instruction has
not been designed
with reference to
contextual factors
and pre-
assessment data.
Activities and
assignments do
not appear
productive and
appropriate for
each student.
Most
instruction has
been designed
with reference
to contextual
factors and pre-
assessment
data. Some
activities and
assignments
appear
productive and
appropriate for
each student.
All instruction
has been
designed with
reference to
contextual
factors and pre-
assessment
data. All
activities and
assignments
appear
productive and
appropriate for
each student.
OCTP
4
CF
K4
S2
D1d
Use of
Technology
Technology is
inappropriately
used or teacher
does not use
technology.
Candidate uses
technology but
it does not
make a
significant
contribution to
teaching and
learning.
Candidate
integrates
appropriate
technology that
makes a
significant
contribution to
teaching or
learning.
The source of this rubric is from the Teacher Work Sample project for the Renaissance Partnership
for Improving Teacher Quality which is a Title II federally funded project.
Competent ● Committed ● Ethical
55
Southeastern Oklahoma State University
EDUC 4919 – Teaching Experiences in Major Program
Teacher Work Sample – Instructional Decision Making
Module IV – Artifact #
Teacher Candidate ________________________________ Date ______________________________
OCTP Competencies: 2, 3, 7, 8
Conceptual Framework: K3, S4 S7, D1e, D2a
Rating: _______1 _______2 _______3
Standard Components of
Instructional
Decision
Making
Unacceptable Acceptable Target Rating
OCTP
2, 3
CF
K3
Sound
Professional
Practice
Many
instructional
decisions are
inappropriate
and not
pedagogically
sound.
Instructional
decisions are
mostly
appropriate,
but some
decisions are
not
pedagogically
sound.
All instructional
decisions are
pedagogically sound.
OCTP
2, 3, 7, 8
CF
S4
S7
D1e
D2a
Modifications
Based on
Analysis of
Student
Learning
Candidate
treats class as
“one plan fits
all” with no
modifications
Some
modifications
of the
instructional
plan are made
to address
individual
student needs,
but these are
not based on
the analysis of
student
learning, best
practice, or
contextual
factors.
Appropriate
modifications of the
instructional plan are
made to address
individual student
needs. These
modifications are
based on the analysis
of student
learning/performance,
best practice, or
contextual factors.
An explanation of why
the modifications
would improve
student progress is
included.
OCTP
7, 8
CF
S7
D1e
Congruence
Between
Modifications
and Learning
Goals
Modifications
in instruction
lack
congruence
with learning
goals.
Modifications
in instruction
are somewhat
congruent with
learning goals.
Modifications in
instruction are
congruent with
learning goals.
The source of this rubric is from the Teacher Work Sample project for the Renaissance Partnership
for Improving Teacher Quality which is a Title II federally funded project.
Competent ● Committed ● Ethical
56
Southeastern Oklahoma State University
EDUC 4919 – Teaching Experiences in Major Program
Teacher Work Sample – Analysis of Student Learning Rubric
Module IV – Artifact #
Teacher Candidate _______________________________ Date ________________________________
OCTP Competencies: 8
Conceptual Framework: S7, D1b, D2b
Rating: _______1 ______2 ______3
Standard Components of
Analysis of
Student
Learning
Unacceptable Acceptable Target Rating
OCTP
8
CF
S7
Clarity and
Accuracy of
Presentation
Presentation is
not clear and
does not
accurately
reflect the data.
Presentation is
understandable
and contains few
errors
Presentation is
easy to
understand and
contains no errors
of representation.
OCTP
8
CF
S7
Alignment with
Learning Goals
Analysis of
student learning
is not aligned
with learning
goals.
Analysis of
student learning
is partially
aligned with
learning goals
and/or fails to
provide a
comprehensive
profile of student
learning relative
to the goals for
the whole class,
subgroups, and
two individuals.
Analysis is fully
aligned with
learning goals and
provides a
comprehensive
profile of each
individual
student’s learning
for the whole
class, subgroups,
and two
individuals.
OCTP
8
CF
S7
Interpretation
of Data
Interpretation is
inaccurate, and
conclusions are
missing or
unsupported by
data.
Interpretation is
technically
accurate, but
conclusions are
missing or not
fully supported
by data.
Interpretation is
meaningful, and
appropriate
conclusions are
drawn from the
data.
OCTP
8
CF
S7
D1b
D2b
Evidence of
Impact on
Student
Learning
Analysis of
student learning
fails to include
evidence of
impact on
student learning
in terms of
numbers of
students who
achieved and
made progress
toward learning
goals.
Analysis of
student learning
includes
incomplete
evidence of the
impact on
student learning
in terms of
numbers of
students who
achieved and
made progress
toward learning
goals.
Analysis of
student learning
includes evidence
of the impact on
student learning
in terms of
number of
students who
achieved and
made progress
toward each
learning goal.
Competent ● Committed ● Ethical
57
Southeastern Oklahoma State University
EDUC 4919 – Teaching Experiences in Major Program
Teacher Work Sample – Reflection and Self-Evaluation Rubric
Module IV – Artifact #
Teacher Candidate ______________________________ Date _________________________________
OCTP Competencies: 9, 12
Conceptual Framework: S7, D1c, D2c, D3e
Rating _______1 _______2 _______3
Standard Components of
Reflection
Unacceptable Acceptable Target Rating
OCTP
9
CF
S7
D1c
D3e
Interpretation
of achievement
of goals
Candidate
provides no
evidence or
reasons that
goals were met
or unmet.
Candidate provides
evidence but no
reasons or
hypotheses to
support why some
learning goals were
met or unmet.
Candidate explores
multiple hypotheses
for why some
learning goals were
met or unmet.
OCTP
9
CF
D1c
D2c
D3e
Insights on
Effective
Instruction
Candidate
provides no
rationale for
why some
activities were
more successful
than others.
Candidate identifies
successful and
unsuccessful
activities and
superficially explores
reasons for their
success or lack of
success (no use of
theory or research).
Candidate
identifies successful
activities and
provides plausible
reasons based on
theory or research
for their success or
lack of success.
OCTP
9
CF
D1c
D2c
D3e
Alignment
Among Goals,
Instruction,
and Assessment
Candidate does
not connect
learning goals
and instruction
in the discussion
of student
learning and
effective
instruction
and/or the
connections are
irrelevant or
inaccurate.
Candidate connects
learning goals and
instruction in the
discussion of student
learning and
effective instruction,
but
misunderstandings
or conceptual gaps
are present.
Candidate logically
connects learning
goals and
instruction results
in the discussion of
student learning
and effective
instruction.
OCTP
9, 12
CF
D1c
D2c
D3e
Implications for
Future
Teaching
Candidate
provides no
ideas or
inappropriate
ideas for
redesigning
learning goals
and instruction.
Candidate provides
ideas for redesigning
learning goals,
instruction, and
assessment but offers
no rationale for why
these changes would
improve student
learning.
Candidate provides
ideas for
redesigning
learning goals and
instruction and
explains why these
modifications
would improve
student learning.
The source of this rubric is from the Teacher Work Sample project for the Renaissance Partnership
for Improving Teacher Quality which is a Title II federally funded project.