Northern State University

Pre-Student Teaching Experience

ELED/SPED/SEED 496
Teacher Work Sample
Fall 2017

Candidate Name: Lydia Hulscher

Candidate Website Address: https://hulscher.weebly.com

Candidate ID Number: 7247533

Name of School where data O.M. Tiffany

was collected:

Subject/Content Area: Language Arts

Grade Level: 3rd

Date Submitted: 11/17/17

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.

I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.

Signature of Candidate Submitting the TWS: Lydia Hulscher electronic submission)

1 | P a g e

Description
A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates’ instruction
on students’ learning as well as provide evidence of candidates’ teaching performance during the
Pre-Student Teaching Experience. The TWS assignment includes the following tasks:

I. Professional Goal Setting and Reflection

II. Contextual Information
III. Instructional Design and Implementation

Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.

References and Credits: If you refer to another person’s ideas or material (such as theorists), cite
these in a separate section at the end of the TWS under References and Credits. (APA is
recommended)

Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both
sides.

Anonymity: Do not include the names of individual students, teachers, or staff as well as
participating schools in any part of the work sample in order to insure the anonymity of all involved.

Submission
An electronic copy of your completed TWS must be submitted to:

• D2L for ELED/SPED/SEED 496

• Your electronic portfolio/professional website (please remember to remove the cover page
with identifying information before posting).

A paper copy of your TWS must be submitted to the Office of Field Experiences (Gerber 111)

2 | P a g e

Task I: Professional Goal Setting
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes
Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an ! Respect and Concern for Students
Individual
! Commitment to Health and Safety
Knowledge of the Learner ! Developmental Needs
! Student Diversity
Knowledge of Content ! Understanding Subject Matter
Knowledge of Pedagogy ! Planning
! Implementation
! Assessment
! Classroom Management and
Organization
! Instructional Materials and Technology
Knowledge of Self as a ! Parent and Community Involvement
Teacher and Member of a ! Commitment to Teaching
Learning Community ! Interpersonal Relations
! Professional Growth and Development
3 | P a g e
Description
Knowledge of Self as an Individual
recognizes the educator’s influence in the
lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the learner focuses on an
understanding of growth and development
of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content implies a broad
understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Pedagogical Knowledge includes those
principles and strategies necessary for
effective teaching, including the planning,
implementation, and assessment of
instruction, classroom management and
organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a Teacher and
Member of a Learning Community calls for
a collaboration among teachers, students
and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
 1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:

Knowledge of Self as an Individual

b. Identify the specific Category Outcome you will use to determine your goal:
Respect and Concern for Students

c. Based on the outcome you selected, write a specific goal for this experience. After your
goal statement, provide a brief narrative explaining the reasons as to why you chose
this goal.
My goal is to become better at developing a relationship with my students and

thus sustaining a trusting environment in the classroom. I chose this goal because I feel

that it has been my lack of security in myself and my past classrooms that has held be

back from being myself and becoming vocal in said classroom, which I feel has held my

past classroom back from learning at it’s best level. I would like to really get to know this

classroom and the children that make it. I would like to gather a better understanding of

how each individual works as I feel that is a big part of creating a proper lesson for the

class as a whole. I am clearly not going to find a perfect fit for everyone, but by

gathering an idea on how everyone learns, I should be able to come close at creating a

lesson everyone will remain engaged in. By learning how each student learns, I hope to

be able to help each of them succeed at the pace that best fits them. I hope to work with

multiple different behaviors and develop a relationship with each of them to help

prepare me for future classes. I hope to resemble a positive role model and make

students feel included and feel safe in their class.

d. Describe the action plan (steps/strategies and resources) required to accomplish this
goal:
I have been observing my cooperating teacher and noticing how she connects

with each student. In the first few weeks I was able to observe each student and grade

quite a few papers, thus getting an idea of what techniques work best for each of him or

4 | P a g e

 her. I have asked her questions on techniques she finds best to communicate and

connect with students and how she executes each strategy. I plan on working one on

one with as many students as possible getting to know each of them as I help out here.

I will use techniques I have learned in classroom management such as humor or

demonstrating enthusiasm to create a bond with my students and show that I am

relatable. I will tell them about me, so that they understand who I am and what my

purpose is in their class. My hope is that with them knowing a little about me, they will

feel more secure about opening up to me and we can learn efficiently and effectively.

e. Reflect on your progress/growth toward achieving this goal:

After looking back on my field experience I do think I made a lot of progress with

this goal. I was able to work one on one with almost if not every student, some more

than others. I learned a vast amount about each students and developed new

techniques and communication skills when it comes to speaking to the children. I will

take these new techniques and strategies with me in my future and cannot wait to see

the impact it has on futures classes. I am much more confident in my ability to connect

with students now. I am not exactly sure why, but it seemed easier to connect with

these third graders than it was to connect with kindergarteners. This really surprised me

because I feel like I had a closed-mindset when it came to the age range of third grade.

This class however crazy some days, was a delight to get to know and teach. It was

interesting to watch students that really struggled trusting teachers open up to me and

were more willing to work on their assignments. That was definitely something I hadn’t

expected when setting this as a goal. I am excited to see my skills continue to grow next

semester. Overall, I am very satisfied with how comfortable I became in this class, how

comfortable it became to speak in front of them and teach them new content.

5 | P a g e

Task II: Contextual Information (see rubric for scoring details)

Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.

Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/

**The below information and resource is taken from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.

Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Such factors include the community, classroom procedures, student demographics, and the
physical environment in which teaching takes place. Understanding these factors as they relate to your
6 | P a g e

teaching will help you determine the instructional strategies and approaches that will support your students’
learning. In this chart, address any factors listed as they pertain to your teaching assignment. The
subcategories listed under each category are just suggestions; there may be other subcategories that you
would like to address, or there may be a subcategory listed that does not apply to your situation.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students

(All subcategories listed in this box are required.) • Grade 3
Students’ grade and developmental levels; the age range of
students; the content area being taught; any other factors • Wide range of developmental levels
that are pertinent to understanding your class assignment
• Age range of 8-9 years

• Content area of Language Arts

• Multiple students with behavioral

problems

Community • Urban Area

(e.g., whether the area is urban, suburban, or rural;
socioeconomic information; census data for the community) • City Population 28,415 as of 2016

• 12% poverty rate

• Median Household Income- $47,540

• Estimated Per Capita Income- $25,468

District • Enrollment- 3,024

(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; graduation rates; ethnicities; • Elementary Level- 1,978
percent of students with IEPs; percent of students who are
ELLs; per-pupil expenditures)
• MS- 1,046

• High School percentage of

free/reduced- 22.9%

• Percentage of IEP’s- 15.48%

• Percentage of ELL’s- 3%

• Ethnicities- 7

7 | P a g e

School • Enrollment- 360
(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; ethnicities; percent of students • Percentage of free/reduced lunches-
with IEPs; percent of students who are ELLs; teacher-to-
student ratio) 44.1%

• Percentage of IEP’s- 10%

• Percentage of ELL’s- 5.4%

• Ethnicities- 6

• Student to teacher ration- 22:1

Classroom Demographics • 11 boys, 9 girls

(e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students physical needs, • 2 Native American
and those due to cultural characteristics).
• 2 African American

• 1 Thai

• 15 Caucasian

• 6 students on specific behavior plan

• 1 ESL student

Knowledge of Students • 1 ESL student

(in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior
learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
• 6 students on behavior plan
• 2 students on daily behavior plans- 15
minute increments focusing on getting
work done and making positive problem
solving decisions

• 1 of these students earns “brag tags”

since they are out of the classroom for a
majority of the day for an adapted
curriculum

• All 6 students earn “funny money” to

spend at the store on Friday afternoons.

• 1 on the spectrum

• 7 with ADD/ADHD

8 | P a g e

 • Various Developmental Levels

Task III: Instructional Design and Implementation

Objective: Candidates design, implement, and assess one lesson. (see rubric for scoring on each
component)
To complete this task, use the Common Lesson Plan Template (see below). You will complete this
template for the lesson that your university supervisor formally observes.

Millicent Atkins School of Education: Common Lesson Plan Template

9 | P a g e



Teacher Candidate Name: Lydia Hulscher

Grade Level: 3rd
Subject: Language Arts (Compound Words)
Date: 11/1/17
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the convention of standard English

grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.3.RF.3 Know and apply grade level phonics and word analysis skills in
decoding words.

Rationale (cite theories or theorists):

In Vygotsky’s theory of Zone of Proximal Development (ZPD), it is based on the beginning of the
lesson, students will not know how to do the skill; however, throughout the lesson, they will learn
how to complete the skill with different ways to expand their knowledge with help from a teacher or
someone else. By the end of the lesson, they will be able to master the skill independently and
prove that they understand the skill with minimal help.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”

Students will be able to identify compound words and know when to use them properly in and out
of the classroom.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The lesson on compound words will be used as a review/ refresher to build up for future writing
prompts and conversations with peers and adults.

List the materials/resources you will need to teach the lesson.

Smart board, classroom handouts, Phonics anchor chart, crayons, and a pencil.

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson
and explain how it will enhance instruction and student learning.
I will be using a smart board for the ‘I do’ portion as well as a classroom group activity. We will be
coloring in squares that have compound words. (Students will have their own copy to color along
with the rest of the class)

Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
10 | P a g e

I will give our ESL student visuals if needed, and I will frequently check for comprehension offering
one-on-one assistance if required. Currently, there are 6 students on an IEP. The students on
IEP’s can usually engage in discussions and activities along with their peers, but may need further
instruction and more guidance on independent work. If this is the case, I will be there to help them
their work. At the time of the lesson there will only be 3 students on IEP in the classroom that may
need the extra monitoring.
Student 1- ESL student; they will have the visual card to help as a guideline.
Student 2 and 3- I will monitor to ensure they understand the content and be ready to support
them if needed.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

Our ‘We Do’ portion of this lesson will be us as a classroom completing a worksheet in which we
review compound words and color the boxes that include them. This will be a portion of my pre-
assessment; I will also use a verbal cue and ask for questions or a thumbs up.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
With the verbal confirmation or thumbs up given to me by the class, I will be sure that students are
ready to move on in progression with the rest of the lesson.
Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
I will use callback cues during whole class work and monitor each student throughout the work
time to make sure they are on task and understand the assignment.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective.
I will have a phonics anchor chart presented to the class on the smart board and will give a brief
description on compound words. This will help refresh their memory and model a compound word
thus introducing the lesson. This lesson should be mostly review for the students so they should
grasp the content rather easily.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice
the skills and content needed to meet the learning objective(s).
As a class we will be completing a worksheet in which I will have an example up on the board and
the class will have their own individual hand out to follow along. I will call on students to ask them
if they see a compound word and when we find one we will color it in. I will color it on the smart
board and they will color their own sheet. At the end of this I will ask if there are any questions and
for a thumbs up to be sure the students are ready to move on.

11 | P a g e

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?
The students will be handed a worksheet on compound words and will be asked to complete it to
ensure their comprehension on compound words. The worksheet asks the students to read
sentences and underline the compound word and then write the two words that create the
compound. They also are given clues and asked to write the compound word they are describing.
(e.g. You use it to cut the grass, lawnmower.) This worksheet will also be used as the post
assessment.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught
in an interactive manner (whole/small group, etc.).
I will reemphasize the lesson by asking the class to tell me what a compound word is and then ask
for a few examples as a form of exit ticket/post assessment.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use
to measure students’ level of understanding toward the learning objectives after teaching the
lesson.

I will use this worksheet posted below to see how much the students comprehended and then ask
at the end of the lesson for examples and a definition as a form of informal post assessment as
well.
(The post assessment worksheet is posted below the lesson plan)
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
After grading papers the average score was 14.4/15 and I feel that that was a successful outcome.
I received thumbs up to move on and not too many questions before moving on to the
independent work. During independent work I monitored the students and I would say all but
maybe one were working quite smoothly without struggle. However, the student that was
struggling is also one from the IEP and his problem wasn’t necessarily that he did not understand
the content as much as he struggled to focus. I made sure to check up on regularly and help him
remain focused and finish his work. As I also monitored the rest of the class, there were a few
questions, but questions that were easily answered by the students when given a vague clue. For
example on the sheet the question said something like “You sit in this to take a bath.” I would
simply as the students, “Well what do you sit in when you take your bath?” This would typically
spark the clue of bathtub, but if students said tub, I would mention, “yes but what kind of tub?”
After this the students would light up as they realized the answer. Overall, the students really
understood the material and the pre and post-assessment results were satisfactory.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite
examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you
make each revision? Cite examples from the lesson plan, video and/or student work that would

12 | P a g e

prompt revisions.

Overall, I was satisfied with how this lesson turned out. Do I think it was the best I can do?
Probably not. However, I do think that it ran smoothly and I felt so much calmer presenting this
lesson than I did for my first portion of junior field. I think this has a lot to do with the large amount
of time I was able to spend working with this class ahead of time, getting to know the students.
However I also think that this classroom and school as a whole were incredibly welcoming and
made my experience there that much more enjoyable.
I do feel as if I could have done a little more for my pre-assessment. I could have maybe
done a small activity the day before, but overall I do think that the ‘we do’ that I used as a pre-
assessment worked well. However, while watching the video I did notice that I almost skip my
informal pre-assessment of “Any questions? Thumbs up if you’re ready to move on.” Of course, I
didn’t have this planned, but in the chaos of the class it slipped my mind and is something I would
like to be more aware of in the future. However during this portion of the lesson I do feel that we
had a great amount of participation throughout the entire classroom. The students were helpful
and answered questions appropriately for the most part. I think if I were to fix anything with their
behavior, I would just improve on my classroom management skills. This is something that I do
think I have improved on throughout my experience, but is also something that will only continue
to improve throughout my future experiences and teaching career. It is a very hands on learning
experience in my opinion.
If I were to do this lesson again, I think I would have tried to make It more creative and
interactive. I feel like my students would have benefited greatly if I got them moving. In my future
lessons I would like to incorporate music into a lesson, because these students respond very well
to music. I would also add even more enthusiasm than I did during this lesson. I definitely use
inflection, but I feel if I had even more charisma the students would have responded better. As
mentioned before, I would possibly change the pre-assessment as well. I think the small amount
of pre-assessment that I had for this class fit with my class well, but can see how if I had a more
formal version I would be able to compare pre to post-assessment a lot better/easier.

13 | P a g e

‘I Do’

14 | P a g e

‘We do’

15 | P a g e

‘You do’

16 | P a g e

 References:

McDevitt, T. M., & Ormrod, J. E. (2016). Child Development and Education. Boston, MA: Pearson

Education Inc

17 | P a g e

 ELED/SPED/SEED 496 Teacher Work Sample Scoring Rubric
Pre-Student Teaching Experience

Teacher Candidate Name: Lydia Hulscher

Semester: Spring Fall Year 2017
Grade/Subject Area: 3rd grade Language Arts

Task I: Professional Goal Setting

Components Advanced/Excellent
4 3
Candidate identifies one
well-planned goal and
effectively communicates
reasons/justifications for why
s/he chose the goal.
Candidate provides a
detailed action plan for the
achievement of the goal and
Professional Goal cites any specific resources
s/he will use to enhance goal
Setting and Reflection
achievement efforts.
Candidate is highly effective
at communicating any
progress/growth made
toward the goal in the
reflection.
Task II: Contextual Information
Components Advanced/Excellent
4 3
Candidate clearly identifies
numerous contextual factors
which may impact the
instructional strategies,
approaches, and
Contextual Factors assessments used to support
their students’ learning.
Task III: Instructional Design and Implementation
Components Advanced/Excellent
4 3
All lessons contains
evidence of setting
measurable objectives that
are clearly aligned with
specific state and/or national
standard(s).
Standards/Objectives
Lessons allow for numerous
connections across the
curriculum which serve to
build understanding, and
Proficient/Competent
Candidate identifies one goal
and communicates
reasons/justifications for why
s/he chose the goal.
Candidate provides an
action plan for the
achievement of the goal and
cites resources s/he will use
to enhance goal
achievement efforts.
Candidate effectively
communicates any
progress/growth made
toward the goal in the
reflection.
Proficient/Competent
Candidate identifies several
contextual factors contextual
factors which may impact the
strategies, approaches, and
assessments used to
support their students’
learning.
Proficient/Competent
Most lessons contains
evidence of setting
measurable objectives that
are aligned with specific
state and/or national
standard(s).
Lessons allow for
connections across the
curriculum which serve to
build understanding, and
Basic/Developing Below Basic/
2 Needs Work
1
Candidates identifies one Candidate does not
goal but does not identify a well-planned
adequately provide goal nor provide a reason
reasons/justifications for for the selection of the
the selection of the goal. goal.
Candidate provides an Candidate does not
action plan for the provide an action plan for
achievement of the goal the achievement of the
but needs to work to goal.
develop a more specific
list of resources to be Candidate is not clearly
used for achievement of able to reflect on his/her
that goal. performance in the area
of goal
Candidate’s reflection on setting/achievement.
goal achievement is
minimal and needs
development.
Basic/Developing Below Basic/
2 Needs Work
1
Candidate identifies very Candidate does not
few contextual factors identify the contextual
which prohibits his/her factors.
ability to fully recognize
any impact those factors
would have had on
potential strategies,
approaches, and
assessments used to
support their students’
learning.
Basic/Developing Below Basic/
2 Needs Work
1
Lessons contain minimal Lessons contain no
evidence of setting evidence of setting
measurable objectives measurable objectives
that are only somewhat and are not aligned with
aligned with specific specific state and/or
state and/or national national standard(s).
standard(s).
Lessons allow for no
Lessons allow for very apparent connections
few connections across across the curriculum;
the curriculum which do students are not able to

18 | P a g e

 encourage application to real
world issues.
Incorporates a well-aligned
pre-assessment to measure
students’ prior knowledge of
the learning objective and
purposefully utilizes the
results to inform
planning/instruction for the
lesson and post assessment.
Includes copies of the Pre-
Assessment and Post-Assessments used.
Includes a copy of a high
quality key/product to show
desired outcome.
Purposefully and consistently
incorporates the use of
available technology to
further enhance instruction in
ways that authentically
engage all students in the
learning experience. For
Technology
cases where technology is
not utilized, candidate
provides a logical
explanation.
Purposefully adjusts
instruction during lesson
planning and implementation
in order to significantly meet
Differentiation, all of the identified needs of
individuals, small groups or
Accommodations, the class by including
and Modifications specific methods of
differentiation,
accommodations and
modifications.
Numerous
management/motivational
strategies are clearly
identified and rationale
provided for how these
Management strategies serve to
significantly enhance both
student engagement and
learning.
19 | P a g e
encourage application to real
world issues.
Incorporates a pre-
assessment to measure
students’ prior knowledge of
the learning objective and
somewhat utilizes the results
to inform planning/instruction
for the lesson and post
assessment.
Includes copies of the Pre-
and Post-Assessments
used.
Includes a copy of a
key/product to show desired
outcome.
Incorporates the use of
available technology to
somewhat enhance
instruction in ways that
engage most of the students
in the learning experience.
For cases where technology
is not utilized, candidate
provides an explanation.
Adjusts instruction during
lesson planning and
implementation in order to
meet some of the identified
needs of individuals, small
groups or the class by
including general methods of
differentiation,
accommodations and
modifications.
Management and
motivational strategies are
identified and rationale is
provided for how these
strategies enhance student
engagement and learning.
not build understanding,
nor encourage
application to real world
issues.
Incorporates a pre-
assessment which
partially measures
students’ prior
knowledge of the
learning objective but
fails to adequately utilize
the results to inform
planning/instruction for
the lesson and post
assessment.
Includes copies of the
Pre- and Post-
Assessments used.
Includes a copy of a
key/product to show
desired outcome.
Is still developing the
ability to incorporate the
use of available
technology to enhance
instruction in ways that
engage the students in
the learning experience.
For cases where
technology is not utilized,
candidate provides an
explanation.
Attempts to adjust
instruction during lesson
planning and
implementation but the
differentiated instruction,
accommodations and
modifications used do
not fully meet the
identified needs of
individuals, small groups
or the class.
Management and
motivational strategies
are not clearly identified
and rational is lacking
evidence of how these
strategies fully serve to
enhance student
engagement and/or
learning.
build an understanding or
apply to real world issues.
Does not incorporate
evidence of a pre-
assessment to measure
students’ prior knowledge
of the learning objective.
Does not include copies
of the Pre- and Post-
Assessments used.
Does not include a copy
of a key/product to show
desired outcome.
Does not incorporate the
use of available
technology to enhance
instruction nor provide an
explanation for why
technology is not utilized.
Does not adjust
instruction during lesson
planning and
implementation in order to
meet the identified needs
of individuals, small
groups or the class. No
differentiation,
accommodations and
modifications present.
Management and
motivational strategies to
enhance student
engagement and learning
are not identified.
 Purposefully activates
student interest by
consistently including a
highly-effective/engaging
introduction and closing.
Effectively introduces and
repeatedly reinforces the
learning objective(s) so that
students are cognizant of
expected outcomes.
Presents all content in a
sequential manner and
provides numerous
opportunities for modeling
and practicing the skills and
content needed to meet the
learning objective(s).
Lesson Consistently checks for
Implementation student understanding
throughout the entire lesson
(I Do/We Do/You Do) cycle and provides detailed
evidence of re-
teaching/remediation where
necessary.
Includes numerous detailed
reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are supported by
relevant theory/research that
is clearly cited).
Includes professional-quality
table/charts/graphs which
clearly show post
assessment results (and pre-
post comparison if
applicable)
Provides detailed description
of the post assessment
results which thoroughly
addresses all of the following
Analyzes items :
students’ progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post assessment
results
how the results of the post
assessment highlight what
areas of the lesson will
20 | P a g e
Activates student interest by
including an
effective/engaging
introduction and closing.
Introduces and reinforces
the learning objective(s) so
that students are cognizant
of expected outcomes.
Presents all content in a
sequential manner and
provides opportunities for
modeling and practicing the
skills and content needed to
meet the learning
objective(s).
Checks for student
understanding throughout
most of the lesson cycle and
provides evidence of re-
teaching/remediation where
necessary.
Includes reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are somewhat
supported by relevant
theory/research that is cited).
Includes average-quality
table/charts/graphs which
show post assessment
results (and pre-post
comparison if applicable)
Provides a description of the
post assessment results
which somewhat addresses
most of the following items:
students’ progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
Attempts to activate
student interest but
needs to work to develop
a more effective lesson
opening and closing.
Needs to be more
purposeful about
introducing and
reinforcing the learning
objective so that the
students are cognizant of
expected outcomes.
Content is not always
presented in a sequential
manner and candidate
needs to provide more
opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Checks for student
understanding
throughout most of the
lesson cycle and
provides little evidence of
re-teaching/remediation
where necessary.
Includes reasons for why
the instructional
strategies and learning
activities chosen for the
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes poor-quality
table/charts/graphs
which do not clearly
show post assessment
results (or pre-post
comparison if applicable)
Provides a weak
description of the post
assessment results
which does not
adequately address the
following items:
students’ progress
toward mastery of the
objectives from pre-to-
post
factors that may have
affected the post
assessment results
how the results of the
There are no clear
attempts to activate
student interest.
Candidate does not
include evidence of an
effective opening and/or
closing.
Learning objective is not
reinforced throughout the
lesson.
Content is not presented
in a sequential manner
and candidate does not
provide evidence of
allowing opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Candidate does not check
for student understanding
throughout the lesson
cycle and there is no
evidence of re-teaching
/remediation.
Does not includes
reasons for why the
instructional strategies
and learning activities
chosen for the lessons
are developmentally
appropriate (claims are
not at all supported by
relevant theory/research
nor sufficiently cited).
No quality
table/charts/graphs which
show post assessment
(and/or pre) results.
Does not provide a
description of the post
assessment results is
weak and illogical and
does not address all of
the following items:
students’ progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the
post assessment highlight
what areas of the lesson
will require re-
 require re-teaching (if any)
Identifies, describes, and
explains more than two
Lesson Reflection: relevant successful teaching
strategies and provides
Successes detailed supporting evidence
for why they were effective.
Identifies and describes
more than two challenges
Lesson Reflection: encountered throughout
lesson.
Challenges
Identifies and describes
more than two significant
ideas for redesigning the
Lesson Reflection:
lesson and provides full
Improvements details to support the
redesign.
Overall Professional Quality of Teacher Work Sample
Components Advanced/Excellent
4 3
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is well organized with
clarity of thought and
purpose.
Writing Skills Conventions:
Writing has very few errors in
spelling, grammar,
punctuation, and/or sentence
structure.
Overall Quality:
Professionally written, high-
quality paper.
21 | P a g e
Identifies, describes, and
explains two successful
teaching strategies and/or
provides supporting
evidence for why they were
effective.
Identifies and describes two
challenges encountered
throughout the lesson.
Identifies and describes two
ideas for redesigning the
lesson and provides details
to support the redesign.
Proficient/Competent
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is organized.
Conventions:
Writing has only occasional
errors in spelling, grammar,
punctuation, and/or sentence
structure, but does not
significantly detract from
overall quality.
Overall Quality:
Adequately written, average
quality paper.
post assessment
highlight what areas of
the lesson will require re-
teaching (if any)
Identifies, describes, and
explains only one
successful teaching
strategy and/or provides
only minimal supporting
evidence for why it was
effective.
Identifies and describes
only one challenge
encountered throughout
the lesson.
Identifies and describes
one idea for redesigning
the lesson and provides
very minimal details to
support the redesign.
Basic/Developing
2 Needs Work
Content Organization:
Most formatting
requirements followed:
(Cover page,
references/credits, font
and spacing, anonymity)
Paper is somewhat
organized but candidate
needs to continue to
develop communicating
thought and purpose.
Conventions:
Writing has frequent
errors in spelling,
grammar, punctuation,
and/or sentence
structure, and this
somewhat detracts from
overall quality.
Overall Quality:
Writing and quality of
paper are in
development but
resubmission is not
required.
Fails to adequately
identify, describe, or
explain successful
teaching strategies and
provides no supporting
evidence.
Fails to adequately
identify, describe, or
explain challenges
encountered throughout
lesson.
Fails to identify and
describe an idea for
redesigning the lesson
and/or provides no details
to support the redesign.
Below Basic/
1
Content Organization:
Few formatting
requirements were
followed: (Cover page,
references/credits, font
and spacing, anonymity)
Paper requires much
better organization of
content and candidate
needs to significantly
develop in the area of
communicating thought
and purpose.
Conventions:
Writing has numerous
errors in spelling,
grammar, punctuation,
and/or sentence
structure, errors which
significantly detract from
overall quality.
Overall Quality:
Poorly written, low-quality
paper. Resubmission
required.