A Guide for Compiling a Physical Education Teacher Work Sample Portfolio Performance Requirements Teaching Processes Standards and Indicators Scoring Rubrics College of Education Kean University Revised 2012 Teacher Work Sample NCATE accredited since 1954 adopted by College of Education 12/06 Note: The materials in this document were developed by representatives of the Renaissance Partnership Institutions and are used with their permission. The Renaissance Partnership for Improving Teacher Quality Project http://fp.uni.edu/itg
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A Guide for Compiling a
Physical Education
Teacher Work Sample
Portfolio
Performance Requirements
Teaching Processes
Standards and Indicators
Scoring Rubrics
College of Education
Kean University
Revised 2012
Teacher Work Sample
NCATE accredited since 1954 adopted by College of Education 12/06
Note: The materials in this document were developed by representatives of the
Renaissance Partnership Institutions and are used with their permission. The
Renaissance Partnership for Improving Teacher Quality Project http://fp.uni.edu/itg
C:\Documents and Settings\Pat\My Documents\Kean Docs\PE_TWS Portfolio updated 3-8-2012.docx
Teacher Work Sample (TWS) Committee
Dr. J. Amorino Dr. M. Knight
Prof. M. Bocchino Dr. B. Lee
Dr. L. Cahir Dr. L. Lorentzen
Prof. A. Caruso Dr. M. Mobley
Dr. G. DelRisco Dr. F. Osborne
Prof. R. Evans Dr. J. Oussaty
Dr. J. Hoffman Dr. V. Rodriguez
Dr. L. Schraer-Joiner Dr. D. Schuman
Dr. D. Joiner
Teacher Work Sample (TWS) Physical Education Committee
MUS3310/3311, PED3610, 3611, SPED3000, THE3220 will be responsible for assisting
students in developing the Mini-Teacher Work Sample Portfolio processes, reviewing each
student’s Mini-Teacher Work Sample Portfolio and formally evaluating the Mini-Teacher
Work Sample Portfolio using the Teacher Work Sample Portfolio Assessment Rubrics and the
Teacher Work Sample Portfolio Assessment form.
The university supervisor/clinical instructor will support the preprofessional field experience
student in the development of the Mini-Teacher Work Sample Portfolio processes offering
assistance and ensuring that the processes and reflections are appropriate and reflect the
SPECTRUM Model. The university supervisor/clinical instructor will not be responsible for
formally evaluating the Mini-TWS portfolio at Level II.
Instructors/supervisors are to use the Teacher Work Sample Portfolio Assessment Processes
form as a guide to summarizing a candidates’ performance in each section. It is not necessary
to sum the candidates’ score in each descriptor to achieve a total score in each section.
Level III
The university course instructor of the following capstone courses: EC4000, EDUC 4000,
EMSE 4900, MUS4000, PED4610 and SPED4200, is to review each candidate’s Teacher
Work Sample Portfolio. He/She also will provide guidance in its continued development and
formally evaluate each Teacher Work Sample Portfolio using the Teacher Work Sample Portfolio
Assessment Rubrics and the Teacher Work Sample Portfolio Assessment form in the evaluation.
The Teacher Work Sample Portfolio evaluation will be included in the grade for the capstone
course.
Graduate students in EC5565, EC5566, and EMSE5561 will be responsible for completing the
Teacher Work Sample Portfolio.
The university supervisor/clinical instructor is responsible for reviewing and formally
evaluating each candidate’s Teacher Work Sample Portfolio and providing assistance in the
development of the processes and the accompanying reflections. The university
supervisor/clinical instructor will use the Teacher Work Sample Portfolio Assessment Rubrics and
the Teacher Work Sample Portfolio Assessment form in the evaluation with input from the
cooperating teacher.
Instructors/supervisors should use the Teacher Work Sample Portfolio Assessment Processes form
as a guide to summarizing a candidates’ performance in each section. It is not necessary to sum
the candidates’ score in each descriptor to achieve a total score in each section.
18
The cooperating teacher will use the Teacher Work Sample Portfolio as a catalyst for discussion
about best teaching practices. The cooperating teacher will provide input to the university
supervisor/clinical instructor regarding the evaluation of the Teacher Work Sample Portfolio.
Each professional intern will have two Teacher Work Sample Portfolio evaluations, one from the
university supervisor/clinical instructor and one from the capstone instructor.
Evaluation Form Submission
A copy of the completed Teacher Work Sample Portfolio Assessment form will be submitted to
the Teaching Performance Center by the designated instructor of the Level I, II or III course.
For the professional internship, a completed Teacher Work Sample Portfolio Assessment Form
will be submitted to the Teaching Performance Center by both the university supervisor/clinical
instructor and the Level III course instructor.
19
VI. Overview of Teacher Work Sample (TWS)
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.
The 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,
Requirements, and a Rubric that defines various levels of performance on the standard. The Standards
and Rubrics will be used to evaluate the TWS. The Requirements help document the extent to which
each of the standards has been met.
Teaching a comprehensive unit is required. Before teaching the unit, the contextual factors are to be
described, learning goals based on state or district content standards, create an assessment plan
designed to measure student performance before (pre-assessment), during (formative assessment) and
after (post-assessment), and plan for instruction. After the unit has been taught, analyze and reflect on
student learning. Then evaluate the instruction and teaching as they relate to student learning.
Format
• Ownership. Complete a cover page that includes (a) name, (b) date submitted, (c) grade level
taught, (d) subject taught, (e) course number and title (f) names of clinical instructor, supervisor,
faculty and cooperating teacher, and (g) name of school.
• Table of Contents. Provide a Table of Contents that lists the sections and attachments in the TWS
document with page numbers.
• Charts, graphs and attachments. Charts, graphs and assessment instruments are required as part of
the TWS document. Other attachments may be provided such as student work. However, please be
very selective and make sure the attachments provide clear, concise evidence of teaching
performance as related to TWS standards and students’ learning progress.
• Narrative length. A suggested page length for the narrative is given at the end of each component
section. There is some flexibility of length across components, but the total length of the written
narrative (excluding charts, graphs, attachments and references) should not exceed twenty (20)
20
word-processed pages, double-spaced in 12-point font, with 1-inch margins, not including charts,
graphs and student work examples.
• References and Credits (not included in total page length). If another person’s ideas or material are
referred to in the narrative, these should be cited in a separate section at the end of the narrative
under References and Credits. Any standard form for references may be used however, the
American Psychological Association (APA) style is a recommended format (explained in the
manual entitled “Publication Manual of the American Psychological Association”).
• Anonymity. In order to insure the anonymity of students in the class, do not include any student
names or identification in any part of the TWS.
21
Teacher Work Sample
Teaching Processes Assessed by the Teacher Work Sample (TWS)
TEACHING PROCESSES, TWS STANDARDS AND INDICATORS
Introduction to the Portfolio The purpose is defined
The outcomes met by the candidate are described
There are relevant connections made between the elements of the TWS and the outcomes.
There is a description of the organization of the TWS Portfolio
Philosophy Statement
There is evidence that the candidate had the student as the focus
The SPECTRUM Model is used as the framework
The candidate understands theory and research
The candidate has gained insight into teaching and learning through field experiences and coursework.
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
22
� 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
23
Introduction to the Portfolio
To be completed by: Introductory (Level I) and Professional Interns (Level III)
The Introduction is the teacher candidate’s opportunity to discuss the purpose of the
Teacher Work Sample portfolio. In defining the purpose of the Teacher Work Sample,
the candidate integrates a discussion of the College of Education Learning Outcomes,
drawing relevant connections between the elements of the Teacher Work Sample and
the learning outcomes in the categories of Knowledge, Skills, and dispositions. The
introduction should also guide the reader in the organization of the portfolio.
Requirements:
• The purpose is defined.
• The outcomes met by the candidate are described.
• There are relevant connections made between the elements of the TWS and the
outcomes.
• There is a description of the organization of the TWS Portfolio
Checklist N Y
The purpose is defined.
The outcomes are described.
Relevant connections are made between the TWS and
the Learning outcomes.
There is a description of the organization.
Suggested Page Length: 1-2 pages
24
Philosophy Statement
To be completed by: Introductory Field Students (Level I) and Professional Interns (Level III).
The Philosophy statement addresses the candidate’s view of the essence of education based on
documentation and experience and support by research. The focus should be the K-12 student on how
the classroom can help develop the K-12 student into an effective citizen based on what has been
learned at Kean University. The statement should be built around the SPECTRUM Conceptual
Framework of the College of Education and reflect on knowledge, skills and dispositions.
Requirements:
• Provide evidence that the teacher candidate had the student as the focus.
• Use the SPECTRUM Model (Learning Outcomes in Knowledge, Skills, and Dispositions) as
the framework.
• Include relevant theory and research that has influenced your Philosophy of Education
(minimum of 3 references).
• Include the insight you have gained into teaching and learning through the course work and
filed experiences you have completed.
Checklist N Y
Students as the focus
SPECTRUM used for framework
Demonstrates knowledge of relevant theory and research
Uses insight gained from course work and field work
Suggested Page Length: 2-3 pages
Unacceptable Acceptable Target
1.4 Identify historical,
philosophical, and social
perspectives of physical
education issues and
legislation.
TC fails to meet program
requirements for identifying
historical, philosophical and
social perspectives of PE issues
and legislation.
Evidence could include projects,
assignments, departmental
examinations, state or national
licensure tests.
TC exceeds program
requirements for identifying
historical, philosophical and
social perspectives of PE issues
and legislation.
Evidence could include projects,
assignments, departmental
examinations, state or national
licensure tests.
TC meets program requirements for
identifying historical, philosophical and
social perspectives of PE issues and
legislation.
Evidence could include projects,
assignments, departmental examinations,
state or national licensure tests.
25
Contextual Factors
To be completed by: Introductory (Level I) and Professional Interns (Level III).
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 may affect the teaching-learning process. Include any supports
and challenges that affect instruction and student learning.
Requirements In the discussion, include:
• Community, district and school factors. Address geographic location, community and school
population, socio-economic profile and race/ethnicity. Stability of community, political climate,
community support for education, and other environmental factors may also be addressed.
NOTE: NJ School Report Card is a good resource.
• Classroom factors. Address physical features, availability of technology equipment and resources
and the extent of parental involvement. Also to be discussed are other relevant factors such as
classroom rules and routines, grouping patterns, scheduling and classroom arrangement.
• Student characteristics. Address student characteristics which must be considered as instruction
design and learning assessed. Include factors such as age, gender, race/ethnicity, special needs,
inclusion, English Language Learners (ELL), achievement/developmental levels, culture, language
interests, learning styles/modalities or students’ skill levels. In the narrative, make sure to address
student’s skills and prior learning that may influence the development of learning goals, instruction
and assessment.
NOTE: Include state/standardized test score data.
• Instructional implications. Address how contextual characteristics of the community, classroom
and students have implications for instructional planning and assessment. Include specific
instructional implications for English Language Learners (ELL) and special needs inclusion
students multiple intelligences and any other factors that will influence how a unit is planned and
implemented. Tell why this information is important to a teacher.
Checklist N Y
Demonstrates knowledge of community, school, and classroom factors
Demonstrates knowledge of characteristics of students
Demonstrates knowledge of students’ varied approaches to learning
Demonstrates knowledge of students’ skills and prior learning
Uses knowledge to implement instructional planning and assessment
Suggested Page Length: 2-4
26
3.4 Plan for and
manage resources to
provide active, fair,
and equitable
learning
experiences.
TC does not plan or minimally plans
for adaptations based on individual
differences (abilities/needs/interests).
Instruction is not individualized and a
“one size fits all” approach is taken.
TC uses one instructional model/
approach throughout the lesson. TC
does not make adaptations or offer
choices in equipment, space use, or
practice tasks based on individual
differences.
TC plans for instructional
adaptations for individual
differences (abilities/needs/
interest). TC can articulate an
appropriate rationale for
adaptations. TC uses multiple
instructional models/approaches
throughout the lesson to account
for variations in learning styles and
prior experiences. TC provides
student choices in equipment,
space, or level of practice tasks
based on individual differences.
TC’s plans routinely reflect
sophisticated adaptations for
abilities (all levels) and needs
(interests and motivation) with a
sound rationale. TC uses multiple
instructional models/approaches
throughout the lesson to account for
variations in learning styles
and prior experiences. Students are
given multiple choices (equipment,
space, etc.) within practice tasks
based on individual differences.
3.5 Plan and adapt
instruction to
diverse student
needs, adding
specific
accommodations
and/or modifications
for student
exceptionalities.
TC fails to account for student
exceptionalities or differences within
the class based on factors such as
gender, class, ethnicity, race,
physical or mental handicap, or
socioeconomic status. TC does not
make accommodations for the
diversity found within the student
population. Failure to account for
exceptionalities would include such
components as the choices
of units to be taught, selection of
students chosen to demonstrate,
degree of inclusion reflected in
bulletin boards or other displays, and
grouping of students for instruction or
play. TC fails to collaborate with the
IEP team on the planning and
implementing
of lessons that meet the needs of
students with disabilities.
TC accounts for student
exceptionalities or differences
within the class by planning and
implementing lessons that make
modifications based on factors
such as gender, class, ethnicity,
race, physical or mental handicap,
or socioeconomic status. TC
demonstrates teaching behaviors
that reflect thoughtful
consideration of exceptionalities
through such behaviors as the
selection of units to be taught,
inclusion of diversity in bulletin
boards and other displayed
materials, using a variety of
students to demonstrate, and
grouping students for instruction
and play. TC collaborates with the
IEP team on the implementation
of lessons that meet the needs of
students with disabilities.
TC accounts for exceptionalities
among students or makes
accommodations for the diversity
found within the student
population using creativity and
foresight. It is clear from the TC’s
behaviors that components such as
the selection of units of
instruction, materials selected for
display, the selection of students to
demonstrate, and methods of
grouping students that
exceptionalities and diversity
found within the student population
and have driven instructional
decision making. TC collaborates
with the IEP team on the planning
and implementing of lessons that
meet the needs of students with
disabilities.
27
Learning Goals
To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns (Level III).
TWS Standard The teacher sets significant, challenging, varied and appropriate learning goals.
Task Provide and justify the learning goals for the unit.
Requirements
• List the learning goals (not the activities) that will guide the planning, delivery and assessment of the unit. These
goals should define what students are expected to know and be able to do at the end of the unit. The description
should include appropriate physiological and biomechanical concepts related to skillful movement, physical activity
and/or fitness. The goals should be significant (reflect the big ideas or structure of the discipline) challenging,
varied and appropriate and expressed in behavioral terms, psychological/ behavioral theory related to skillful
movement should be applied i.e., defining what students are expected to be able to do. Number or code each
learning goal so it can be referenced later. Learning Goal’s must be appropriate for the subject area/developmental
level of learners, explicitly connected to the standards, and provide appropriate challenges for students. Incorporate
multiple domains of learning or content areas. Learning Goals must be measurable and each contains criteria for
student mastery.
• Explain how the goals are aligned with local, New Jersey Core Curriculum Content Standards, and NASPE(identify the source of the standards).
• Describe the types and levels of the learning goals and how these long term goals are linked to student needs.
• Describe/include the “how” and “why” of the goals for skillful movement, physical activity or fitness.
• Discuss why the learning goals are appropriate in terms of development; pre-requisite knowledge, skills; and
other student needs.
Suggested Page Length: 1-2
28
Element Statement Unacceptable Acceptable Target
1.1 Describe and apply
physiological and
biomechanical concepts
related to
skillful movement,
physical activity and fitness.
TC applies physiological
and biomechanical
concepts in planning for
and delivering instruction.
Skill cues are appropriate
in plan, but TC fails
to use the identified skill
cues during the lesson. TC
instruction for skillful
movement, physical activity
or fitness is given using
generalized terms and is
concerned with the “how”
of the movement,
physical activity, or fitness.
TC fails to meet the criterion
score established by the
program on selected
assessments in physiology
and/or biomechanics.
TC appropriately applies
physiological and
biomechanical concepts in
planning for and
delivering instruction.
Skill cues identified in the
plan are used during
the lesson. TC instruction for
skillful movement, physical
activities, or fitness includes
the “how” and “why” of the
movement, physical activity,
or fitness. TC meets the
criterion score established by
the program on selected
assessments in physiology and
biomechanics.
TC appropriately applies
physiological and
biomechanical concepts in
planning for and delivering
instruction for all
stages of student proficiency.
Skill cues are identified in the
plan and are consistently used
during the lesson. TC
instruction for skillful
movement, physical activity, or
fitness includes the “how” and
“why” of the movement,
physical activity, or fitness.
TC exceeds the criterion score
established by the program on
selected assessments in
physiology and biomechanics.
1.2 Describe and apply
motor learning and
psychological/ behavioral
theory related to skillful
movement, physical activity,
and fitness.
TC demonstrates knowledge of
the various theories, but fails
to apply theories to teaching.
Practice conditions used for
skill acquisition do not allow
for individual differences. TC
uses punitive measures to
control behavior. TC fails to
meet the criterion score
established by the program on
assessments in motor learning
and/or psychological/
behavioral theory.
TC demonstrates knowledge of
the various theories and applies
the theories to teaching.
Practice conditions allow for
individual differences. TC
controls student behavior
through the use of proactive
strategies (i.e. catch them when
they are good, awarding
positive behavior, etc.). TC
meets the criterion score
established by the program on
assessments in motor learning
and psychological/behavioral
theory.
TC appropriately applies motor
learning, psychological, and
behavioral theory in planning
for and delivering instruction.
Practice conditions allow for
individual differences and
practice conditions are adjusted
based on student responses. TC
controls student behavior using
proactive strategies including
encouraging student self-
responsibility. TC exceeds the
criterion score established by
the program on assessments in
motor learning and
psychological/ behavioral
theory.
29
1.3 Describe and apply
motor development theory
and principles related to
skillful movement, physical
activity, and fitness.
TC applies motor development
theory and principles in
planning for the lesson, but fails
to account for developmental
differences during instruction
and practice activities. TC fails
to meet the criterion score
established by the program on
assessments in motor
development.
TC appropriately applies motor
development theory and
principles in planning for and
delivering instruction. TC
plans and implement lessons
that are developmentally
appropriate (neither too hard
nor too easy). TC demonstrates
application of motor
development theory by using
developmentally appropriate
teaching cues, and planning
developmentally appropriate
practice opportunities. TC
meets the criterion score
established by the
program on assessments in
motor development.
TC appropriately applies motor
development theory and
principles in planning for and
delivering instruction (for all
stages of student proficiency);
evidence is provided by K-12
students' changes in behavior
(learning occurs) in skillful
movements, physical activities,
and personal fitness. TC exceeds
the criterion score established by
the program on assessments of
motor development.
3.1 Design and implement
short and long term plans
that are linked to
program and
instructional goals as well as
a variety of student needs.
TC fails to make both long and
short term plans. Planning is
limited to daily lesson plans
with no plan for long term
instructional goals for the unit.
Lesson objectives are not
aligned with identified long
term goals (unit). Planned
learning activities are out of
alignment with instructional or
programmatic goals.
TC designs and implements
short and long term plans.
Learning activities are
congruent with short term
(lesson objectives) and long
term (unit objectives) goals and
are linked directly to student
needs. TC uses strategies such
as backward mapping in
planning short and long term
goals.
TC designs and implements short
and long term plans using such
strategies as backward mapping
to ensure learning is sequential.
Short and long term goals are
linked directly to student
learning activities. Short and
long term goals inform
instruction and learning activities
and allow for differentiate
instruction and multiple means
of teaching sequences.
3.2 Develop and implement
appropriate (e.g.
measurable,
developmentally
appropriate, performance-
based) goals and objectives
aligned with local,
state, and/or national
standards.
Objectives are inappropriate for
the subject area/developmental
level of learners by being either
too difficult or too easy.
Objectives only contain
performance. Objectives are
appropriate, but TC fails to
align objectives with local,
state, and/or national standards.
Objectives are appropriate for
subject area/developmental
level of learners, are connected
appropriately to the standards,
and provide appropriate
challenges for students (tasks
are neither too easy nor too
difficult). Objectives are
measurable and most objectives
identify criteria.
Objectives are appropriate for
the subject area/developmental
level of learners, are explicitly
connected to the standards, and
provide appropriate challenges
for students (tasks are neither too
easy nor too difficult).
Objectives incorporate multiple
domains of learning or content
areas. Objectives are measurable
and each contains criteria for
student mastery.
30
Assessment Plan
To be completed by: Pre-professional Field Experience Students (Level II) and Professional Interns
(Level III).
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 goal(s). Use multiple assessment modes
and approaches aligned with learning goals to assess student learning before, during, and after instruction. A
minimum of 1 PE Metrics Assessment must be used. These assessments should authentically measure student
learning and may include performance-based tasks, paper-and-pencil tasks, or personal communication.
Describe why the assessments are appropriate for measuring learning.
Requirements
• Provide an overview of the assessment plan. The purpose of this overview is to depict the alignment
between learning goals and assessments. Show adaptations used to meet the individual needs of students to
problem solve, or to reflect contextual factors. Include methods of formal, informal, and student self-
assessment. For each learning goal include: assessments used to judge student performance, format of each
assessment, and adaptations of the assessments for the individual needs of students based on pre-assessment
and contextual factors. A visual organizer such as a table, outline or other means may be used to make the
plan clear.
• Describe the pre- and post-assessments that are aligned with the learning goals. Clearly explain how
pre-and post-assessments will be evaluated or scored, including criteria used to determine if the students’
performance meets the learning goals. Include copies of assessments and/or student directions and criteria
for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test
blueprint, answer key).
• Discuss the plan for formative assessment that will help to determine student progress during the unit. Describe the assessments planned to evaluate student progress and comment on the importance of
collecting that particular evidence. Although formative assessment may change as the unit progresses, the
task here is to predict at what points in the instructional sequence it will be important to assess students’
progress toward learning goals.
31
Example of an Overview of the Assessment Plan: 4th
Grade Physical Education
Visual Organizer Learning Goals Assessments Format of Assessment Adaptations
Learning Goal 1:
Cognitive Domain
Students will list four rules
associated with basketball
as well as identify the
proper techniques to
successfully perform
running, dribbling, passing,
and shooting with a
basketball
Pre-Assessment
Formative Assessment
Post-Assessment
Entrance Slips: General
question about what they
know about the rules of
basketball
Question/Answer: Basis of
questions asking them
about the rules we discuss
as we learn a new skill
Exit Slips: General
Question on new rules
associated with a new skill.
-Repeat and modify
instructions, as needed. Re-
read directions and re-
establish what is expected
of the students
-Provide well established
questions in the clearest,
most simple form. Repeat
the questions as needed
-Repeat and modify
instructions, as needed. Re-
read directions and re-
establish what is expected
of the students
Learning Goal 2:
Affective Domain
Students will demonstrate
good sportsmanship and
use proper team building
skills throughout this unit.
Pre-Assessment
Formative Assessment
Post-Assessment
Entrance Slips:
General question on what
they think good
sportsmanship is.
Journals:
Keeping individual
journals on how they feel
each day they are in Phys
Ed class.
Question/Answer:
Basis of questions asking
the students about
sportsmanship.
-Repeat and modify
instructions, as needed. Re-
read directions and re-
establish what is expected
of the students
-Journals will include
pictures that of happy/sad
faces and questions based
on how they felt in Phys Ed
throughout the unit.
-Provide well established
questions in the clearest,
most simple form. Repeat
the questions as needed.
Learning Goal 3:
Psychomotor Domain
Students will effectively
perform the proper
techniques of running,
dribbling, passing, and
shooting with a basketball.
Pre-Assessment
Formative Assessment
Post-Assessment
Video Taping:
Videotaping the students’
use of skills at the
beginning of the unit.
Teacher Observation:
Observation of the students
as they practice and
perform the skills that were
taught.
Video Taping:
Videotaping the students’
use of skills at the end of
the unit.
-I will instruct/assist
students in taking video of
each other performing the
skills throughout the unit.
If students show difficulty
in making film they can
draw a picture in their
journals of their pre/post
movements to show their
gradual change.
32
Suggested Page Length: 2 + pre- and post-assessment instruments, scoring rubrics/keys, and assessment plan
table
Unacceptable Acceptable Target
5.1 Select or create
appropriate
assessments that will
measure student
achievement of the
goals and
objectives.
TC shows no evidence (or
minimal evidence) of
planning for formal or
informal assessment. There is
no plan for record
keeping or analysis of data.
Assessments do not
match/measure the lesson
objectives and/or standards.
Some of the objectives are
not assessed.
TC uses appropriate strategies to
assess student learning (paper
and pencil tests, observational
checklists, etc) regularly. TC has
a plan for record keeping and
analysis of data. Planned
assessments are appropriate for
the lesson and/or standards.
Student progress is recorded.
TC uses assessments to plan future
lessons. On-going assessments as
well as summative and formative
assessments are used in many
contexts. Record keeping
provides
detailed information on students
and can be transformed into a
format that is accessible to
others (e.g.
parents/administrators).
33
Design for Instruction
Unit Plan and/or Lesson Plans
To be completed by: Pre-professional Field Experience Students (Level II) and
Professional Interns (Level III).
TWS Standard The teacher designs instruction for specific learning goals, student characteristics and needs,
and learning contexts.
Task Describe how the design of the unit instruction relates to unit goals, students’ characteristics and
needs, and the specific learning context.
Requirements
• Results of pre-assessment. After administering the pre-assessment, analyze student
performance relative to the learning goals. Depict the results of the pre-assessment in a
format that allows patterns of student performance to be found relative to each learning goal.
A table, graph, or chart may be used. Describe the pattern that was found that will guide the
instruction or modification of the learning goals.
• Unit overview. Provide an overview of the unit. Use a visual organizer such as a block plan
or outline to make the unit plan clear. Include the topic or activity planned for each
day/period. Content must be designed in alignment with lesson objectives/ learning goals for
unit. Also indicate the goal or goals (coded from the Learning Goals section) that will be
addressed in each activity. Make sure that every goal is addressed by at least one activity and
that every activity relates to at least one goal. Plans must include adaptations to instruction
for diverse student needs with specific accommodations and/or modifications for student
exceptionalities.
• Activities. Describe at least three unit activities that reflect a variety of instructional
strategies/techniques and explain why those specific activities are planned. In the
explanation for each activity, include:
- how the content relates to the instructional goal(s),
- how the activity stems from the pre-assessment information and contextual
factors,
- Describe how you will apply physiological and biomechanical concepts related to
skillful movement, physical activity and fitness.
- Describe how you will apply motor learning and psychological behavior theory
related to skillful movement, physical activity and fitness.
- Describe how you will apply motor development theory and principles related to
skillful movement, physical activity and fitness.
- Plan/describe how you will manage resources to provide active, fair and equitable
learning experiences.
- what materials/technology are necessary to implement the activity,
- how are plans made to assess student learning during and/or following the activity
(i.e., formative assessment).
34
- how the unit and/or lesson plan incorporates contextual factors particularly of the
student learners.
• Technology. Describe how technology will be used in the planning and/or instruction.
Demonstrate knowledge of current technology by planning and implementing learning
experiences that require students to appropriately use technology to meet lesson objectives.
If there is no plan to use any form of technology, provide a clear rationale for its omission.
Suggested Page Length: 3 + visual organizer
Element Statement Unacceptable Accepta Ta
1.1 Describe and
apply physiological
and biomechanical
concepts related to
skillful movement,
physical activity and
fitness.
TC applies physiological and
biomechanical concepts in
planning for and delivering
instruction. Skill cues are
appropriate in plan, but TC fails
to use the identified skill cues
during the lesson. TC instruction
for skillful movement, physical
activity or fitness is given using
generalized terms and is concerned
with the “how” of the movement,
physical activity, or fitness. TC fails
to meet the criterion score established
by the program on selected
assessments in physiology and/or
biomechanics.
TC appropriately applies
physiological and
biomechanical concepts in
planning for and delivering
instruction. Skill cues
identified in the plan are used during
the lesson. TC instruction for skillful
movement, physical activities, or
fitness includes the “how” and
“why” of the movement, physical
activity, or fitness. TC meets the
criterion score established by the
program on selected assessments
in physiology and biomechanics.
TC appropriately applies
physiological and biomechanical
concepts in planning for and
delivering instruction for all
stages of student proficiency.
Skill cues are identified in the plan
and are consistently used during the
lesson. TC instruction for skillful
movement, physical activity, or
fitness includes the “how” and
“why” of the movement, physical
activity, or fitness. TC exceeds the
criterion score established by the
program on selected assessments in
physiology and biomechanics.
1.2 Describe and
apply motor
learning and
psychological/
behavioral theory
related to skillful
movement, physical
activity, and fitness.
TC demonstrates knowledge of
the various theories, but fails to apply
theories to teaching. Practice
conditions used for skill acquisition
do not allow for individual
differences. TC uses punitive
measures to control behavior. TC
fails to meet the criterion score
established by the program on
assessments in motor learning and/or
psychological/ behavioral theory.
TC demonstrates knowledge of
the various theories and applies the
theories to teaching. Practice
conditions allow for individual
differences. TC controls student
behavior through the use of
proactive strategies (i.e. catch them
when they are good, awarding
positive behavior, etc.). TC meets
the criterion score established by the
program on assessments in motor
learning and psychological/
behavioral theory.
TC appropriately applies motor
learning, psychological, and
behavioral theory in planning for
and delivering instruction. Practice
conditions allow for individual
differences and practice conditions
are adjusted based on student
responses. TC controls student
behavior using proactive strategies
including encouraging student self-
responsibility. TC exceeds the
criterion score established by the
program on assessments in motor
learning and psychological/
behavioral theory.
35
1.3 Describe and
apply motor
development theory
and principles
related to skillful
movement, physical
activity, and fitness.
TC applies motor development
theory and principles in planning for
the lesson, but fails to account for
developmental differences during
instruction and practice activities. TC
fails to meet the criterion score
established by the program on
assessments in motor development.
TC appropriately applies motor
development theory and principles
in planning for and delivering
instruction. TC plans and
implement lessons that are
developmentally appropriate
(neither too hard nor too easy). TC
demonstrates application of motor
development theory by using
developmentally appropriate
teaching cues, and planning
developmentally appropriate
practice opportunities. TC meets
the criterion score established by
the program on assessments in
motor development.
TC appropriately applies motor
development theory and principles
in planning for and delivering
instruction (for all stages of student
proficiency);
evidence is provided by K-12
students' changes in behavior
(learning occurs) in skillful
movements, physical activities, and
personal fitness. TC exceeds the
criterion score established by the
program on assessments of motor
development.
3.3 Design and
implement content
that is aligned with
lesson objectives.
TC selects model/approach that is
incongruent with the subject
matter/content, student population,
and/or goals/objectives. Teaching
approach does not consider the
developmental level of students,
context of the class (number of
students in class, equipment,
space, etc.), and/or the context (open
or closed environment) in which the
skill/activity will be performed.
Students participating in the learning
activities fail to achieve the lesson
objectives.
TC selects teaching
approach/model based on
developmental level of students,
context of the class, and the
context in which the skill/activity
will be performed. Teaching
approach is congruent with the
goals/objectives, the number of
students in the class, pre-
assessment of students’
developmental levels, available
equipment, space, and context
(open or closed environment) in
which the skill/activity will be
performed. Learning activities
allow students to achieve
objectives.
TC selects teaching approach/model
that is congruent with the
goals/objectives and facilitates
mastery. The approach/model
selected maximizes practice
opportunities, allows for individual
differences in skill levels,
maximizes the use of
space and equipment, and allows
students to practice tasks in
appropriate environments related
to the context (open or closed
environment) in which the
skill/activity is performed.
Learning activities allow students
to achieve objectives.
3.4 Plan for and
manage resources to
provide active, fair,
and equitable
learning
experiences.
TC does not plan or minimally plans
for adaptations based on individual
differences (abilities/needs/interests).
Instruction is not individualized and a
“one size fits all” approach is taken.
TC uses one instructional model/
approach throughout the lesson. TC
does not make adaptations or offer
choices in equipment, space use, or
practice tasks based on individual
differences.
TC plans for instructional
adaptations for individual
differences (abilities/needs/
interest). TC can articulate an
appropriate rationale for
adaptations. TC uses multiple
instructional models/approaches
throughout the lesson to account
for variations in learning styles and
prior experiences. TC provides
student choices in equipment,
space, or level of practice tasks
based on individual differences.
TC’s plans routinely reflect
sophisticated adaptations for
abilities (all levels) and needs
(interests and motivation) with a
sound rationale. TC uses multiple
instructional models/approaches
throughout the lesson to account for
variations in learning styles
and prior experiences. Students are
given multiple choices (equipment,
space, etc.) within practice tasks
based on individual differences.
36
3.5 Plan and adapt
instruction to
diverse student
needs, adding
specific
accommodations
and/or modifications
for student
exceptionalities.
TC fails to account for student
exceptionalities or differences within
the class based on factors such as
gender, class, ethnicity, race,
physical or mental handicap, or
socioeconomic status. TC does not
make accommodations for the
diversity found within the student
population. Failure to account for
exceptionalities would include such
components as the choices
of units to be taught, selection of
students chosen to demonstrate,
degree of inclusion reflected in
bulletin boards or other displays, and
grouping of students for instruction or
play. TC fails to collaborate with the
IEP team on the planning and
implementing
of lessons that meet the needs of
students with disabilities.
TC accounts for student
exceptionalities or differences
within the class by planning and
implementing lessons that make
modifications based on factors
such as gender, class, ethnicity,
race, physical or mental handicap,
or socioeconomic status. TC
demonstrates teaching behaviors
that reflect thoughtful
consideration of exceptionalities
through such behaviors as the
selection of units to be taught,
inclusion of diversity in bulletin
boards and other displayed
materials, using a variety of
students to demonstrate, and
grouping students for instruction
and play. TC collaborates with the
IEP team on the implementation
of lessons that meet the needs of
students with disabilities.
TC accounts for exceptionalities
among students or makes
accommodations for the diversity
found within the student
population using creativity and
foresight. It is clear from the TC’s
behaviors that components such as
the selection of units of
instruction, materials selected for
display, the selection of students to
demonstrate, and methods of
grouping students that
exceptionalities and diversity
found within the student population
and have driven instructional
decision making. TC collaborates
with the IEP team on the planning
and implementing of lessons that
meet the needs of students with
disabilities.
3.7 Demonstrate
knowledge of
current technology
by planning and
implementing
learning experiences
that require
students to
appropriately use
technology to meet
lesson objectives.
TC does not make appropriate use of
the available technology. TC
demonstrates limited knowledge of
current technology and its
applications in a physical activity
setting. TC’s use of technology does
not align with lesson objectives.
TC integrates learning experiences
that involve students in the use of
available technology. TC
demonstrates knowledge and use of
current technology and applies this
knowledge in the development and
implementation of lessons in a
physical activity setting. TC’s use
of technology is aligned with
lesson objectives.
TC integrates learning experiences
that require students to use various
technologies in a physical activity
setting. TC demonstrates mastery
of current technologies and uses the
technology to enhance student
learning. TC incorporates
technology such as pedometers,
video, etc. to provide feedback to
students. TC’s use of technology is
aligned with lesson objectives.
37
Instructional Decision-Making
To be completed by: Pre-professional Field Experience Students (Level II) and
Professional Interns (Level III).
TWS Standard The teacher uses on-going analysis of student learning to make instructional decisions.
Task Recognize the changing dynamics of the environment and adjust instruction tasks based on
student responses. Provide two examples of instructional decision-making based on students’
learning or responses.
To be included:
• Think of a time during the unit when a student’s learning or response caused a modification
of the original design for instruction. (The resulting modification may affect other students
as well.) Cite specific evidence to support answers to the following:
- Describe the student’s learning or response that caused a modification of plans.
The student’s learning or response may come from a planned formative
assessment or another source (not the pre-assessment).
- Describe what was done next and explain why this would improve student
progress toward the learning goal. Describe how you corrected the critical
elements of motor skills and performance concepts.
• Now, think of one more time during the unit when another student’s learning or response
caused a modification of a different portion of the original design for instruction. (The
resulting modification may affect other students as well.) Cite specific evidence to support
the answers to the following:
- Describe the student’s learning or response that caused an adjustment of
modification of the plans. The student’s learning or response may come from a
planned formative assessment or another source (not the pre-assessment).
- Describe what was done next and explain why this would improve student
progress toward the learning goal.
- How were instructional tasks adjusted based on student responses, and the
changing dynamics of the environment.
Suggested Page Length: 3-4
38
Element Statement Unacceptable Acceptable Target
4.4
Recognize the
changing dynamics
of the environment
and adjust
instructional
tasks based on
student responses.
TC delivers lessons by
remaining on script without
regard to student responses.
TC fails to recognize changes
in the teaching environment or
fails to make adjustments
based on changes in the
environment.
TC makes adjustments to planned
lesson based on student responses.
TC demonstrates flexibility in the
lesson or with students by
adjusting lesson based on student
responses.
TC demonstrates flexibility and
creativity when adjusting the
lesson based on student
responses. TC appropriately
responds to teachable moments
during the lesson.
39
Analysis of Student Learning
To be completed by: Professional Interns (Level III).
TWS Standard The teacher uses assessment data to profile student learning and communicate information about student
progress and achievement.
Task Analyze the assessment data, including pre, formative and post assessments and formative assessments to
determine students’ progress related to the unit learning goals. Use visual representations and narrative to
communicate the performance of the whole class, subgroups, and two individual students. Conclusions
drawn from this analysis should be provided in the “Reflection and Self-Evaluation” section.
To be included: In this section, you will develop and implement a plan to collect, analyze and explain progress and
achievement toward learning goals demonstrated by the whole class, subgroups of students, and individual
students.
• Pre-assessment is a key to the unit.
In a unit where students have had previous study in the content area, pre and post assessment tests can be
developed and administered to show the achievement progress from the unit execution.
Example: Students entering high school have studied volleyball in elementary and middle
school. A pre-test will determine what they have retained from this instruction and will
provide the base data necessary for the teacher to plan the instructional goals and activities for
a unit on the volleyball. The post-test can show the achievement gains in relation to the pre-
test.
In a unit that is distinct, with no connection to prior study, pre-assessment should focus on pre-requisite
knowledge, skills and student needs. What knowledge/skills are necessary for the students to
successfully master the unit? Can the unit be started confident that the students have the necessary
knowledge base to progress? What modifications in content, process or strategies may be necessary
because of deficiencies in students’ background knowledge/skills?
Example: The unit to be taught is yoga. This unit is distinct; the students have not yet
covered the material and cannot answer question directly related to it. Therefore, there cannot
be a valid comparison between a pre-test and post-test. The pre-assessment should focus on
prior knowledge of various elements essential to the yoga: poses strength, flexibility and a
base of strength and flexibility.
Whole class. To analyze the progress of the whole class, create a table that shows pre- and post- assessment
data on every student on every learning goal. Then, create a graphic summary that shows the
40
• extent to which the students made progress toward the learning criterion that was identified for each
learning goal (identified in the Assessment Plan section). Summarize what the graph tells about
students’ learning in this unit (i.e., the number of students met the criterion).
• Subgroups. Select a group characteristic (e.g., gender, performance level, socio-economic status,
language proficiency) to analyze in terms of one learning goal. Provide a rationale for the selection of
this characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle- vs. low-performers). Create a
graphic representation that compares pre- and post-assessment results for the subgroups on this learning
goal. Summarize what these data show about student learning.
• Individuals. Select two students that demonstrated different levels of performance. Explain why it is
important to understand the learning of these particular students. Use pre-, formative, and post-
assessment data with examples of the students’ work to draw conclusions about the extent to which these
students attained the two learning goals. Graphic representations are not necessary for this subsection.
Note: Provide possible reasons for why the students learned (or did not learn) in the next section,
“Reflection and Self-Evaluation.”
Suggested Page Length: 4 + charts, graphs and examples of student work examples
41
Element Statement Unacceptable Acceptable Target
5.2 Use appropriate
assessments to
evaluate student
learning before,
during, and after
instruction.
TC demonstrates no evidence (or
minimal evidence) of planning
for formal or informal
assessment. If assessment is
used, it only occurs after
instruction. Assessments do not
match the lesson objectives
and/or standards.
Learning/practice opportunities
are not based on pre-
assessments. Instruction is
informed by instructional plan
with no regard for pre-
assessments or formative
assessments. Grades are
determined by “effort” or
“participation.”
TC uses appropriate strategies to
assess student learning (paper and
pencil tests, observational
checklists, etc) regularly. Planned
assessments are appropriate for the
lesson and/or standards. Record
keeping provides information on
student learning. Learning/practice
opportunities are based on pre-
assessments. Assessment occurs
throughout the unit of instruction
and is used to inform instruction,
provide feedback, communicate
progress and determine grades.
TC uses multiple assessments.
On-going assessments as well as
summative and formative
assessments are used in many
contexts. Record keeping
provides detailed information on
students and can be transformed
into a format that is accessible to
others (e.g.
parents/administrators).
Assessments are used to inform
instruction, provide feedback,
communicate progress and
determine grades.
Learning/practice opportunities
are based on pre-assessments.
Formative assessments are used
which allow students to achieve
mastery on summative
assessments.
42
Reflection and Self-Evaluation
To be completed by: Professional Interns (Level III).
TWS Standard The teacher analyzes the relationship between his or her instruction and student learning in order to
improve teaching practice.
Task Reflect on the intern’s performance as a teacher and link K-12 student learning results to this performance
incorporating current research as supporting documentation. Evaluate intern’s performance and identify
future actions for improved practice and professional growth.
To be included:
• Select the learning goal where the K-12 students were most successful. Provide two or more possible
reasons for this success. Consider goals, instruction, and assessment along with K-12 student
characteristics and other contextual factors under the intern’s control. Explain how the reflective cycle
implemented change in the intern’s performances, student learning, and/or instructional goals and
decisions.
• Select the learning goal where K-12 students were least successful. Provide two or more possible
reasons for this lack of success. Consider goals, instruction, and assessment along with K-12 student
characteristics and other contextual factors under the intern’s control. Discuss what could be done
differently or better in the future to improve the intern’s performance.
• Reflection on possibilities for professional development. Describe at least two professional learning
goals that emerged from the insights and experiences with TWS. Identify two specific steps that will be
taken to improve performance in the critical area(s) identified.
• Discuss your participation in activities that enhance collaboration and lead to professional growth and
Directions: Score and then submit this assessment online at www.kean.edu/~tpc. This assessment is based upon the components/processes as determined by the Teacher
Work Sample Portfolio rubrics. Scoring rubrics are program/content specific and can be found at www.kean.edu/~coe. Click on Teacher Work Sample. Please check any
indicators that are an area of concern and explain in the comment box. RATING SCALE:
1 = Unacceptable
2 = Beginning
3 = Developing
4 = Capable
5 = Accomplished
Component/Processes of TWS and Indicators Rating
Component-Process #1: Introduction to the Portfolio 1a. Purpose is defined.
1b. Outcomes met by the candidate are described.
1c. Relevant connections are made between the elements of the TWS and the
outcomes.
1d. Description of the organization of the TWS is included.
Comments:
Component-Process #2: Philosophy Statement 2a. Evidence is provided that the candidate has the student as the focus. 2b. The SPECTRUM model is used as the framework..
2c. Evidence is provided that the candidate understands theory and research
2d. Evidence is provided that the candidate has gained insight into teaching and
learning through field experiences and coursework.
Comments:
Component-Process #3: Contextual Factors 3a. Knowledge of community, school and classroom factors is evident. 3b. Knowledge of characteristics of students, skills and prior knowledge is
evident.
3c. Knowledge of students’ varied approaches to learning is evident.
3d. Knowledge of students’ skills and prior knowledge is evident.
3e. Implications for instructional planning and assessment is provided.
Comments:
Component/Processes of TWS and Indicators Rating
Component-Process #4: Learning Goals 4a. Learning goals show significance, challenge and variety. 4b. Learning goals are clear.
4c. Learning goals are appropriate for students.
4d. Learning goals are aligned with national, state and/or local standards.
Comments:
Component-Process #5: Assessment Plan
5a. Alignment with learning goals and instruction is evident.
5b. Assessment plan provides clarity of criteria for performance.
5c. Assessment plan is technically sound with multiple modes and
approaches.
5d. Adaptations are based on individual needs of students.
Comments:
Component-Process #6: Design for Instruction 6a. Instruction is aligned with learning goals
6b. Lesson and unit structure provide accurate representation of content
6c. Design uses a variety of instruction, activities, assignments and resources
6d. Design uses contextual information and data to select appropriate and
Capstone course instructors and university supervisors/clinical instructors are to submit students’ score online at www.kean.edu/~tpc, click on Submit Online Assessment under
the Main Heading. It is not necessary to return this worksheet to the TPC. Please keep it for your records.
46
Processes of Teacher Work Sample Portfolio
Aligned with NASPE Standards Assessment Worksheet
1 = Unacceptable 2 = Acceptable 3 = Target
Introduction to the Portfolio Section Score 1 2 3
N/A
Philosophy Statement Section Score 1 2 3
1.4 Identify historical, philosophical, and social perspectives of physical education issues and
legislation.
1 2 3
Contextual Factors Section Score 1 2 3
3.4 Plan for and manage resources to provide active, fair, and equitable learning
experiences.
1 2 3
3.5 Plan and adapt instruction to diverse student needs, adding specific accommodations
and/or modifications for student exceptionalities.
1 2 3
Learning Goals Section Score 1 2 3
1.1 Describe and apply physiological and biomechanical concepts related to skillful
movement, physical activity and fitness.
1 2 3
1.2 Describe and apply motor learning and psychological/ behavioral theory related to
skillful movement, physical activity, and fitness.
1 2 3
1.3 Describe and apply motor development theory and principles related to skillful
movement, physical activity, and fitness.
1 2 3
3.1 Design and implement short and long term plans that are linked to
program and instructional goals as well as a variety of student needs.
1 2 3
3.2 Develop and implement appropriate (e.g. measurable, developmentally appropriate,
performance-based) goals and objectives aligned with local, state, and/or national standards.
1 2 3
Assessment Plan Section Score 1 2 3
5.1 Select or create appropriate assessments that will measure student
achievement of the goals and objectives
1 2 3
Design for Instruction Section Score 1 2 3
1.1 Describe and apply physiological and biomechanical concepts related to
skillful movement, physical activity and fitness.
1 2 3
1.2 Describe and apply motor learning and psychological/ behavioral theory related to
skillful movement, physical activity, and fitness.
1 2 3
1.3 Describe and apply motor development theory and principles related to skillful
movement, physical activity, and fitness.
1 2 3
3.3 Design and implement content that is aligned with lesson objectives. 1 2 3
47
3.4 Plan for and manage resources to provide active, fair, and equitable learning
experiences.
1 2 3
3.5 Plan and adapt instruction to diverse student needs, adding specific accommodations
and/or modifications for student exceptionalities.
1 2 3
3.7 Demonstrate knowledge of current technology by planning and implementing learning
experiences that require students to appropriately use technology to meet lesson objectives.
1 2 3
Instructional Decision Making Section Score 1 2 3
4.4 Recognize the changing dynamics of the environment and adjust instructional
tasks based on student responses.
1 2 3
Analysis of Student Learning Section Score 1 2 3
5.2 Use appropriate assessments to evaluate student learning before, during, and after
instruction.
1 2 3
Reflection and Self-Evaluation Section Score 1 2 3
5.3 Utilize the reflective cycle to implement change in teacher performance, student learning,
and instructional goals and decisions.
1 2 3
6.2 Participate in activities that enhance collaboration and lead to professional growth and
development.
1 2 3
Writing Mechanics and Appearance Section Score 1 2 3
1 2 3
1 2 3
1 2 3
48
Teacher Work Sample
Integration of Teacher Work Sample Processes and COE Learning Goals
TEACHING PROCESSES ASSESSED BY THE KEAN COE TEACHER WORK SAMPLE
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 (K-C,D) (S-G) (D-C)
� Knowledge of characteristics of students (K-B,C) (S-B,E) (D-A)
� Knowledge of students’ varied approaches to learning (K-A,C) (S-A,B) (D-A)
� Knowledge of students’ skills and prior learning (K-A,C) (S-A,B) (D-A)
� Implications for instructional planning and assessment (K-E) (S-A,E) (D-B)
Learning Goals
The teacher sets significant, challenging, varied and appropriate learning goals.
� Significance, Challenge and Variety (K-A,B,C) (S-A,B,C) (D-A,B)
� Clarity (S-A,B,C)
� Appropriateness for students (K-B,C) (S-B,C) (D-A,B)
� Alignment with national, state or local standards (K-A,B) (S-A)
Assessment 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 (K-A,B,E) (S-A,B,E)
� Clarity of criteria for performance (K-E) (S-E)
� Multiple modes and approaches (K-D,E) (S-E) (D-A)
� Technical soundness (K-E) (S-D,E)
� Adaptations based on the individual needs of students (K-B,C,E) (S-A,B,C,E) (D-A)
Design for Instruction
The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.
� Alignment with learning goals (K-A,B,E) (S-A,B,E)
� Accurate representation of content (K-A) (S-A,C,D) (D-C)
� Lesson and unit structure (K-A,B,C,D,E) (S-A,B,C,D,F) (D-B,C)
� Use of a variety of instruction, activities, assignments and resources (K-B,C) (S-B,C,G) (D-A,B,C)
� Use of contextual information and data to select appropriate and relevant activities, assignments and resources (K-
B,C) (S-A,G) (D-B,C)
� Use of technology (S-B,D)
Instructional Decision-Making
The teacher uses ongoing analysis of student learning to make instructional decisions.
� Sound professional practice (K-A,B,C,D,E) (S-A,B,C,D,E,G) (D-A,B,C,D)
� Adjustments based on analysis of student learning (K-B,C,E) (S-E)
� Congruence between modifications and learning goals (K-A,B,E) (S-A,B,E)
Analysis of Student Learning
The teacher uses assessment data to profile student learning and communicate information about student progress and
achievement.
� Clarity and accuracy of presentation (K-E) (S-D,E)
� Alignment with learning goals (K-A,B,E) (S-A,B,E)
� Interpretation of data (K-B,C,E) (S-D,E) (D-B,C)
� Evidence of impact on student learning (K-B,C,E) (S-B,C,E,G) (D-A,B)
Reflection and Self-Evaluation
The teacher reflects on his or her instruction and student learning in order to improve teaching practice.
� Interpretation of student learning (K-B,E) (S-C,E,F,G) (D-A,B,C,F)
� Insights on effective instruction and assessment (K-B,E) (S-B,E,F) (D-B,F)
� Alignment among goals, instruction and assessment (K-A,B,E) (S-A,B,E,F)
� Implications for future teaching (S-F) (D-F)
� Implications for professional development (S-F) (D-F)
● Letters in parentheses refer to COE Learning Outcomes: K = Knowledge, S = Skills, D = Disposition
See pages 4, 5 & 6
49
VII. RESOURCES
Unit Assessment System: Report to the Indiana Professional Standards Board (1999, December).
Muncie, IN: Ball State University, Teachers College.
Bernhardt, Victoria (2002). The School Portfolio Toolkit; A Planning, Implementation and Evaluation
Guide for Continuous School Improvement. Larchmont, NY: Eye on Education.
Bullock, A. and Hawk, P., (2001). Developing a Teaching Portfolio; A Guide for the Preservice and