Northern State University

Millicent Atkins School of Education

Residency I (PSTE 496)
Teacher Work Sample

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
Residency 1/PSTE.
The TWS assignment includes the following tasks:
I. Professional Goal Setting and Reflection
II. Instructional Design and Implementation (two lessons)

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).
Task I: Professional Goal Setting and Reflection

Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth.

Resources: Candidates will use the NSU Millicent Atkins School of Education Residency I Final
Evaluation Outcomes/Indicators to decide on a specific goal; candidates will be assessed on their
goal setting and reflection using the NSU Teacher Work Sample Scoring Rubric.

Outcomes Potential Indicators

(You will choose one of these indicators as the basis for your goal)

A. Focus for Learning: Standards and Objectives/Targets

Planning for Instruction and B. Materials and Resources
Assessment C. Assessment of P-12 Learning
D. Differentiated Methods

E. Learning Target and Directions

F. Critical Thinking
Instructional Delivery G. Checking for Understanding and Adjusting Instruction through Formative
Assessment.
H. Digital Tools and Resources
I. Safe and Respectful Learning Environment

J. Data-guided Instruction
Assessment K. Feedback to Learners
L. Assessment Techniques

Analysis of Teaching M. Connections to Research and Theory

N. Participates in Professional Development

Professional Commitment and O. Demonstrates Effective Communication with Parents or Legal Guardians
Behaviors P. Demonstrate Punctuality
Q. Meets Deadlines and Obligations
R. Preparation

Professional Relationships S. Collaboration

T. Advocacy to Meet the Needs of Learners or for the Teaching Profession

Critical Thinking and Reflective

Practice U. Responds Positively to Feedback and Constructive Criticism
1. Conceptual Framework Goal Statement, Action Plan, and Reflection: 

a. Identify the Outcome to which your goal aligns:

The outcome to which my goal aligns is Instructional Delivery.

b. Identify the specific indicator you will use to determine your goal:

The specific Indicator that I will use to determine my goal is Checking for Understanding

and Adjusting Instruction through Formative Assessment.

c. Based on the indicator 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 implement pre-assessments and post-assessments that effectively

measure the students’ level of understanding toward the learning objectives. The

reason I chose this goal is during my 7-12 Curriculum and Instruction class I struggled

to find pre and post-assessments that would accurately show the level of understanding

in a foreign language classroom. As I navigated the course, I found a lot of good

resources that I could use to assist me in making formative assessments. For my

experience, I wanted this to be my main focus for improving my instructional delivery.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:

To achieve my goal, I worked with my cooperating teacher to determine which formative

assessments that she found worked best with her students. We also navigated internet

resources to find other formative assessments that would work best in a foreign

language classroom. We found that having the students complete written pre-

assessments is not effective because the students performed very poorly and would

take a really long time to complete them. In order to counteract this observation, we

decided to use oral pre-assessments because the students felt more comfortable and
 confident and they benefitted from hearing other students answers to create their own

answers.

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

By the end of my field experience, I think I improved on my formative assessment

methods by using oral assessments rather than written assessments. As a teacher, it is

my job to cater to the needs of the students and it really made no sense to keep having

them do assessments that were not showing that they learned the material. Instead, I

decided to use what I knew about the students learning styles and have them complete

oral assessments during the lessons that I taught because they showed the students’

level of understanding more accurately than written assessments. I also was able to

give them instant feedback which helped the students become more confident in what

they were saying and doing in the class.

Task II: Instructional Design and Implementation

Objective: Candidates demonstrate their ability to plan, implement, and assess two, formal lessons
and evaluate the impact this has on K-12 student learning.

Resources: Candidates will be assessed on their lesson design and implementation using the NSU
Teacher Work Sample Scoring Rubric.

Lesson 1:
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Sarah Gaul
Grade Level: Spanish I
Subject: Possessive Adjectives
Date: 11/20/2020
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
Standard 1: Communication
1.1 Interpersonal Communication: Share and infer information, reactions, feelings, and opinions in
spoken, signed, or written conversation.

List the Rationale (cite theories or theorists):

I am using Bruner’s Theory, otherwise known as Constructivism. This means that as the teacher, I
will be translating information into an appropriate format to. adhere to the students’ current state of
understanding. The students will use the information given to draw their own understanding of the
material and build on it to enhance their learning experience. They do this by pulling from prior
knowledge and experiences to understand information in their own way.

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 possessive adjectives in the Spanish language and use them in
sentences.

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

This Spanish I class is full of students from four different grade levels, so I think this learning
objective is specific, yet broad enough that all of the students will be able to achieve it. Most of my
students are just beginning to learn the language so it’s important for them to learn possessive
adjectives and be able to form them into sentences so they can use them in basic conversation.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
7 boys
11 girls
Describe your Knowledge of Students: (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).
This class is not very diverse in regard to culture and backgrounds. For most of my students, this
is their first experience with learning Spanish. For some of the students, learning another
language comes easier to them because they already know two languages, but for other students
it may be a lot more difficult to learn Spanish. For the students who need extra help, I will address
those needs by providing individualized guidance and alternate activities.

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

We will need a projector, pencils, paper, and computers.

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.
The technology that I will be using is a projector to present the lesson and facilitate a group
practice activity. Using the projector for the group activity encourages the students to take
initiative and participate in class. The projector will also guide the students through the notes; this
will allow students to be successful because they will not have to spend extra time trying to figure
out how to write the notes. They will instead be learning the material easily while they take notes
that they are easy to understand.

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
I will differentiate by having the students practice the material in a variety of different ways. By
having the students repeat and practice, it is drilling the material into their brain so they can
remember it. Students of all ages and backgrounds benefit form repetition so this is a good way to
appeal to all types of learners. Using different ways to practice such as, fill-in-the-blank, saying the
answer out loud, choosing the correct answer, and creating your own sentences, will benefit each
of the students differently, however, it is just important for the students to keep practicing.

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.

For the pre-assessment, I will have the students do a think-pair-share over what they know about
possessive adjectives and what they want to know about possessive adjectives. Then, we will
come together as a class and share what the students talked about.

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)
The results of the pre-assessment will tell me what the students already know about the subject
and what questions need to be answered by the end of the lesson. If students don’t know much
about the topic, then I will begin my presentation by reviewing what they read in the textbook the
night before.
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.

One of the classroom management strategies that I will be using is walking around while students
are sharing with partners and silently working. As I am walking around the room, I am listening to
what the students are saying, offering feedback, and offering guidance to those who need it. This
will be done to make sure that the students are on task and understand what they are doing.

One of the motivational strategies that I will be using is student choice. I allowed the students to
choose to silently work on their homework while watching Coco or play a vocabulary game.
Student choice makes the student feel like he/she has some sort of control. Ultimately, the
students will more than likely to do what they are supposed to do because they felt like they had a
say in what activity they do. Another motivational strategy that I will be using is giving frequent
feedback. By giving the students feedback, they will feel accomplished and want to keep trying to
either fix their mistake and get it right or keep getting the answers right.

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 introduce the objectives. I will present a mini lesson describing what possessive adjectives
are and why they are important. I will show them the singular and plural forms of the adjectives
and lead them through ten practice sentences on the board. As the students complete the
sentences, I will be giving feedback frequently.
I will then explain the rules of two truths and a lie and model what is to be expected for this
activity.

“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).
The students will raise their hand to answer the 10 questions on the board in front of the class to
complete the guided practice. Then we will move into conversational practice by doing an activity
called “2 truths and a lie”. The students will silently write down two truths and one lie describing
their family or family members using possessive adjectives and our vocabulary from this chapter.
Then, the students will partner up and share their 2 truths and a lie to their partner, and their
partner must guess which sentence is a lie using the “you” form of possessive adjectives. Once all
of the students have shared their two truths and a lie, we will move onto the next activity.

“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?
Students will independently complete the online activities assigned to them at the beginning of the
chapter. While students are working, I will be walking around the room helping students, checking
for understanding, providing guidance, and answering any questions that they have.

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.).
With 5 minutes remaining, I will restate the lesson objective. Then I will have the students turn to
a partner and share three things that they learned about possessive adjectives that they didn’t
already know. After giving them a couple minutes to discuss, I will bring it back to a whole class
discussion.

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.

The post-assessment is part of the lesson closing. After the students discuss with a partner, I will
ask for 5 things, altogether as a class, that they learned today. This will be their ticket out.

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.
Based on the results of the pre and post-assessment, the students achieved the learning goal by learning
and stating the different rules that apply to possessive adjectives. For the group discussion post
assessment, some students spoke more than others which showed me that some students either retained
more information or were more confident in their answers than other students.

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 prompt revisions.
Instructional Strategies and classroom management strategies that were effective were group discussion
and a think-pair share activity. My students sat down and spoke to their partners about what they knew
about possessive adjectives based on the reading they did prior to class. As I walked around, I had to
remind a few students about what their task was and listened to them explain a few different things that
they read in the textbook about possessive adjectives. I also incorporated group discussion which allowed
the students to develop stronger communication skills and it allowed them to break harder tasks into
parts. During the group discussion, students worked efficiently with each other as I gave feedback and
instruction.

Interactions with students that were effective were my whole-group discussion with them and individual
help while they were working independently. The whole-group discussion was effective because students
remained engaged and got to share information about their families with their classmates. It also allowed
students to process information rather than just receive information. Offering individual help while they
were independently working was successful because it allowed students to get direct feedback, so they
fully understand the material.

If I were to teach this lesson again, I would be more thorough in the instructions for the two truth and a lie
activity because it seemed that some students were unclear in how they were supposed to respond to
their partners statements. I would also have the students complete the ten examples in their notebook
before we completed the examples on the board to give them more practice and then I could give them
more feedback as they are completing them at their desk so they are more confident in sharing their
answers in front of the class.
Lesson 2:
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Sarah Gaul
Grade Level: Spanish I
Subject: Lesson 4 Vocabulary
Date: 12/1/2020
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
Standard 1: Communication
1.1 Interpersonal Communication:
Share and infer information, reactions, feelings, and opinions in spoken, signed, or written
conversation.

List the Rationale (cite theories or theorists):

Connectivism is the theory that I used for this lesson. This theory focuses on the idea that people
learn and grow when they form connections. This lesson is a very good unit to use this theory for
because the students are learning the Spanish words for hobbies and pastimes. This will allow
students to easily make connections which will help them remember the words and phrases that
describe activities they like to do.

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 names of sports and other pastimes.

Students will be able to identify the names of places in a city.

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

At this point of the semester, the students have just learned how to conjugate -ar, -er, and -ir
verbs. This fits in the timeline because the students will be able to use these conjugations with
these new verbs that they learn, to express what they do in their free time

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
7 boys
11 girls

Describe your Knowledge of Students: (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).
This class is not very diverse in regard to culture and backgrounds. For most of my students, this
is their first experience with learning Spanish. For some of the students, learning another
language comes easier to them because they already know two languages, but for other students
it may be a lot more difficult to learn Spanish. For the students who need extra help, I will address
those needs by providing individualized guidance and alternate activities.
List the materials/resources you will need to teach the lesson.

We will need computers, a projector, and the vocabulary puzzle game (provided by me).

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.
The technology that I will be using are computers and the projector. The students will use the
computers at their desks to listen to and study the vocabulary words during independent work.
This enhances instruction because the students will feel more comfortable saying the vocabulary
words at their desks instead of in front of the whole class, especially if they know that everyone
else in the class is doing the same thing. The projector will be used to present the lesson. This
enhances instruction because the information that they need to know for quizzes and tests will be
laid out in front of them in a way that is easy to understand.

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
In order to differentiate, I will allow the students to complete review activities on their computer
during the duration of their study time before we complete the puzzle activity. This allows students
to choose whichever activity best suits their learning style, whether it be a game, a test, or just
studying flashcards.

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.

For the pre-assessment, I will have the students look at a picture of a guy riding a bike and have them
answer the questions that are on the board as a whole group.
1. ¿Es esta persona una atleta o una artista?
2. ¿En qué tiene interés, en el ciclismo o el tenis?
3. ¿Es delgado? ¿Es viejo?
4. ¿Tiene frío o calor?

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)
This pre-assessment will show me how much the students know up to this point and if we need to
review anything from last chapter before moving onto the new chapter. It will also show me if they
have the capability to understand words that they don’t know yet by using context clues and using
other parts of the sentence that they do understand.

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.

The management strategies that I will be using are walking around to monitor students during
work time, so I can answer any questions and help students with any difficulties in pronouncing
and remembering a word. And I will also time each activity, so I stay on schedule and the students
don’t spend too much time on each activity.
The motivational strategies that I will be using are games, to encourage students’ participation and
bring out a competitive and fun side to learning the vocabulary words. I will also have the students
be up and moving during the post-assessment, which will also encourage participation. This will
also allow the students to have a break from sitting in their seats and hearing me talk during the
whole lesson.

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.
As a review of the last lesson, I will begin by playing a song that contains the verb tener in multiple
instances. As the students listen to the song, I will have them count how many times they hear a
form of the verb tener. To start my actual lesson, I will introduce the objectives. Then I will lead the
students through the pre-assessment as a whole group by breaking down and answering the
questions on the board. After the pre-assessment activity, I will explain the term “pasatiempo” and
ask the students what some of their hobbies are. I will then go through the list of vocabulary
words by pronouncing them one-by-one and explaining their meanings. I will also ask the
students if they have any “word tricks” to remember the words as we go. Then I will ask the
students to practice saying and using the words on their own or with a partner for 15 minutes.
After they practice for 15 minutes, I will pass out the puzzle activities and explain how the activity
works.
If time allows, I will split the class into two teams and lead them through a game of Pictionary to
practice our pastimes.

“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).
While I am guiding the students through the vocabulary list and showing them the correct
pronunciations and meanings of the words, they will repeat them back to me one-by-one as they
are thinking of possible word tricks as well. For guided practice, the students will work in groups or
pairs to complete a series of puzzles using the Spanish vocabulary words and their English
meanings in a race to the finish.

“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?
For independent practice, the students will practice saying and using the vocabulary words in
sentences with help from the quizlet before moving on to the fun practice activities. At the end of
the lesson, they will independently work on their online assignments due the following day. As the
students are working, I will walk around and offer guidance and answer questions as needed.

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.).
First, I will restate the lesson objectives. For the lesson closing, the students will work with groups
to separate the vocabulary words into three different groups, as stated in the post-assessment.
This will serve as the 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.

For the post-assessment, I will have the students break the vocabulary words into three different
groups (las actividades, los deportes, and los lugares). Each group will make a different poster
according to their assigned category and list the vocabulary words for each group on the posters.

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.
Based on the results of the pre and post-assessment, the students showed tremendous strides on
the vocabulary words. During the pre-assessment the students were very hesitant to answer the
questions but relatively got the answers correct on the first try. For the post-assessment, the
students needed no assistance from me while they were working with their groups to complete
their assigned posters.

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 prompt revisions.
Instructional strategies and classroom management strategies that were effective were the review
activity, repetition, and partner work. The review activity was effective because it contained
cultural music elements and allowed them to listen to Spanish and make connections using the
knowledge they already have equipped during the semester. It also allows them to connect the
relevance of the last lesson they learned and the lesson that they were preparing to learn.
Another strategy that was effective was repetition. I used repetition by having the students
pronounce the words after me during the lesson, when the students were studying on their own for
15 minutes, and when the students were completing their vocabulary puzzles. This was effective
because the more the students say a word or write a word, the more they will be able to remember
what the word means. I also used partner work during this lesson. It was effective because the
students didn’t have to solely rely on their own knowledge and could lean on their partners
understandings and could communicate with each other if they needed assistance or help on
specific words.

The interactions with students that went well was when I was able to incorporate asking what
some of their hobbies and pastimes are. This was successful because not only was I getting to
know the interests of my students, but the students were also able to connect what we are
learning to their own lives and how they can use the vocabulary words in conversation.

If I were to teach this lesson again, I would time every single activity. I would do this because it
will help me track how long the lesson should take for the other blocks or classes that I have to
teach it to. For example, only one of my classes got to play Pictionary because they finished the
puzzle activity faster than any of my other classes. If this were my own classroom I would probably
take into account the abilities of each of my classes because I would have been able to modify the
puzzle activity so that the students who perform worse will be able to complete the puzzle in the
amount of time that is given and so all of the classes get to experience Pictionary at the end of the
class.

Teacher Work Sample Scoring Rubric

Residency I/ Pre-Student Teaching Experience
Teacher Candidate Name:______Sarah Gaul__________________________________________
Semester: Spring Fall Year 2020__
Grade/Subject Area_____Spanish______

Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate identifies one Candidate identifies one Candidates identifies one Candidate does not
well-planned goal and goal and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides a action plan for the
Candidate provides an Candidate does not
detailed action plan for the achievement of the goal and
action plan for the provide an action plan for
achievement of the goal and cites resources s/he will use
achievement of the goal the achievement of the
Professional Goal cites any specific resources to enhance goal
s/he will use to enhance goal achievement efforts. but needs to work to goal.
Setting and achievement efforts. develop a more specific
Reflection Candidate effectively list of resources to be Candidate is not clearly
Candidate is highly effective communicates any used for achievement of able to reflect on his/her
at communicating any progress/growth made that goal. performance in the area
progress/growth made toward the goal in the of goal
toward the goal in the reflection. Candidate’s reflection on setting/achievement.
reflection. goal achievement is
minimal and needs
development.

Task II: Instructional Design and Implementation

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
All lessons contains Most lessons contains Lessons contain minimal Lessons contain no
evidence of setting evidence of setting evidence of setting evidence of setting
measurable objectives that measurable objectives that measurable objectives measurable objectives
are clearly aligned with are aligned with specific that are only somewhat and are not aligned with
specific state and/or national state and/or national aligned with specific specific state and/or
standard(s). standard(s). state and/or national national standard(s).
standard(s).
Lessons allow for numerous Lessons allow for Lessons allow for very Lessons allow for no
Standards/Objectives connections across the connections across the few connections across apparent connections
curriculum which serve to curriculum which serve to the curriculum which do across the curriculum;
build understanding, and build understanding, and not build understanding, students are not able to
encourage application to real encourage application to real nor encourage build an understanding or
world issues. world issues. application to real world apply to real world issues.
issues.

Assessment Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate
pre-assessment to measure assessment to measure assessment which evidence of a pre-
students’ prior knowledge of students’ prior knowledge of partially measures assessment to measure
the learning objective and the learning objective and students’ prior students’ prior knowledge
purposefully utilizes the somewhat utilizes the results knowledge of the of the learning objective.
results to inform to inform planning/instruction learning objective but Does not include copies
planning/instruction for the for the lesson and post fails to adequately utilize of the Pre- and Post-
lesson and post assessment. assessment. the results to inform Assessments used.
Includes copies of the Pre- Includes copies of the Pre- planning/instruction for Does not include a copy
and Post-Assessments used. and Post-Assessments the lesson and post of a key/product to show
Includes a copy of a high used. assessment. desired outcome.
quality key/product to show Includes a copy of a Includes copies of the
desired outcome. key/product to show desired Pre- and Post-
outcome. Assessments used.
Includes a copy of a
key/product to show
 desired outcome.
Purposefully and consistently Incorporates the use of Is still developing the Does not incorporate the
incorporates the use of available technology to ability to incorporate the use of available
available technology to somewhat enhance use of available technology to enhance
further enhance instruction in instruction in ways that technology to enhance instruction nor provide an
ways that authentically engage most of the students instruction in ways that explanation for why
engage all students in the in the learning experience. engage the students in technology is not utilized.
Technology learning experience. For For cases where technology the learning experience.
cases where technology is is not utilized, candidate For cases where
not utilized, candidate provides an explanation. technology is not utilized,
provides a logical candidate provides an
explanation. explanation.

Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust
instruction during lesson lesson planning and instruction during lesson instruction during lesson
planning and implementation implementation in order to planning and planning and
in order to significantly meet meet some of the identified implementation but the implementation in order to
all of the identified needs of needs of individuals, small differentiated instruction, meet the identified needs
Accommodations individuals, small groups or groups or the class by accommodations and of individuals, small
the class by including including general methods of modifications used do groups or the class. No
specific methods of differentiation, not fully meet the differentiation,
differentiation, accommodations and identified needs of accommodations and
accommodations and modifications. individuals, small groups modifications present.
modifications. or the class.
Numerous Management and Management and Management and
management/motivational motivational strategies are motivational strategies motivational strategies to
strategies are clearly identified and rationale is are not clearly identified enhance student
identified and rationale provided for how these and rational is lacking engagement and learning
Management provided for how these strategies enhance student evidence of how these are not identified.
strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.
Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
consistently including a effective/engaging needs to work to develop student interest.
highly-effective/engaging introduction and closing. a more effective lesson Candidate does not
introduction and closing. opening and closing. include evidence of an
Introduces and reinforces effective opening and/or
Effectively introduces and the learning objective(s) so Needs to be more closing.
repeatedly reinforces the that students are cognizant purposeful about
learning objective(s) so that of expected outcomes. introducing and Learning objective is not
students are cognizant of reinforcing the learning reinforced throughout the
expected outcomes. Presents all content in a objective so that the lesson.
sequential manner and students are cognizant of Content is not presented
Presents all content in a provides opportunities for expected outcomes. in a sequential manner
sequential manner and modeling and practicing the and candidate does not
provides numerous skills and content needed to Content is not always provide evidence of
opportunities for modeling meet the learning presented in a sequential allowing opportunities for
and practicing the skills and objective(s). manner and candidate modeling and practicing
content needed to meet the needs to provide more the skills and content
learning objective(s). Checks for student opportunities for needed to meet the
understanding throughout modeling and practicing learning objective(s).
Lesson Consistently checks for most of the lesson cycle and the skills and content
Implementation student understanding provides evidence of re- needed to meet the Candidate does not check
(I Do/We Do/You Do) throughout the entire lesson teaching/remediation where learning objective(s). for student understanding
cycle and provides detailed necessary. throughout the lesson
evidence of re- Checks for student cycle and there is no
teaching/remediation where Includes reasons for why the understanding evidence of re-teaching
necessary. instructional strategies and throughout most of the /remediation.
learning activities chosen for lesson cycle and
Includes numerous detailed the lessons are provides little evidence of Does not includes
reasons for why the developmentally appropriate re-teaching/remediation reasons for why the
instructional strategies and (claims are somewhat where necessary. instructional strategies
learning activities chosen for supported by relevant and learning activities
the lessons are theory/research that is Includes reasons for why chosen for the lessons
developmentally appropriate cited). the instructional are developmentally
(claims are supported by strategies and learning appropriate (claims are
relevant theory/research that activities chosen for the not at all supported by
is clearly cited). lessons are relevant theory/research
developmentally nor sufficiently cited).
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
 Includes professional-quality Includes average-quality Includes poor-quality No quality
table/charts/graphs which table/charts/graphs which table/charts/graphs table/charts/graphs which
clearly show post show post assessment which do not clearly show post assessment
assessment results (and pre- results (and pre-post show post assessment (and/or pre) results.
post comparison if comparison if applicable) results (or pre-post
applicable) Provides a description of the comparison if applicable) Does not provide a
Provides detailed description post assessment results Provides a weak
description of the post
of the post assessment which somewhat addresses description of the post
assessment results is
results which thoroughly most of the following items: assessment results
addresses all of the following students’ progress toward which does not weak and illogical and
items : mastery of the objectives adequately address the does not address all of
students’ progress toward from pre-to-post following items: the following items:
Analyzes mastery of the objectives factors that may have students’ progress
from pre-to-post affected the post toward mastery of the students’ progress toward
factors that may have assessment results objectives from pre-to- mastery of the objectives
affected the post assessment how the results of the post post from pre-to-post
results assessment highlight what factors that may have factors that may have
how the results of the post areas of the lesson will affected the post affected the post
assessment highlight what require re-teaching (if any) assessment results assessment results
areas of the lesson will how the results of the how the results of the
require re-teaching (if any) post assessment post assessment highlight
highlight what areas of what areas of the lesson
the lesson will require re- will require re-
teaching (if any)

Identifies, describes, and Identifies, describes, and Identifies, describes, and Fails to adequately
explains more than two explains two successful explains only one identify, describe, or
relevant successful teaching teaching strategies and/or successful teaching explain successful
Lesson Reflection: strategies and provides provides supporting strategy and/or provides teaching strategies and
Successes detailed supporting evidence evidence for why they were only minimal supporting provides no supporting
for why they were effective. effective. evidence for why it was evidence.
effective.

Identifies and describes Identifies and describes two Identifies and describes Fails to adequately
more than two challenges challenges encountered only one challenge identify, describe, or
encountered throughout throughout the lesson. encountered throughout explain challenges
Lesson Reflection: lesson. the lesson. encountered throughout
Challenges lesson.

Identifies and describes Identifies and describes two Identifies and describes Fails to identify and
more than two significant ideas for redesigning the one idea for redesigning describe an idea for
ideas for redesigning the lesson and provides details the lesson and provides redesigning the lesson
Lesson Reflection: lesson and provides full to support the redesign. very minimal details to and/or provides no details
Improvements details to support the support the redesign. to support the redesign.
redesign.

Overall Professional Quality of Teacher Work Sample

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Writing Skills Content Organization: Content Organization: Content Organization: Content Organization:

All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and (Cover page, followed: (Cover page,
spacing, anonymity) spacing, anonymity) references/credits, font references/credits, font
and spacing, anonymity) and spacing, anonymity)
Paper is well organized with Paper is organized.
clarity of thought and Paper is somewhat Paper requires much
purpose. organized but candidate better organization of
needs to continue to content and candidate
develop communicating needs to significantly
thought and purpose. develop in the area of
communicating thought
and purpose.
Conventions: Conventions: Conventions: Conventions:

Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or grammar, punctuation, grammar, punctuation,
structure. sentence structure, but does and/or sentence and/or sentence
not significantly detract from structure, and this structure, errors which
 overall quality. somewhat detracts from significantly detract from
overall quality. overall quality.

Overall Quality: Overall Quality: Overall Quality: Overall Quality:

Professionally written, high- Adequately written, average Writing and quality of Poorly written, low-quality
quality paper. quality paper. paper are in paper. Resubmission
development but required.
resubmission is not
required.

References and Credits:

Fishwell, E., Lawrence, A., & Nelson, V. (2011). Formative Assessment in the Foreign Language

Classroom. Retrieved November, from Erin Fishell Angie Lawrence Vanessa Nelson
Tuttle, H.G., & Tuttle, A. (2012). Improving students’ foreign language speaking through formative

assessment. Larchmont, NY: Eye on Education