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 2011

Teacher Work Sample

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

Note: The materials in this document were developed by representatives of the

Renaissance Partnership Institutions and are used with their permission. The

Renaissance Partnership for Improving Teacher Quality Project http://fp.uni.edu/itg

Teacher Work Sample (TWS) Committee

Dr. J. Amorino Dr. M. 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

Dr. J. Adams Prof. L Szekeres

Prof. J. Tirella Dr. R. Bakker

Revised September 2011

Dr. Susan Polirstok, Dean

Dr. Jo Hoffman, Associate Dean

College of Education

TEACHING PERFORMANCE CENTER

Kean University

College of Education

Willis Hall, Room 110

Union, NJ 07083

Phone: (908) 737-4185

Fax: (908) 737-4115

Email: tpc@kean.edu

Table of Contents

I. The SPECTRUM Model: Kean University’ Conceptual

Framework for Teacher Education .....................................................................1

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

NASPE Mission Statement...................................................................................3

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

IV. Teacher Work Sample Portfolio Preparation

A. What is a Teacher Work Sample Portfolio? .....................................................7

B. Instructions for Compiling a Teacher Work Sample Portfolio .........................7

C. Description of the Teacher Work Sample Portfolio Process ............................8

D. Candidate & Supervisor Responsibilities for

Implementation/Evaluation of the TWS....................................................9

E. Submitting the Teacher Work Sample Assessment ........................................11

V. Teacher work Sample

Overview of Teacher Work Sample Portfolio .......................................................12

Teaching Processes Assessed by the Teacher Work Sample ................................14

Introduction to TWS/Rubric ..................................................................................15

Philosophy Statement/Rubric ................................................................................17

Contextual Factors/Rubric .....................................................................................19

Learning Goals/Rubric...........................................................................................20

Assessment Plan/Rubric ........................................................................................23

Example of Assessment Plan Table.......................................................................22

Design for Instruction/Rubric ................................................................................26

Instructional Decision-Making/Rubric ..................................................................31

Analysis of Student Learning/Rubric ....................................................................33

Reflection and Self-Evaluation/Rubric..................................................................35

Processes of Teacher Work Sample Portfolio Assessment Form..........................37

Processes of TWS Additional NASPE Assessment Form.....................................38

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

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

1

I. The Spectrum Model

Kean University’s Conceptual Framework for Teacher Education

Kean University’s College of Education prepares its graduates to be informed, dynamic professionals

in diverse settings. Toward that end, a basic curriculum model called the SPECTRUM has been

adopted to provide teacher education students with the knowledge, skills and dispositions (values) to

become informed, dynamic professionals.

Webster defines a spectrum as an array of components, separated and arranged in order of some

varying characteristics.1 Kean University models its SPECTRUM as a series of circles. The center or

locus of the circle is the informed, dynamic professional whose development is created by the

intersection of three smaller inner circles representing knowledge, skills, and dispositions (values).

Each of the small circles is interconnected, giving and receiving input from the classroom, school,

community, state, nation and world. Surrounding the inner core is a larger circle that establishes

boundaries of professional studies, field experience, academic specialties and general education. The

turning of the circles emphasizes that development of an informed, dynamic professional is

interconnected, interdependent and interrelated. The colors of the SPECTRUM blend together as do

the content, process and context of the College of Education. Each course and field experience

contribute to the sum of an educator who is well grounded in basic skills and in content knowledge, is

competent in the practices of instruction as measured by the learning success of students, and is a

reflective member of the larger community of learners.

1 WEBSTER’S SEVENTH NEW COLLEGIATE DICTIONARY. SPRINGFIELD, MA: G & C MERRIAM CO., 1972

2

I. The Spectrum Model (continued)

Kean University’s Conceptual Framework for Teacher Education

Knowing subject matter, instructional strategies, learning theory,

and the community where you teach;

based on mastery of content, theory and critical thinking.

Facilitating and assessing K-12 student learning,

managing the classroom;

based on knowledge, practice and experience.

Making a commitment to the profession, having enthusiasm for teaching;

caring, fairness, honesty, responsibility and social justice;

based on beliefs about the world.

KNOWLEDGE

SKILLS

DISPOSITIONS/VALUES

3

II. College Of Education Mission Statement

The mission of the College of Education, based on our conceptual framework, is to prepare informed,

dynamic professionals for diverse settings who:

1. demonstrate a broad background in humanities, mathematics, and the sciences, have an in-

depth understanding of one academic discipline, and apply this knowledge and understanding

in their professional settings;

2. think creatively and critically in solving educational problems and make sound decisions based

on their knowledge of theory;

3. design and integrate a variety of instructional strategies and technologies matched to

appropriate diverse learning styles;

4. accurately assess, analyze, and monitor student learning; make appropriate adjustments to

instruction, and have a positive effect on all students;

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

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

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

Adopted, College of Education, October 4, 2000

IIa. NASPE Mission/Vision Statements

Mission NASPE's mission is to enhance knowledge, improve professional practice, and increase support for

high quality physical education, sport, and physical activity programs.

Vision NASPE envisions a society in which all individuals are physically educated and participate in lifelong

physical activity.

4

III. College Of Education Learning Outcomes

The College of Education has defined a set of learning outcomes that candidates must meet reflecting

the SPECTRUM conceptual framework of Knowledge, Skills and Dispositions (Values). Every

individual program within the College also has developed a set of specific learning outcomes reflecting

knowledge, skills, and dispositions of particular disciplines. In order to graduate and/or be certified,

candidates must show evidence that they have achieved both college and program outcomes. The

portfolio is one way in which students demonstrate their achievements. The College of Education

learning outcomes that appear below are aligned with the New Jersey Professional Teaching

Standards.

Knowledge

(A) Subject Matter

The beginning teacher has a thorough understanding and knowledge of subject matter and

national, professional, and New Jersey Core Curriculum Content Standards, and uses such

knowledge to create effective learning experiences for students.

(B) Student Learning

The beginning teacher has knowledge of how students learn and develop and creates

opportunities for each student’s academic development.

(C) Diversity of Learners

The beginning teacher understands differences in how students learn and knows how to provide

instruction to accommodate such diversity.

(D) Classroom Management

The beginning teacher understands classroom management theories.

(E) Assessment

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

Skills

(A) Planning Instruction

The beginning teacher plans instruction based on knowledge of subject matter, of national,

professional, and New Jersey Core Curriculum Content Standards, of students, and of

curriculum goals and models.

5

(B) Instructional Strategies/Technologies

The beginning teacher uses a variety of instructional strategies and technologies that encourage

each student to develop critical thinking and problem-solving skills.

(C) Learning Environment

The beginning teacher creates a learning environment that encourages active, engaged learning,

positive interaction, and self-motivation for all students.

(D) Communication and Technology

The beginning teacher effectively communicates in the classroom by using a variety of

communication skills including verbal and nonverbal techniques, technology, and media.

(E) Assessment

The beginning teacher effectively uses formal and informal assessment strategies to evaluate

student progress and makes appropriate adjustments to instruction based on his/her assessment.

(F) Student Support

The beginning teacher works with parents/family members, school colleagues, and community

members to support student learning and development.

(G) Reflection and Professional Development

The beginning teacher is a reflective practitioner who continually evaluates the effects of

her/his choices and actions on others (students, parents, and other professionals in the learning

community) and who actively seeks opportunities to grow professionally.

Dispositions/Values

(A) Diversity/Individual Differences

The beginning teacher appreciates individual, cultural, and linguistic differences, shows respect

for the diverse talents of all learners, and is committed to helping develop self-confidence and

competence.

(B) High Expectations

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

all students achieve success.

6

(C) Community/Culture

The beginning teacher works productively within community and cultural norms.

(D) Positive Climate

The beginning teacher takes responsibility for establishing a positive climate in the classroom

and participates in maintaining such a climate in the school as a whole.

(E) Positive Role Model

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

(F) Life-long Learner

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

Approved, College of Education, October 2001

7

IV. A Guide to Compiling a Teacher Work Sample Portfolio

A. What is a Teacher Work Sample Portfolio?

A Teacher Work Sample Portfolio documents the candidates’ achievements over the course of

a teacher preparation program at Kean University at the core of which is the impact the

candidate has on K-12 student learning. It includes the Teacher Work Sample (TWS) files that

demonstrate evidence of K-12 student learning. The TWS must show satisfactory achievement

of the learning outcomes of the College of Education and the candidates’ program of study, as

well as evidence of K-12 student learning. The format of the Teacher Work Sample Portfolio

may be traditional print and/or electronic multimedia file.

During the Introductory and Preprofessional Field Experiences each candidate will be

responsible for completing certain processes of the Teacher Work Sample Portfolio. Interns

will complete an entire Teacher Work Sample Portfolio during the Professional Internship.

B. Instructions for Compiling Teacher Work Sample Portfolio

The candidates’ Teacher Work Sample Portfolio must provide evidence of achievement of

learning outcomes of both the College of Education (COE) and the candidates’ academic

program, as well as his/her impact on K-12 student learning. Individual programs may have

additional learning outcome requirements listed in their program guidelines. The candidates’

Teacher Work Sample Portfolio should be developed in consultation with program faculty,

supervisor or clinical instructor. The TWS Portfolio is scored using rubrics based on COE and

program specific standards.

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

• A statement of ownership. Complete a cover page that includes (a) name, (b) date

submitted, (c) grade level taught, (d) subject taught, (e) university, (f) course number and

title, (g) names of university supervisor/clinical instructor and cooperating teacher, and (h)

name of school district.

• A Table of Contents that lists the sections and attachments contained within the Teacher

Work Sample Portfolio with page numbers.

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

• A Philosophy Statement that addresses the candidate’s view of the essence of education

based on documentation and experience and supported by research. The focus should be

the K-12 student and how the classroom can help develop the K-12 student into an effective

citizen based on what has been learned at Kean University. The statement should be built

around the SPECTRUM model of the College of Education based on knowledge, skills and

dispositions/values. The statement should be kept to a readable length of no more that two

8

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

detail with an instructor.

• Charts, graphs and attachments. Charts, graphs and assessment instruments are required as

part of the portfolio/TWS document. Other attachments, such as student work, may be

provided. However, be very selective and make sure the attachments provide clear, concise

evidence of how performance is related to TWS standards and the students’ learning

progress.

• Narrative length. A suggested page length for the narrative is given at the end of each

component section. There is some flexibility of length across components, but the total

length of the written narrative (excluding charts, graphs, attachments and references) should

not exceed twenty (20) word-processed pages, double-spaced in 12-point font, with 1-inch

margins.

• References and Credits (not included in total page length). If another person’s ideas or

material are referred to in the narrative, cite them in a separate section at the end of the

narrative under References and Credits. Any standard form for references may be used;

however, the American Psychological Association (APA) style is a recommended format

(explained in the manual entitled “Publication Manual of the American Psychological

Association”).

• Anonymity. In order to insure the anonymity of students in the class, do not include any

student names or identification in any part of the TWS.

• All sections of the Teacher Work Sample Portfolio should be placed in a binder and

organized by clearly labeled subsections.

• Each Teacher Work Sample will be evaluated on its organization and format, use of

standard written English, punctuation, capitalization, etc. and syntax or word choice.

C. Description of the Teacher Work Sample Portfolio Process

The Assignment

The Teacher Work Sample contains seven teaching processes identified by research and best

practices as fundamental to improving K-12 student learning. Each Teaching Process includes

a Teacher Work Sample Standard, the Task, Requirements, and a Rubric that defines levels of

performance on the standard. The Standards and Rubrics will be used to evaluate each Teacher

Work Sample. Each teacher preparation program within the College of Education has aligned

the rubrics with both the COE Learning Outcomes and their program-specific standards. The

Requirements help to document the extent to which each of the standards have been met. The

rubrics for each process can be found in Appendix A.

Each intern is required to teach a comprehensive unit. Before teaching the unit, contextual

factors will be described and learning goals identified based on New Jersey or district content

standards. An assessment plan will be created to measure student performance before (pre-

assessment), during (formative assessment) and after (post-assessment), and a plan for

9

instruction developed. After teaching the unit, student learning will be analyzed and then

instruction will be reflected upon and evaluated as related to student learning.

Successful teacher candidates support learning by designing a Teacher Work Sample that

employs a range of strategies and builds on each K-12 student’s strengths, needs, and prior

experiences. Through this performance assessment, candidates provide credible evidence of

their ability to facilitate learning by meeting the following Teacher Work Sample standards:

• The candidate uses information about the learning-teaching context and K-12 student

individual differences to set learning goals and plan instruction and assessment.

• The candidate sets significant, challenging, varied, and appropriate learning goals.

• The candidate uses multiple assessment modes and approaches aligned with learning goals

to assess K-12 student learning before, during, and after instruction.

• The candidate designs instruction for specific learning goals, K-12 student characteristics

and needs, and learning contexts.

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

instructional decisions.

• The candidate uses assessment data to profile K-12 student learning and communicate

information about student progress and achievement.

• The candidate reflects on his or her instruction and K-12 student learning in order to

improve teaching practice.

D. Candidate & Course Instructor/University Supervisor Responsibilities for

Implementation and Evaluation of the Teacher Work Sample during the Field Experience

Sequence

Level I: Introductory Field Experience Students

Candidates enrolled in the Introductory Field Experience PED 2800 course are responsible for

developing a Statement of Philosophy and the Contextual Factors process of the Teacher Work

Sample under the direction and guidance of the course instructor.

The Introductory Field course instructor will be responsible for assisting students in developing

the Philosophy Statement and Contextual Factors. These two processes are assessed as part the

Introductory Field Experience Competency Assessment which is submitted online.

Transfer students who were given credit for an introductory field course at another college or

university must meet with their program coordinator or designated faculty member to discuss

the start of their Teacher Work Sample Portfolio.

Post-Baccalaureate students may incur problems with beginning the Teacher Work Sample

Portfolio because of courses waived, i.e., introductory field; however they are still responsible

for completing a Teacher Work Sample Portfolio. Post-Bac students are to be given

information about completing the Teacher Work Sample Portfolio at the time of entry into the

certification program.

10

Level II: Preprofessional Field Experience Students

Candidates enrolled in co-requisite courses (PED 3610, PED 3711) with the Preprofessional

Field Experience are responsible for developing a Level II Teacher Work Sample that includes

the following processes: Learning Goals, Assessment Plan, Design for Instruction, and

Instructional Decision-Making. .

The course instructors from these courses will be responsible for assisting students in the

continued development of the Level II Teacher Work Sample Portfolio processes, reviewing

and formally evaluating the Level II Teacher Work Sample Portfolio using the Teacher Work

Sample Portfolio Assessment Rubrics. The course instructor will submit the Level II Teacher

Work Sample Assessment online.

The university supervisor/clinical instructor will support the preprofessional field experience

student in the development of the Level II Teacher Work Sample Portfolio, offering assistance

and ensuring that the Level II Teacher Work Sample processes are appropriate and reflect the

SPECTRUM Model and the Health/PE-NASPE Standards/Rubrics. The university

supervisor/clinical instructor will not be responsible for formally evaluating the Level II TWS

portfolio.

Level III: Professional Internship

Candidates enrolled the co-requisite course PED4610 with the Professional Internship are

required and responsible for developing a complete Teacher Work Sample Portfolio including

the seven processes outlined in Section V. These processes are: Contextual Factors, Learning

Goals, Assessment Plan, Design for Instruction, Instructional Decision-Making, Analysis of

Student Learning and Reflection and Self-Evaluation.

The capstone course instructor from this course is responsible for the continued development of

the Level III Teacher Work Sample Portfolio. The capstone instructor will review each

candidates’ Level III Teacher Work Sample Portfolio, providing guidance in the development

and reflection of Teacher Work Sample processes and formally evaluating the Level III

Teacher Work Sample Portfolio using the appropriate rubrics The Level III Teacher Work

Sample Portfolio evaluation will be included in the grade for the capstone course. The course

instructor will be responsible for submitting the Level III TWS assessment online.

Graduate students in EC 5565 and EMSE 5561 will be responsible for completing the Teacher

Work Sample Portfolio.

The university supervisor/clinical instructor is also responsible for reviewing and formally

evaluating each candidate’s Level III Teacher Work Sample Portfolio and providing assistance

in the development process and the accompanying reflections. The university

supervisor/clinical instructor will use the Teacher Work Sample Portfolio Assessment Rubrics

in the evaluation with input from the cooperating teacher. The university supervisor/clinical

instructor will also submit the Level III TWS assessment online.

11

At Level III, the Teacher Work Sample will be evaluated by both the university course

instructor AND the university supervisor/clinical instructor.

E. Submitting the Teacher Work Sample Assessments

All TWS assessments are submitted online at www.kean.edu/~tpc. Click on the Submit Online

Assessment link in the left-hand menu. On the Online Assessment Submission Page, find the

column that represents your position (course instructor or university supervisor), then click on

the link for the appropriate assessment. All assessments require a password. Please contact the

Teaching Performance Center for password assistance.

12

V. 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)

13

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.

14

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

15

� 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

Introduction to the Portfolio

16

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

17

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

18

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.

19

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

20

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

Element Statement Unacceptable Acceptable Target

21

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

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,

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 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

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 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

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.

22

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.

23

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.

Example of an Overview of the Assessment Plan: 4th

Grade Physical Education

24

Visual Organizer

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

table

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.

25

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).

26

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).

27

- 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 Accept

aablea

Ta

rg1.1 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

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 delive

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 acti

or fitness includes the “how”

and “why” of the move

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 learning, psychological, and

behavioral theory in planning

for and delivering instr

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

28

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 development theory and

principles in planning for and

delivering instruction (for all

stages of student proficiency);

evidence is provided by

students' changes in behavior

(learning occurs) in skillful

movements, physical

activities, and personal

fitness. TC exceeds the

criterion score established by

the program on assessm

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.

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

performed. Learning

activities allow students to 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

TC’s plans routinely reflect

sophisticated adaptations for

abilities (all levels) and

(interests and motivatio

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.)

29

3.5 Plan and

adapt

instruction to

diverse student

needs, adding

specific

accommodation

s

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

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

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 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.

30

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

31

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.

32

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

33

• extent to which the students made progress toward the learning criterion that was identified for each

learning goal (identified in the Assessment Plan section). Summarize what the graph tells about

students’ learning in this unit (i.e., the number of students met the criterion).

• Subgroups. Select a group characteristic (e.g., gender, performance level, socio-economic status,

language proficiency) to analyze in terms of one learning goal. Provide a rationale for the selection of

this characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle- vs. low-performers). Create a

graphic representation that compares pre- and post-assessment results for the subgroups on this learning

goal. Summarize what these data show about student learning.

• Individuals. Select two students that demonstrated different levels of performance. Explain why it is

important to understand the learning of these particular students. Use pre-, formative, and post-

assessment data with examples of the students’ work to draw conclusions about the extent to which these

students attained the two learning goals. Graphic representations are not necessary for this subsection.

Note: Provide possible reasons for why the students learned (or did not learn) in the next section,

“Reflection and Self-Evaluation.”

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

Element Statement Unacceptable Acceptable 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.

34

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

development.

Suggested Page Length: 2

35

Element Statement Unacceptable Acceptable Target

5.3 Utilize the

reflective cycle to

implement change in

teacher performance,

student learning, and

instructional goals

and decisions.

TC plans lessons

without considering

previous

accomplishments.

Plans lessons

according to teaching

preferences vs. student

needs.

Learning/practice

opportunities are not

based on pre-

assessments and

students’

developmental

levels.

TC uses a reflective

cycle (description of

teaching, justification

of teaching,

performance, critique

of teaching, setting of

goals) to modify

instruction, change

teacher performance,

or implement change

based on reflection.

Changes based

on reflection are placed

into action in lessons.

TC uses a reflective

cycle (description of

teaching, justification

of teaching,

performance, critique

of teaching, setting of

goals) to modify

instruction, change

teacher performance,

and implement

change based on

reflection.

Changes based on

reflection are placed into action in

lessons. Short and

long term goals are

modified based on

the reflective cycle.

6.2 Participate in

activities that

enhance

collaboration and

lead to professional

growth and

development.

TC participates in professional growth and

development

opportunities when

directed to do so. TC

meets the minimum

professional

development

requirements for the

program. TC fails to

document any

collaboration with

faculty, parents,

supervising teachers

and/or service projects.

TC participates in professional

growth and

development

opportunities when

they are offered. TC

participates in

professional

opportunities beyond

the program

requirements, such as

major’s club,

attendance at state

conventions, health

fairs, and Jump/Hoop

for Hearts activities.

TC documents

collaboration with

faculty, parents,

supervising teachers

and/or service projects.

TC takes every opportunity to participate in

professional

development

opportunities.

TC participates in

professional

opportunities beyond

the program

requirements, such as

making presentations

at professional

conventions,

providing leaderships

in student groups, and

planning activities.

TC documents

collaboration with

faculty, parents,

supervising teachers

and/or service

projects beyond what

is required.

36

Processes of Teacher Work Sample Portfolio Assessment Form

1 = Unacceptable 2 = Beginning 3 = Developing 4 = Capable 5 = Accomplished

Introduction to the Portfolio Section Score 1 2 3 4 5

The purpose is defined. 1 2 3 4 5

The outcomes met by the candidate are described. 1 2 3 4 5

There are relevant connections made between the elements of the TWS and the outcomes. 1 2 3 4 5

There is a description of the organization of the TWS Portfolio 1 2 3 4 5

Philosophy Statement Section Score 1 2 3 4 5

There is evidence that the candidate has the student as the focus. 1 2 3 4 5

The SPECTRUM Model is used as the framework. 1 2 3 4 5

The candidate understands theory and research. 1 2 3 4 5

The candidate has gained insight into teaching and learning through field experiences and coursework. 1 2 3 4 5

Contextual Factors Section Score 1 2 3 4 5

Knowledge of community, school, and classroom factors. 1 2 3 4 5

Knowledge of characteristics of student, skills, and prior knowledge. 1 2 3 4 5

Knowledge of students’ varied approaches to learning. 1 2 3 4 5

Knowledge of students’ skills and prior knowledge. 1 2 3 4 5

Implications for instructional planning and assessment. 1 2 3 4 5

Learning Goals Section Score 1 2 3 4 5

Significance, challenge, variety, and appropriateness for students. 1 2 3 4 5

Clarity. 1 2 3 4 5

Appropriateness for students 1 2 3 4 5

Alignment with national, state, or local standards. 1 2 3 4 5

Assessment Plan Section Score 1 2 3 4 5

Alignment with learning goals and instruction. 1 2 3 4 5

Clarity of criteria for performance. 1 2 3 4 5

Technically sound multiple modes and approaches. 1 2 3 4 5

Adaptations based on individual needs of students. 1 2 3 4 5

Design for Instruction Section Score 1 2 3 4 5

Alignment with learning goals. 1 2 3 4 5

Lesson and unit structure with accurate representation of content. 1 2 3 4 5

Use of a variety of instruction, activities, assignments and resources. 1 2 3 4 5

Use of contextual information and data to select appropriate and relevant activities, assignments, resources. 1 2 3 4 5

Use of technology. 1 2 3 4 5

Instructional Decision-Making Section Score 1 2 3 4 5

Sound professional practice. 1 2 3 4 5

Adjustments based on analysis of learning. 1 2 3 4 5

Congruence between modifications and learning goals. 1 2 3 4 5

Analysis of Student Learning Section Score 1 2 3 4 5

Clarity and accuracy of presentation. 1 2 3 4 5

Alignment with learning goals. 1 2 3 4 5

Interpretation of data. 1 2 3 4 5

Evidence of impact on student learning 1 2 3 4 5

Reflection and Self-Evaluation Section Score 1 2 3 4 5

Interpretation of student learning. 1 2 3 4 5

Insights on effective instruction and assessment. 1 2 3 4 5

Alignment among goals, instruction, and assessment. 1 2 3 4 5

Implications for future teaching. 1 2 3 4 5

Implications for professional development 1 2 3 4 5

Writing Mechanics and Appearance Section Score 1 2 3 4 5

Use of standard English is satisfactory (no more than 8 errors). 1 2 3 4 5

Syntax and word choice is satisfactory, and the writing is cohesive. 1 2 3 4 5

Appearance is adequate with section dividers and a table of contents. 1 2 3 4 5

38

Processes of Teacher Work Sample Portfolio

Additional NASPE Assessment Form

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

N/A

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.

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

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

39

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

40

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

41

RESOURCES

Unit Assessment System: Report to the Indiana Professional Standards Board (1999, December).

Muncie, IN: Ball State University, Teachers College.

Bernhardt, Victoria (2002). The School Portfolio Toolkit; A Planning, Implementation and Evaluation

Guide for Continuous School Improvement. Larchmont, NY: Eye on Education.

Bullock, A. and Hawk, P., (2001). Developing a Teaching Portfolio; A Guide for the Preservice and

Practicing Teacher. Englewood Cliffs, NJ: Merrill Prentice Hall.

Campbell, D., Cignetti, P., Melenyzer, B., Nettles, D., & Wyman, R. (1997). How to Develop a

Professional Portfolio: A Manual for Teachers. Boston, MA: Allyn and Bacon.

Danielson, C, (1996). Enhancing Professional Practice: Framework for Teaching. Alexander, VA:

Association for Supervision and Curriculum Development.

Knight, M. & Gallero, D. (1994). Portfolio Assessment, Applications of Portfolio Analysis. Lanham,

MD: University Press of America.

New Jersey Journal of Supervision and Curriculum Development: Standards and Assessment for Student

Achievement. (2001). New Brunswick, NJ: Downtown Printing.

Phi Delta Kappa International & Ball State University Teachers College, (2000). Student Teacher’s

Portfolio Handbook, Bloomington, IN: Phi Delta Kappa International.

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

Action in Teacher Education.

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

Systems.

Wile, I. (1999). Professional Portfolios: the “Talk” of the Student Teaching Experience. The Teacher

Educator 34 (3), 215-23 1.

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

Wyatt, R., III & Looper, S. (1999). So You Have to Have a Portfolio: A Teacher’s Guide to Preparation

and Presentation. Thousand Oaks, CA: Corwin Press, Sage. 16

TEACHER WORK SAMPLE REFERENCES

• http://www.uni.edu/itq/Scored_TWS/index.htm

• http://education.csufresno.edu/rengroup