Teacher Work Sample

Performance Prompt
Teaching Processes
Standards and Indicators
Scoring Rubrics
Developed by members of the Title II Renaissance Partnership for Improving Teacher Quality. These materials
may be not reproduced and used without citing the Title II Renaissance Partnership for Improving Teacher
Quality Project http://www.uni.edu/itq/

PROMPT FOR TEACHER WORK SAMPLE

The Vision

Successful teacher candidates support learning by designing a Teacher Work Sample that
employs a range of strategies and builds on each students strengths, needs, and prior
experiences. Through this performance assessment, teacher candidates provide credible
evidence of their ability to facilitate learning by meeting the following standards:

The teacher uses information about the learning/teaching context and student individual
differences to set learning goals and objectives, plan instruction, and assess learning.

The teacher sets significant, challenging, varied, and appropriate learning goals and
objectives.

The teacher uses multiple assessment modes and approaches aligned with learning goals
and objectives to assess student learning before, during, and after instruction.

The teacher designs instruction for specific learning goals and objectives, student
characteristics and needs, and learning contexts.

The teacher uses on-going analysis 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 analyzes the relationship between his or her instruction and student learning in
order to improve teaching practice.

Your Assignment

You are required to teach a comprehensive unit. Your instructional goals and objectives should
be based on your state or district content standards. You will also need to create an assessment
plan designed to measure student performance before (pre-assessment), during (formative
assessment), and after (post-assessment) your unit instruction. Finally, you need to analyze and
reflect on your instructional design, educational context, and learning gains demonstrated by your
students.
Note: An overall rating of 2.5 is required on the Teacher Work Sample.
STANDARD 1: CONTEXTUAL FACTORS
Standard:

The teacher uses information about the learning/teaching context and student individual
differences to set learning goals and objectives, plan instruction, and assess learning.

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Task:

Discuss relevant factors and how they may affect the teaching/learning process in your
classroom. Include any supports and challenges present that affect instruction and student
learning.
Prompt:

In your discussion, include:

Community, District, and School Factors
Address geographic location, community and school population, socio-economic profile, and
race/ethnicity. You might also address such things as stability of community, political climate,
community support for education, and other environmental factors. Discuss how these factors
impact student learning in your classroom.
Classroom Factors
Address physical features, availability of equipment and resources, and the extent of parental
involvement. You might also discuss other relevant factors such as classroom rules and routines,
grouping patterns, scheduling, and classroom arrangement. Discuss how these factors impact
student learning in your classroom.
Student Characteristics
Describe the number of students in your classroom and the overall make-up of the student
population. Address age, gender, race/ethnicity, special needs, achievement/developmental
levels, and students skills and prior knowledge relevant to your learning goals. You should also
include relevant factors such as culture, language, interests, and learning styles/modalities of the
students in your classroom.
Implications for Instructional Planning and Assessment
Consider how the above factors and the specific characteristics of the students in your classroom
will influence your instructional planning and assessment, including instructional strategies,
teaching style, making accommodations for diverse learners, use of available resources, content,
grouping patterns, classroom routines, etc.
Suggested Page Length: 1-2
STANDARD 2: LEARNING GOALS AND OBJECTIVES
Standard:

The teacher sets significant, challenging, varied, and appropriate learning goals and objectives.
These goals and objectives must include literacy instruction as appropriate for the content
requirements, grade or authorization level, and contextual factors.
Task:

Provide and justify the learning goals and objectives for the unit.
Prompt:

List the learning goals and objectives (not the activities) that will guide the planning, delivery, and
assessment of your unit. These goals and objectives should define what you expect students to
know and be able to do at the end of the unit. Number or code each learning goal and objective
so that you can reference it later.
Provide justification for your choice of learning goals and objectives. Elements of your
justification should include at least type and level of learning; appropriateness; and alignment with
local, state, and/or national standards. Relate learning goals and objectives specifically to your
states curriculum goals, content standards, and grade-level benchmarks as appropriate. Include

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focused literacy instruction as appropriate for the content requirements, grade or authorization
level, and contextual factors in your student teaching placement.
Suggested Page Length: 1-2
STANDARD 3: ASSESSMENT PLAN
Standard:

The teacher uses multiple assessment modes and approaches aligned with learning goals and
objectives to assess student learning before, during, and after instruction.
Task:

Design an assessment plan to monitor student progress toward learning goal(s) and objective(s).
Use multiple assessment modes and approaches aligned with learning goals and objectives to
assess student learning before, during, and after instruction. These assessments should
authentically measure student learning and may include performance-based tasks, paper-andpencil tasks, or personal communication. Describe why your assessments are appropriate for
measuring learning.
Prompt:

Include a description of pre- and post-assessments that are aligned with your learning goals
and objectives. Clearly explain how you will evaluate or score pre- and post-assessments.
State what criteria you will use to determine if the students performance meets the learning
goals and objectives. Include evidence of pre- and post-assessments (copies of the
assessments or prompts and student directions for the prompts) and criteria for judging
student performance.

Discuss your plan for formative assessment that will help you determine student progress
during the unit. Describe the indicators you will use to check on student progress and
comment on the importance of collecting that particular evidence. Although formative
assessments may change as you are teaching the unit, your task here is to predict at what
points in your teaching it will be important to assess students progress toward learning goals
and objectives.

Construct a table that lists each learning goal and objective, assessments used to judge
student performance relative to learning goals and objectives, and adaptations of the
assessments for the individual needs of students. The primary purpose of this table is to
depict the alignment between learning goals and objectives and assessments. The table also
provides opportunities to show where adaptations are going to be implemented to meet the
individual needs of students or contextual factors.

LEARNING
GOALS

LEARNING
OBJECTIVES

ASSESSMENTS

FORMAT OF
ASSESSMENT

ADAPTATIONS

Learning Goal 1

Learning Objective 1

Pre-Assessment

Performance-based,
paper-and-pencil,
personal
communication

How will you adapt

each assessment for
individual needs of
students or contextual
factors?

Formative
Assessment(s)
Post-Assessment
Learning Goal 2
Learning Goal 3,
etc.

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After administering the pre-assessment, analyze student performance relative to the learning
goals and objectives. Depict the results of the pre-assessment in a graph or chart, indicating
students progress toward each learning goal and objective. Discuss how this analysis will
guide your instruction or modification of the learning goals and objectives.

Suggested Page Length: 2-3 + pre- and post-assessment instruments.

STANDARD 4: DESIGN FOR INSTRUCTION
Standard:

The teacher designs instruction for specific learning goals and objectives, student characteristics
and needs, and learning contexts. Instructional design must include literacy instruction as
appropriate for the content requirements, grade or authorization level, and contextual factors.
Task:

Describe how you will design your unit instruction related to unit goals and objectives, students
characteristics and needs, and the specific learning context.
Prompt:

Use the block plan format below to provide an overview of your entire learning unit. Include the
topic or activity you are planning for each day. Also indicate the goal(s) and objective(s) (coded
from your Learning Goals and Learning Objectives sections) that you are addressing in each
activity. Make sure that every goal and objective is addressed by at least one activity and that
every activity relates to at least one goal and objective.
Monday

Tuesday

Wednesday

Thursday

Friday

Choose three or four unit activities that reflect a variety of instructional strategies/techniques
and explain why you are planning those specific activities. In your explanation for each
activity, include
a. how its content relates to your instructional goal(s) and objective(s),
b. how the activity stems from your pre-assessment information and instructional context,
c. what materials/technology you will need to implement the activity, and
d. how you plan to assess student learning during and/or following the activity (i.e.,
formative assessment).

Suggested Page Length: 3 + block plan

STANDARD 5: INSTRUCTIONAL DECISION-MAKING
Standard:

The teacher uses on-going analysis of student learning to make instructional decisions.

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Task:

Provide two examples of instructional decision-making based on students learning or responses.

Prompt:

Think of a time during your unit when a students learning or response caused you to modify
your original design for instruction. (The resulting modification may affect other students as
well.) Cite specific evidence to support your answers to the following:
a. Describe the students learning or response that caused you to rethink your plans. The
students learning or response may come from a planned formative assessment or
another source.
b. How did your analysis and interpretation of this students learning or response inform
your decision regarding what you did next? Describe what you did, and explain why you
thought this would improve student progress toward the learning goal and objective.
Discuss what happened and explain why.

Now, think of one more time during your unit when another students learning or response
caused you to modify a different portion of your original design for instruction. (The resulting
modification may affect other students as well.) Cite specific evidence to support your
answers to the following:
a. Describe the students learning or response that caused you to rethink your plans. The
students learning or response may come from a planned formative assessment or
another source.
b. How did your analysis and interpretation of this students learning or response inform
your decision regarding what you did next? Describe what you did, and explain why you
thought this would improve student progress toward the learning goal and objective.
Discuss what happened and explain why.

Suggested Page Length: 3-4

STANDARD 6: ANALYSIS OF LEARNING RESULTS
Standard:

The teacher uses assessment data to profile student learning and communicate information
about student progress and achievement.
Task:

Analyze your data to report the performance of the whole class, subgroups, and two individual
students. Use visual representations and narrative to profile student performance.
Prompt:

Whole class
Use aggregated data to draw conclusions about the extent to which the whole class attained
all learning goals and objectives. Provide a graphic representation to compare pre- and postassessment results for each goal and objective. Explain what the graph illustrates and why
you think students performed this way.

Subgroups
Select a group characteristic to analyze (e.g., gender, performance level, socio-economic
status, language proficiency, or other attributes of diversity). Form a subgroup based on that
distinguishing characteristic (e.g., male, low performance, free or reduced lunch, ESL).
Explain why it is important to understand the learning of this particular subgroup in relation to
two significant learning goals and objectives, one of which must represent higher level
thinking. Use disaggregated data to draw conclusions about the extent to which the

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subgroup attained the two learning goals and objectives. Provide a graphic representation to
compare pre- and post-assessment results for the two goals and objectives. Explain what
the graph illustrates and why you think students in the subgroup performed this way.

Individuals
Select two students who represent different levels of performance. Explain why it is
important to understand the learning of these particular students in relation to two significant
learning goals and objectives, one of which must represent higher level learning. Draw
conclusions about the extent to which these students attained the two learning goals and
objectives and provide examples of student work to support your response.

Suggested Page Length: 4 + charts and student work

STANDARD 7: REFLECTION AND SELF-EVALUATION
Standard:

The teacher analyzes the relationship between his or her instruction and student learning in order
to improve teaching practice.
Task:

Reflect on your performance as a teacher in guiding the instructional process of this unit and link
your performance to student learning results. Include a discussion of the relationship of your
established goals and objectives, instruction, and assessment results to student learning and
effective instruction. Evaluate your performance relative to the seven standards of the work
sample to identify future actions for improved practice and professional growth.
Prompt:

Write a narrative reflecting on instruction and student learning in which you:

a. describe the instructional strategies or activities that contributed most to student learning
and which were most effective,
b. explain the greatest barriers to achieving learning results, specifically considering which
of these were under your control as a teacher, and
c. discuss what you would do differently to improve student learning.

Write a narrative evaluating your effectiveness as an instructor in which you:

a. assess the extent to which you met the work sample standards, focusing specifically on
your key areas of strength and weakness. Analyze how your performance on these
standards impacted the learning of your students.
b. reflect on your own abilities and identify what professional knowledge, skills, or
dispositions (e.g., attitudes, values, and beliefs) would improve your performance in
teaching this unit. Identify specific professional goals and a plan to meet those goals that
would improve your performance.
c. select and discuss your most significant learning insight from teaching this unit.

Suggested Page Length: 2

THE FORMAT
Your Teacher Work Sample must include all of the elements listed above and must follow APA
format (current edition). The sample should be approximately 20 pages of narrative not counting
required charts, graphs, and attachments. Provide a Table of Contents that lists the sections of
your paper with the page numbers correlating to the respective sections. Include an APAformatted cover page. (Refer to the most current APA Manual for appropriate formatting details.)

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In order to ensure the anonymity of students included in the Teacher Work Sample, do not
include any student names or identification in any part of the TWS.
Your Teacher Work Sample will be evaluated using the attached scoring rubric.

October 21, 2009

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TEACHING PROCESSES ASSESSED BY THE RENAISSANCE TEACHER WORK SAMPLE

Teaching Processes, Standards, and Indicators
Contextual Factors
The teacher uses information about the learning/teaching context and student individual differences to set learning goals
and objectives, plan instruction, and assess learning.

Knowledge of community, district, 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 and Objectives

The teacher sets significant, challenging, varied, and appropriate learning goals and objectives.

Significance, challenge, and variety

Clarity

Appropriateness for students

Alignment with national, state, and/or local standards. Students should refer specifically to their states
curriculum goals, content standards, and grade-level benchmarks as appropriate.

Assessment Plan
The teacher uses multiple assessment modes and approaches aligned with learning goals and objectives to assess
student learning before, during, and after instruction.

Alignment with learning goals and objectives and instruction

Clarity of criteria and standards 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 and objectives, student characteristics and needs, and learning
contexts.

Alignment with learning goals and objectives

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 on-going analysis of student learning to make instructional decisions.

Sound professional practice

Adjustments based on analysis of student learning

Congruence between modifications and learning goals and objectives

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Analysis of Learning Results

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 and objectives

Presentation of aggregated and disaggregated data

Accuracy of analysis of data

Evidence of impact on student learning

Reflection and Self-Evaluation

The teacher analyzes the relationship between 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 and objectives, instruction, and assessment

Implications for future teaching

Implications for professional development

October 21, 2009

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TEACHING PROCESS: CONTEXTUAL FACTORS

The teacher uses information about the learning/teaching context and student individual differences to set learning goals
and objectives, plan instruction, and assess learning.
Related University of Phoenix Program Standards (Domain and Sub-domain)
Domain One: Planning and Preparation

Domain Three: Instruction

1A: Knowledge of Content and Pedagogy

3B: Student Engagement

1B: Instructional Planning and Resources

3C: Diversity

1C: Instructional Design

Note: An overall rating of 2.5 is required on the entire Teacher Work Sample.
1

Unsatisfactory

Basic

Proficient

Knowledge of
Community,
District, School, and
Classroom Factors

Teacher displays minimal

or irrelevant knowledge of
the characteristics of the
community, district, school,
and classroom.

Teacher displays some

knowledge of the
characteristics of the
community, district, school,
and classroom that are
relevant to the learning
goals and objectives.

Teacher displays a
comprehensive
understanding of the
characteristics of the
community, district, school,
and classroom that are
relevant to the learning
goals and objectives.

Knowledge of
Characteristics of
Students

Teacher displays minimal,

stereotypical, or irrelevant
knowledge of student
differences (e.g.,
development, interests,
culture, abilities/disabilities)

Teacher displays some

knowledge of student
differences (e.g.,
development, interests,
culture, abilities/disabilities)
that are relevant to the
learning goals and
objectives.

Teacher displays a
comprehensive knowledge
of student differences (e.g.,
development, interests,
culture, abilities/disabilities)
that are relevant to the
learning goals and
objectives.

Knowledge of
Students Varied
Approaches to
Learning

Teacher displays minimal,

stereotypical, or irrelevant
knowledge about the
different ways students
learn (e.g., learning styles,
learning modalities)

Teacher displays a general

knowledge about the
different ways students
learn (e.g., learning styles,
learning modalities) that
are relevant to the learning
goals and objectives.

Teacher displays
comprehensive knowledge
of the different ways
students learn (e.g.,
learning styles, learning
modalities) that are
relevant to the learning
goals and objectives.

Knowledge of
Students Skills and
Prior Learning

Teacher displays little or

irrelevant knowledge of
students skills and prior
knowledge.

Teacher displays some

knowledge of students
skills and prior learning
that are relevant to the
learning goals and
objectives.

Teacher displays
comprehensive knowledge
of students skills and prior
learning that are relevant
to the learning goals and
objectives.

Implications for
Instructional
Planning and
Assessment

Teacher does not provide

implications for instruction
and assessment based on
student individual
differences and
community, school, and
classroom characteristics
OR provides inappropriate
implications.

Teacher provides some

implications for instruction
and assessment based on
student individual
differences and
community, school, and
classroom characteristics.

Teacher provides
appropriate implications for
instruction and assessment
based on student individual
differences and
community, school, and
classroom characteristics.

October 21, 2009

Score

Page 10

COMMENTS:

October 21, 2009

Page 11

TEACHING PROCESS: LEARNING GOALS AND OBJECTIVES

The teacher sets significant, challenging, varied, and appropriate learning goals and objectives.
Related University of Phoenix Program Standards (Domain and Sub-domain)
Domain One: Planning and Preparation

Domain Three: Instruction

1A: Knowledge of Content and Pedagogy

1B: Instructional Planning and Resources

1C: Instructional Design

3B: Student Engagement

Note: An overall rating of 2.5 is required on the entire Teacher Work Sample.
1

Unsatisfactory

Basic

Proficient

Score

Significance,
Challenge, and
Variety

Goals and objectives

reflect only one type or
level of learning.

Goals and objectives

reflect several types or
levels of learning.

Goals and objectives

reflect several types or
levels of learning and
reflect high expectations
for student understanding
and application of
knowledge.

Clarity

Goals and objectives are

not stated clearly and are
activities rather than
learning outcomes.

Some of the goals and

objectives are clearly
stated as learning
outcomes.

Most of the goals and

objectives are clearly
stated as learning
outcomes.

Appropriateness for
Students

Goals and objectives are

not developmentally
appropriate and do not
reflect the needs of
students.

Some goals and objectives

are developmentally
appropriate; many goals
and objectives do not meet
the needs of students.

Goals and objectives are

developmentally
appropriate and meet the
needs of most students.

Alignment with
National, State, or
Local Standards

Goals and objectives are

not aligned with national,
state, or local standards.

Some goals and objectives

are aligned with national,
state, or local standards.

Most of the goals and

objectives are explicitly
aligned with national, state,
or local standards.

COMMENTS:

October 21, 2009

Page 12

TEACHING PROCESS: ASSESSMENT PLAN

The teacher uses multiple assessment modes and approaches aligned with learning goals and objectives to assess
student learning before, during, and after instruction.
Related University of Phoenix Program Standards (Domain and Sub-domain)
Domain One: Planning and Preparation

Domain Three: Instruction

1D: Assessment

3C: Diversity

Note: An overall rating of 2.5 is required on the entire Teacher Work Sample.
1

Unsatisfactory

Basic

Proficient

Score

Alignment with
Learning Goals and
Objectives and
Instruction

Content and methods of

assessment lack
congruence with learning
goals and objectives or
lack cognitive complexity.

Some of the learning goals

and objectives are
assessed through the
assessment plan, but
many are not congruent
with learning goals and
objectives in content and
cognitive complexity.

Most of the learning goals

and objectives are
assessed through the
assessment plan;
assessments are
congruent with the learning
goals and objectives in
content and cognitive
complexity.

Clarity of Criteria
and Standards for
Performance

The assessments contain

no clear criteria or
standards for measuring
student performance
relative to the learning
goals and objectives.

Assessment criteria and

standards have been
developed, but they are not
clear or are not explicitly
linked to the learning goals
and objectives.

Assessment criteria and

standards are clear and
are explicitly linked to the
learning goals and
objectives.

Multiple Modes and

Approaches

The assessment plan

includes only one
assessment mode and
does not assess students
before, during, and after
instruction.

The assessment plan

includes multiple modes
but all are either
pencil/paper based (i.e.
they are not performance
assessments) and/or do
not require the integration
of knowledge, skills, and
reasoning ability.

The assessment plan

includes multiple
assessment modes
(including performance
assessments, lab reports,
research projects, etc.) and
assesses student
performance throughout
the instructional sequence.

Technical
Soundness

Assessments are not valid;

scoring procedures are
absent or inaccurate; items
or prompts are poorly
written; directions and
procedures are confusing
to students.

Assessments appear to
have face validity for
measuring the learning
goals and objectives;
scoring procedures are
explained; most items or
prompts are clearly written;
directions and procedures
are clear to students.

Information regarding the

validity of the assessments
for measuring the learning
goals and objectives is
provided; scoring
procedures are clearly
explained and reliable;
items and prompts are
clearly written; directions
and procedures are clear
to students.

Adaptations Based
on the Individual
Needs of Students

Teacher does not adapt

assessments to meet the
individual needs of
students or these
assessments are
inappropriate.

Teacher makes
adaptations to
assessments that are
appropriate to meet the
individual needs of some
students.

Teacher makes
adaptations to
assessments that are
appropriate to meet the
individual needs of most
students.

COMMENTS:

October 21, 2009

Page 13

TEACHING PROCESS: DESIGN FOR INSTRUCTION

The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and the
specific learning context.
Related University of Phoenix Program Standards (Domain and Sub-domain)
Domain One: Planning and Preparation

Domain Three: Instruction

1A: Knowledge of Content and Pedagogy

1B: Instructional Planning and Resources

1C: Instructional Design

3B: Student Engagement

Note: An overall rating of 2.5 is required on the entire Teacher Work Sample.
1

Unsatisfactory

Basic

Proficient

Alignment with
Learning Goals and
Objectives

Few lessons are explicitly

linked to learning goals
and objectives. Few
learning activities,
assignments, and
resources are aligned with
learning goals and
objectives. Not all learning
goals and objectives are
covered in the design.

Most lessons are explicitly

linked to learning goals
and objectives. Most
learning activities,
assignments, and
resources are aligned with
learning goals and
objectives. Most learning
goals and objectives are
covered in the design.

All lessons are explicitly

linked to learning goals
and objectives. All
learning activities,
assignments, and
resources are aligned with
learning goals and
objectives. All learning
goals and objectives are
covered in the design.

Accurate
Representation of
Content

Teachers use of content

appears to contain
numerous inaccuracies.
Content seems to be
viewed more as isolated
skills and facts rather than
as part of a larger
conceptual structure.

Teachers use of content

appears to be mainly
accurate. Shows
awareness of the big ideas
or structure of the
discipline.

Teachers use of content

appears to be accurate.
Focus of the content is
congruent with the big
ideas or structure of the
discipline. Where
appropriate, teacher
makes connections from
the content to other parts
of the content or to other
content areas.

Lesson and Unit

Structure

The unit and lesson have

little recognizable
structure.

The unit and lesson have

structure. Most lessons,
activities, and assignments
are coherent parts of this
structure and appear to be
useful in moving the
student towards achieving
the learning goals and
objectives.

The unit and lesson have a

clearly defined structure.
All lessons, activities, and
assignments are coherent
parts of this structure and
appear to be useful in
moving the student
towards achieving the
learning goals and
objectives.

Use of a Variety of
Instruction,
Activities,
Assignments, and
Resources

There is little focus on

variety of instruction,
activities, assignments,
and resources. Heavy
reliance on textbook or
single resource.

Some variety in instruction,

activities, assignments, or
resources.

Design includes variety

across instruction,
activities, assignments,
and resources used.

Use of Contextual
Information and
Data to Select
Appropriate and
Relevant Activities,
Assignments, and
Resources

Instruction has not been

designed with reference to
contextual factors and preassessment data.
Activities and assignments
do not appear productive
and appropriate for each
student.

Some instruction has been

designed with reference to
contextual factors and preassessment data. Some
activities and assignments
appear productive and
appropriate for each
student.

Most instruction has been

designed with reference to
contextual factors and preassessment data. Most
activities and assignments
appear productive and
appropriate for each
student.

Use of Technology

Teacher does not use

Teacher uses technology

Teacher integrates

October 21, 2009

Score

Page 14

technology in instructional
delivery and does not
provide opportunities for
students to use technology
OR technology is
inappropriately used.

appropriately in
instructional delivery but
does not integrate
technology into student
learning activities.
Technology does not make
a significant contribution to
teaching and learning.

appropriate technology for

teaching and learning.

COMMENTS:

October 21, 2009

Page 15

TEACHING PROCESS: INSTRUCTIONAL DECISION-MAKING

The teacher uses on-going analysis of student learning to make instructional decisions.
Related University of Phoenix Program Standards (Domain and Sub-domain)
Domain One: Planning and Preparation

Domain Three: Instruction

1A: Knowledge of Content and Pedagogy

3B: Student Engagement

1D: Assessment

3C: Diversity

Note: An overall rating of 2.5 is required on the entire Teacher Work Sample.
1

Unsatisfactory

Basic

Proficient

Sound Professional
Practice

Many instructional
decisions are inappropriate
and not pedagogically
sound.

Instructional decisions are

mostly appropriate, but
some decisions are not
pedagogically sound.

Most instructional
decisions are
pedagogically sound (i.e.
they are likely to lead to
student learning).

Adjustments Based
on Analysis of
Student Learning

Teacher treats class as

one plan fits all with no
adjustments.

Some adjustments of the

instructional plan are made
to address individual
student needs, but these
are not based on the
analysis of student
learning, and obvious
opportunities are missed.

Appropriate adjustments of
the instructional plan are
made to address individual
student needs. These
adjustments are informed
by the analysis of student
learning/performance.

Congruence
Between
Modifications and
Learning Goals and
Objectives

Modifications in instruction
lack congruence with
learning goals and
objectives.

Modifications in instruction
are somewhat congruent
with learning goals and
objectives.

Modifications in instruction
are congruent with learning
goals and objectives.

Score

COMMENTS:

October 21, 2009

Page 16

TEACHING PROCESS: ANALYSIS OF LEARNING RESULTS

The teacher uses assessment data to profile student learning and communicate information about student progress and
achievement.
Related University of Phoenix Program Standards (Domain and Sub-domain)
Domain One: Planning and Preparation

Domain Three: Instruction

1B: Instructional Planning and Resources

3A: Communication

1C: Instructional Design

3B: Student Engagement

1D: Assessment

Domain Four: The Professional

Educator

4B: Professionalism

4C: Reflection

Note: An overall rating of 2.5 is required on the entire Teacher Work Sample.
1

Unsatisfactory

Basic

Proficient

Score

Clarity and
Accuracy of
Presentation

Presentation is not clear

and accurate (does not
accurately reflect the data).

Presentation is
understandable and
contains few errors.

Presentation is easy to
understand and contains
no errors of representation.

Alignment with
Learning Goals and
Objectives

Analysis of student
learning lacks congruence
with learning goals and
objectives.

Analysis of student
learning is partially aligned
with learning goals and
objectives, but fails to
provide a comprehensive
profile of student learning
relative to the goals and
objectives.

Analysis is aligned with

learning goals and
objectives and provides a
comprehensive profile of
student learning relative to
the goals and objectives.

Presentation of
Aggregated and
Disaggregated Data

Presentation fails to
include aggregated (whole
group) and disaggregated
(subgroup and individual
student) data.

Presentation includes
either aggregated (whole
group) or disaggregated
(subgroup and individual
student) data.

Presentation includes both

aggregated (whole group)
and disaggregated
(subgroup and individual
student) data.

Accuracy of
Analysis of Data

Analysis is technically
inaccurate and conclusions
are missing or unsupported
by data.

Analysis is technically
accurate but conclusions
are missing or not fully
supported by data.

Analysis is technically
accurate and conclusions
are appropriate for the
data.

Evidence of Impact
on Student
Learning

Analysis of student
learning fails to include
evidence of impact on
student learning.

Analysis of student
learning includes evidence
of the impact on student
learning for the entire class
but fails to include
subgroup and individual
student learning.

Analysis of student
learning includes evidence
of the impact on student
learning for the entire
class, subgroups, and at
least two individual
students.

COMMENTS:

October 21, 2009

Page 17

TEACHING PROCESS: REFLECTION AND SELF-EVALUATION

The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching
practice.
Related University of Phoenix Program Standards (Domain and Sub-domain)
Domain One: Planning and Preparation

Domain Three: Instruction

Domain Four: The Professional Educator

4B: Professionalism

4C: Reflection

1D: Assessment

3B: Student Engagement

Note: An overall rating of 2.5 is required on the entire Teacher Work Sample.
1

Unsatisfactory

Basic

Proficient

Score

Interpretation of
Student Learning

No evidence or reasons
provided to support
conclusions drawn in
Analysis of Student
Learning section.

Provides evidence but no

(or simplistic, superficial)
reasons or hypotheses to
support conclusions drawn
in Analysis of Student
Learning section.

Uses evidence to support

conclusions drawn in
Analysis of Learning
Results section. Explores
multiple hypotheses for
why some students did not
meet learning goals and
objectives.

Insights on
Effective Instruction
and Assessment

Provides no rationale for

why some activities or
assessments were more
successful than others.

Identifies successful and

unsuccessful activities or
assessments and
superficially explores
reasons for their success
or lack thereof (no use of
theory or research).

Identifies successful and

unsuccessful activities and
assessments and provides
plausible reasons (based
on theory or research) for
their success or lack
thereof.

Alignment Among
Goals and
Objectives,
Instruction, and
Assessment

Discussion shows no
alignment among goals
and objectives, instruction,
and assessment results.

Discussion displays some

sense of alignment, but
misunderstandings or
conceptual gaps are
present.

Logically connects learning

goals and objectives,
instruction, and
assessment results in the
discussion of student
learning and effective
instruction.

Implications for
Future Teaching

Provides no ideas or
inappropriate ideas for
redesigning instruction.

Provides ideas for

redesigning instruction but
offers no rationale for why
these changes would
improve student learning.

Provides ideas for

redesigning instruction and
explains why these
modifications would
improve student learning.

Implications for
Professional
Development

Provides no professional
learning goals or
inappropriate learning
goals.

Presents professional
learning goals which are
either vague or not strongly
related to the insights and
experiences described in
this section.

Presents a small number

of professional learning
goals that clearly emerge
from the insights and
experiences described in
this section. Describes
plans for meeting these
goals.

COMMENTS:

October 21, 2009

Page 18