Teacher Work Sample Rubrics

To be completed as part of the Requirements

during the Directed Teaching Semester

The following assignments and rubrics have been developed by the faculty at USC Aiken using the materials developed by USC Upstate and representatives of the Renaissance Partnership Institutions for The Renaissance
Partnership for Improving Teacher Quality Project http://fp.uni.edu/itq.

1 USC Aiken: School of Education

 Scoring Sheet

Teacher Candidate Name: __________________________________________

Reviewer Name: __________________________ Date: __________________________

Contextual Factors ______ / 25

Learning Goals ______ / 20

Assessment Plan ______ / 25

Design For Instruction ______ / 30

Classroom Environment ______ / 25

Instructional Decision Making ______ / 15

Analysis of Student Learning ______ / 20

Reflection and Self-Evaluation ______ / 25

Overall Score ______ / 185

Target 185 – 172

Acceptable 171 – 140 (Satisfactory must be earned with no indicators at the Unsatisfactory level)
Unacceptable below 140 (Resubmission is required for indicators at the Unsatisfactory level)

Contextual Factors

2 USC Aiken: School of Education

 (25 points)

 The purpose of this component is to discuss relevant factors and how they may affect the teaching-learning process. Supports and challenges that affect
instruction and student learning should be included.
1
 A two page report will be completed for this assignment and must include:
o 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.
o Classroom factors. Address physical features, availability of technology 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.
o Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age,
gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles/modalities or students’ skill levels. In
your narrative, make sure you address student’s skills and prior learning that may influence the development of your learning goals, instruction and
assessment.
o Instructional implications. Address how contextual characteristics of the community, classroom and students have implications for instructional
planning and assessment. Include specific instructional implications for at least two characteristics and any other factors that will influence how you plan
and implement your unit.

 Reports will be graded using the following:

Contextual Factors Rubric
Rating → 1-2 3-4 5 Score
Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met
(Unacceptable) (Acceptable) (Target)
Knowledge of Teacher displays minimal, irrelevant, Teacher displays some knowledge of Teacher displays a comprehensive
Community, or biased knowledge of the the characteristics of the community, understanding of the characteristics
School and characteristics of the community, school, and classroom that may affect of the community, school, and
Classroom Factors school, and classroom learning. classroom that may affect learning.
Knowledge of Teacher displays minimal, Teacher displays general knowledge Teacher displays general & specific
Characteristics of stereotypical, or irrelevant of student differences (e.g., understanding of student differences
Students knowledge of student differences development, interests, culture, (e.g., development, interests, culture,
(e.g. development, interests, culture, abilities/disabilities) that may affect abilities/disabilities) that may affect
abilities/disabilities). learning. learning.
Knowledge of Teacher displays minimal, Teacher displays general knowledge Teacher displays general & specific
Students’ Varied stereotypical, or irrelevant about the different ways students understanding of the different ways
Approaches to knowledge about the different ways learn (e.g., learning styles, learning students learn (e.g., learning styles,
Learning students learn (e.g., learning styles, modalities). learning modalities) that may affect
learning modalities). learning.
Knowledge of Teacher displays little or irrelevant Teacher displays general knowledge Teacher displays general & specific
Students’ Skills knowledge of students’ skills and of students’ skills and prior learning understanding of students’ skills and
And Prior prior learning. that may affect learning. prior learning that may affect
Learning learning.
Knowledge of Teacher displays little or irrelevant Teacher displays general knowledge Teacher displays general & specific
Instructional knowledge of implications for of implications for instructional understanding of implications for
Implications instructional planning and planning and assessment. instructional planning and
assessment. assessment.

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 Learning Goals
(20 points)

 The purpose of this component is to set significant, challenging, varied and appropriate learning goals and to justify learning goals established for the unit.

 A two page report will be completed for this assignment and must include:
o List the learning goals (not the activities) that will guide the planning, delivery and assessment of your unit. These goals should define what you
expect students to know and be able to do at the end of the unit. These goals should be significant (reflect the big ideas or structure of the
discipline), challenging, varied and appropriate. Number or code each learning goal so you can reference it later.
o Show how the goals are aligned with state standards. (Identify the source of the standards).
o Describe the types and levels of your learning goals.
o Discuss why your learning goals are appropriate in terms of development; pre-requisite knowledge; and other student needs.

 Reports will be graded using the following:

Learning Goals Rubric

Rating → 1-2 3-4 5

Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met Score
(Unacceptable) (Acceptable) (Target)
Significance, Challenge and Variety Goals reflect only one Goals reflect several types or Goals reflect several types or
type or level of levels of learning but lack levels of learning and are
learning. significance or challenge. significant and challenging.
Goals are not stated Some of the goals are clearly Most of the goals are clearly
Clarity clearly and are stated as learning outcomes. stated as learning outcomes.
activities rather than
learning outcomes.
Goals are not Some of the goals are Most goals are appropriate for
Appropriateness For Students appropriate for the appropriate for the the development; pre-requisite
development; pre- development; pre-requisite knowledge, skills, experiences;
requisite knowledge, knowledge, skills, and other student needs.
skills, experiences; or experiences; and other
other student needs. student needs.
Alignment with State Standards Goals are not aligned Some goals are aligned with Most of the goals are explicitly
with state standards. state standards. aligned with state standards.

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 Assessment Plan
(25 points)

 The purpose of this component is to design an assessment plan to monitor student progress toward learning goals. Multiple assessment modes and
approaches that are aligned with learning goals will be used to assess student learning before, during and after instruction.

 A report will be completed for this assignment and must include:

o On overview of the assessment plan. 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. You may use a visual
organizer such as a table, outline or other means to make your plan clear.
o Describe the pre and post assessments that are aligned with your learning goals. Clearly explain how you will evaluate or score the
assessments, including criteria used to determine if the students’ performance meets the learning goals. Include copies of assessments and criteria
for judging student performance (scoring rubrics, checklists, answer keys, etc.)
o Discuss your plan for formative assessment that will help determine student progress during the lesson or unit. Describe the assessments
that you plan to use to check on student progress and when you will use them (homework nightly, daily quizzes, etc.)
 Reports will be graded using the following:

Assessment Plan Rubric

Rating → 1-2 3-4 5
Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met Score
(Unacceptable) (Acceptable) (Target)
Alignment with Learning Goals and Content and methods of Some of the learning goals Each of the learning goals is
Instruction assessment lack congruence are assessed through the plan, assessed though the plan;
with learning goals or lack but many are not congruent assessments are congruent with
cognitive complexity with learning goals in content the learning goals in content and
and cognitive complexity cognitive complexity
Clarity of Criteria and Standards for The assessments contain no Assessment criteria have Assessment criteria are clear and
Performance clear criteria for measuring been developed, but they are are explicitly linked to the
student performance relative not clear or are not explicitly learning goals
to the learning goals linked to the learning goals
Multiple Modes and Approaches The assessment plan The assessment plan includes The assessment plan includes
included only assessment multiple modes but does not multiple modes and assesses
mode and does not assess assess student performance student performance throughout
students before, during and throughout the instructional the instructional sequence
after instruction sequence
Technical Soundness Assessment are not valid; Assessments appear to have Assessment appear to be valid;
scoring procedures are absent some validity. Some scoring scoring procedures are
or inaccurate; items are procedures are explained; explained; most items are clearly
poorly written; directions and some items are clearly written; directions and
procedures are confusing to written; some directions are procedures are clear to students
students clear to students
Adaptations Based on the Individual Teacher does not adapt Teacher makes adaptations to Teacher makes adaptations to
Needs of Students assessments to meet the assessments that are assessments that are appropriate
individual needs of students appropriate to meet the to meet the individual need of
or these assessments are individual need of some most students

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 inappropriate students

Design for Instruction

(30 points)

 The purpose of this component is to design instruction for specific learning goals, student characteristics and needs, and learning contexts. You will
describe how your unit instruction relates to unit goals, students’ characteristics and needs and specify learning context.

 A four page report will be completed for this assignment and must include:
o 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 you to find patterns of student performance relative to each goal. You may use a table, graph, or
chart. Describe the pattern you find that will guide your instruction or modification of the learning goals.
o Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your unit plan clear. Include the
topic or activity you are planning for each day/period. Also indicate the goal or goals (coded from your Learning Goals section) that you are
addressing 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.
o Unit Lesson Plans. All lesson plans should be in the USC Aiken School of Education Lesson Plan Format.
o Materials and Resources. List your materials (including basic supplies) and resources that you need for implementing your goals for your
students. Organize in an appropriate manner, such a s already available, materials ordered, materials needed, materials you will provide and/or
materials students will supply.
o Activities. Describe at least three 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:
 how the content relates to your instructional goal(s)
 how the activity stems from your pre-assessment information and contextual factors
 what materials/technology you will need to implement the activity, and
 how you plan to assess student learning during and/or following the activity
o Technology. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology,
provide clear rationale for its omission.
 Reports will be graded using the following:

6 USC Aiken: School of Education

 Design for Instruction Rubric

Rating → 1-2 3-4 5

Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met Score
(Unacceptable) (Acceptable) (Target)
Alignment with Learning Goals Few lessons are explicitly Most lessons are explicitly All lessons are explicitly linked to
linked to learning goals. linked to learning goals. learning goals. All learning
Few learning activities, Most learning activities, activities, assignments and
assignments and resources assignments and resources are resources are aligned with learning
are aligned with learning aligned with learning goals. goals. All learning goals are
goals. Not all learning Most learning goals are covered in the design.
goals are covered in the covered in the design.
design.
Accurate Representation of Content Teacher’s use of content Teacher’s use of content Teacher’s use of content appears to
appears to contain appears to be mostly accurate. be accurate. Focus of the content is
numerous inaccuracies. Shows some awareness of the congruent with the big ideas or
Content seems to be big ideas or structure of the structure of the discipline.
viewed more as isolated discipline.
skills and facts rather than
as part of a larger
conceptual structure.
Lesson and Unit Structure The lessons within the unit The lessons within the unit All lessons within the unit are
are not logically organized have some logical logically organized and appear to
(e.g. sequenced). organization and appear to be be useful in moving students
somewhat useful in moving toward achieving the learning
students toward achieving the goals.
learning goals.
Use of a Variety of Instruction, Little variety of Some variety in instruction, Significant variety across
Activities, Assignments and instruction, activities, activities, assignments or instruction, activities, assignments,
Resources assignments and resources but limited and/or resources. This variety
resources. Heavy reliance contribution to learning. makes a clear contribution to
on textbook or single learning.
source (worksheets)
Use of Contextual Information and Instruction has not been Some instruction has been Most instruction has been designed
Data to Select Appropriate and designed with reference to designed with reference to with reference to contextual factors
Relevant Activities, Assignments contextual factors and pre- contextual factors and pre- and pre-assessment data. Most
assessment data. assessment data. Some activities and assignments appear
and Resources
Activities and assignments activities and assignments productive and appropriate for each
do not appear productive appear productive and student
and appropriate for each appropriate for each student.
student.
Technology Technology is Teacher uses technology but Teacher integrates appropriate
inappropriately used OR it does not make a significant technology that makes a significant
teacher does not use contribution to teaching and contribution to teaching and
technology, and no learning OR teacher provides learning OR teacher provides a
rationale is provided limited rationale for not using strong rationale for not using
technology. technology.

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 Classroom Environment
(25 points)
 The purpose of this component is to demonstrate an understanding of individual and group motivation and behavior to create a learning environment that encourages and
supports student learning.
 A three to six page report will be completed for this assignment including a classroom arrangement diagram.
o Philosophical statement on your beliefs about classroom management:
 Describe what you believe to be your philosophy and teaching style.
 Include how you will create and maintain a positive affective climate.
 Include how you will create and maintain a culture of learning.
 Reference theorists or theories that support your philosophy and teaching style.
o Management of transitions:
 List examples of transitions that will be used as students move from one activity to another.
o Expectations:
 List clear expectations for behavior during learning activities.
 Explain how these expectations will be communicated to students, parents and administrators
o Monitoring of student behavior:
 Explain how students are monitored during instruction and how students who behave negatively during instruction are managed.
 Describe techniques to maximize the effectiveness of classroom management.
o Classroom arrangement diagram:
 Draw a room arrangement map or maps for different types of activities including student seating arrangement, teacher desk, resources, displays, etc.
 Include a written explanation of your choice of arrangement.
 Reports will be graded using the following:
Classroom Environment Rubric
Rating → 1 3 5
Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met Score
Philosophical statement Statement does not include Statement includes description of Statement includes description of
description of philosophy or teaching philosophy and teaching style but philosophy, teaching style and a clear
style, no reference to supporting does not reference supporting reference is made to supporting theory
theory is made. theory or theorists. or theorists.
Management of Transitions No considerations for student to There is some evidence the Plan lists examples of transitions that
transition from one activity to transitions between activities have will be used in unit activities to create
another, learning environment is not been considered, learning a secure and predictable learning and
predictable creating a sense of environment has some develop student responsibility.
insecurity, development of student predictability, and plan encourages
responsibility is not considered. limited development of student
responsibility.
Expectations Minimal standards of conduct for Standards of conduct establish Standards of conduct for learning
student behavior, no plan for behavior expectations, but no plan activities are clear with a plan for
communicating standards. for communicating standards is communication.
included.
Monitoring of Student Behavior Plan has little evidence of how Plan includes some evidence of Plan includes evidence of how
students are monitored and managed how students are monitored and students are monitored and managed
during instruction, no effective managed during instruction and during instruction and management
techniques for management are some effective techniques for techniques are effective and maximize
included management are included. student learning.

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 Classroom Arrangement Plan does not include room or student Plan includes room arrangement Plan includes several room
arrangement ideas, does not include a ideas but explanation of choices is arrangement ideas and a
written explanation of arrangement not comprehensive. comprehensive explanation of
choices. choices.
Instructional Decision Making
(15 points)

 The purpose of this component is to use on-going analysis of student learning to make instructional decisions and to provide two examples of instructional
decision-making based on students’ learning or responses.

 A three page report will be completed for this assignment and must include:
o Think of a time during your unit when a student’s learning or response caused you to modify your original design for instruction. Cite
specific evidence to support your answers to the following:
 Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a
planned formative assessment or another source (not the pre-assessment)
 Describe what you did next and explain why you thought this would improve student progress toward the learning goal.
o Now, think of one more time during your unit when another student’s learning or response caused you to modify a different portion of
your original design for instruction. Cite specific evidence to support your answers to the following:
 Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a
planned formative assessment or another source (not the pre-assessment)
 Describe what you did next and explain why you thought this would improve student progress toward the learning goal.
 Reports will be graded using the following:
Instructional Decision Making Rubric
Rating → 1 3 5
Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met Score
Sound Professional Practice Many instructional decisions are Instructional decisions are mostly Most instructional decisions are
inappropriate and not pedagogically appropriate, but some decisions are pedagogically sound (i.e. they are
sound. not pedagogically sound. likely to lead to student learning)
Modification Based on Analysis of Student Teacher treats class as “one plan fits Some modifications of the Appropriate modifications of the
Learning all” with no modifications instructional plan are made to instructional plan are made to address
address individual student needs, individual student needs. These
but these are not based on the modifications are informed by the
analysis of student learning, best analysis of student
practice, or contextual factors. learning/performance, best practice, or
contextual factors. Include
explanation of why the modifications
would improve student progress.
Congruence Between Modifications and Learning Modifications in instruction lack Modifications in instruction are Modifications in instruction are
Goals congruence with learning goals. somewhat congruent with learning congruent with learning goals.
goals.

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 Analysis of Student Learning
(20 points)

The purpose of this component is for the candidate to use assessment data to profile student learning and communicate information about student progress
and achievement. Analyze your assessment data, including pre/post assessments and formative assessments to determine students’ progress related to the
unit learning goals. Use visual representation and narrative to communicate the performance of the whole class, subgroups, and two individual students.
Conclusion drawn from this analysis will be provided in the next assignment.
 A four page report will be completed for this assignment and must include:
o Whole class. To analyze the progress of your 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 extent to which your students made progress (from pre to post) toward the learning
criterion that you identified for each learning goals. Summarize what the graph tells you about your students’ learning in this unit.
o 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 your selection of this characteristic to form subgroups (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.
o 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.
o Student work examples
 Reports will be graded using the following:
Analysis of Student Learning Rubric
Rating → 1 3 5
Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met Score
Clarity and Accuracy of Presentation Presentation is not clear Presentation is understandable and Presentation is easy to understand and
and accurate; it does contains few errors. contains no errors of representation.
not accurately reflect
the data.
Alignment with Learning Goals Analysis of student Analysis of student learning is Analysis is fully aligned with learning
learning is not aligned partially aligned with learning goals goals and provides a comprehensive
with learning goals. and/or fails to provide profile of student learning for the
comprehensive profile of student whole class, subgroups, and two
learning relative to the goals for the individuals.
whole class, subgroups, and two
individuals.
Interpretation of Data Interpretation is Interpretation is technically Interpretation is meaningful and
inaccurate, and accurate, but conclusions are appropriate conclusions are drawn
conclusions are missing missing or not fully supported by from the data.
or unsupported by data. data.
Evidence of Impact on Student Learning Analysis of student Analysis of student learning Analysis of student learning includes
learning fails to include includes incomplete evidence of the evidence of the impact on student
evidence of impact on impact on student learning in terms learning in terms of number of
student learning in of numbers of students who students who achieved and made

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 terms of numbers of achieved and made progress toward progress toward each learning goal.
students who achieved learning goals.
and made progress
toward learning goals.

Reflection and Self Evaluation

(25 points)

The purpose of this component is for the candidate to analyze the relationship between his or her instruction and student learning in order to improve
teaching practice. Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and identify
future actions for improved practice and professional growth.

 A two page report will be completed for this assignment and must include:
o Select the learning goal where your students were most successful. Provide two or more possible reasons for this success. Consider your goals,
instruction and assessment along with student characteristics and other contextual factors within your control.
o Select the learning goals where your students were least successful. Provide two or more possible reasons for this lack of success. Consider your
goals, instruction and assessment along with student characteristics and other contextual factors within your control. Discuss what you could do
differently or better in the future to improve your students’ performance.
o Reflection on possibilities for professional development. Describe at least two professional learning goals that emerged from your insights and
experiences with the TWS. Identify two specific steps you will take to improve your performance in the critical area(s) you identified.

 Reports will be graded using the following:

11 USC Aiken: School of Education

 Reflection and Self Evaluation Rubric

Rating → 1 3 5
Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met Score
Interpretation of No evidence or reasons Provides evidence but no (or Uses evidence to support
Student Learning provided to support simplistic, superficial) conclusions drawn in “Analysis
conclusions drawn in reasons or hypotheses to of Student Learning” section.
“Analysis of Student support conclusions drawn in Explores multiple hypotheses for
Learning” section. “Analysis of Student why some students did not meet
Learning” section. learning goals.
Insights on Effective Provides no rationale Identifies successful and Identifies successful and
Instruction and for why some activities unsuccessful activities or unsuccessful activities and
Assessment or assessments were assessments and superficially assessments and provides
more successful than explores reasons for their plausible reasons (based on
others. success or lack thereof (no theory or research) for their
use of theory or research). success or lack thereof.
Alignment Among Does not connect Connect learning goals, Logically connects learning
Goals, Instruction learning goals, instruction, and assessment goals, instruction, and
and Assessment instruction, and results in the discussion of assessment results in the
assessment results in student learning and effective discussion of student learning
the discussion of instruction, but and effective instruction.
student learning and misunderstandings or
effective instruction conceptual gaps are present.
and/or the connections
are irrelevant or
inaccurate.
Implications for Provides no ideas or Provides ideas for Provides ideas for redesigning
Future Teaching inappropriate ideas for redesigning learning goals, learning goals, instruction, and
redesigning learning instruction, and assessment assessment and explains why
goals, instruction, and but offers no rationale for these modifications would
assessment. why these changes would improve student learning.
improve student learning.
Implications for Provides no Presents professional learning Presents a small number of
Professional professional learning goals that are not strongly professional learning goals that
Development goals or goals that are related to the insights and clearly emerge from the insights
not related to the experiences described in this and experiences described in this
insights and section and/or provides a section. Describes specific steps
experiences described vague plan for meeting the to meet these goals.
in this section. goals.

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