Education Department
Teacher Work Sample Requirements & Scoring Guide
Each Student Teacher preparing for an Oregon Initial Teaching License (ITL) assembles and analyzes two work samples to document
the candidate's ability to demonstrate knowledge, skills and competencies as designated in OAR 584-017-0100. If a Student Teacher is
seeking more than one authorization level, one work sample must be completed for each authorization level. Teacher Work Samples
must be a minimum of ten lessons or six block schedule lessons (90 minute).
Teacher Work Sample Timeline
Student Teachers will work with their Mentor Teacher and College Supervisor in creating their Teacher Work Sample. It is
recommended that part-time Student Teachers not begin teaching their Teacher Work Sample until the ninth week of the semester and
complete their Teacher Work Sample by the twelfth week of the semester. It is recommended that full-time Student Teachers not begin
teaching their Teacher Work Sample until the sixth week of the semester and complete their Teacher Work Sample by the twelfth week
of the semester.
Teacher Work Sample Scoring
College Supervisors assess the Teacher Work Sample. A minimum score of ‘3’ is required for each indicator in each tab to meet the
standard for the Teacher Work Sample. Student Teachers must revise any indicator receiving a score of less than ‘3’ before the Teacher
Work Sample can be uploaded to TaskStream.
Teacher Work Sample Components
 Title page: Linfield student ID number, semester and year, grade level, subject
 Tab 1: Context & Learners
 Tab 2: Standards, Goals & Assessments
 Tab 3: Lesson Plans
 Tab 4: Results & Interpretations
 Tab 5: Interpretive Essays
 Appendices (as needed)
Important Notes

Tabs 1, 2 & 3 must be written and approved by the College Supervisor prior to the Student Teacher teaching the
Teacher Work Sample. Tab 3 must include an outline for all of the Teacher Work Sample lessons, detailed lesson plans
for at least the first three lessons, and draft lesson plans for the remaining lessons.

The Teacher Work Sample pre-assessment should be completed & analyzed at least a week prior to teaching the
first lesson.

If the pre-assessment is given or any lessons are taught prior to College Supervisor approval, the Student Teacher will
start over with the Teacher Work Sample.

Continually save your Teacher Work Sample in multiple places (hard drive, flash drive, catfiles) throughout the
semester.
Teacher Work Sample Professional Writing Requirements
The Teacher Work Sample must be typed (1 inch margins, 12 font, 1.5 spacing), error-free with no learner, teacher, school, district or
city names included. Each tab must begin on a new page. Use continuous text with headings within each tab. The entire Teacher Work
Sample should be one Word document to be emailed to the Education Department by the College Supervisor. Because of space, no
photos, diagrams, or PDFs should be included, unless it is the pre or post-assessment. In this case, the scanned items should be
sent as a separate document.
Labeling of Teacher Work Sample:
► gradelevel_contentarea_semesteryear_studentid# (Ex: 2_science_spring13_108954.doc)
Labeling of Separate document (if needed):
► gradelevel_contentarea_semesteryear_studentid#_appendix (Ex: 2_science_spring13_108954_appendix.doc)
900 SE Baker Street, McMinnville, Oregon 97128-6894 | Phone: 503-883-2236 | Fax: 503-883-2686 | Email: [email protected]
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Page 1
Professional Writing
Exceeds Expectations
5
Exemplary
Meets Expectations
4
3
Strong
Proficient
Exceptionally written. Strong
organization. Effective word choice
and smooth sentence fluency. Free
of conventional errors (grammar,
spelling, punctuation). All criteria
met (typed, margins, font, spacing,
tabs, headings, confidentiality).
Adequately written. Clear
organization. Accurate word
choice and acceptable sentence
fluency. Minor conventional
errors (grammar, spelling,
punctuation). Most criteria met
(typed, margins, font, spacing,
tabs, headings, confidentiality).
Does Not Meet Expectations
2
1
Concerns
Unacceptable
0
No
Evidence
Poorly written. Lacks clear
organization. Inaccurate or
unprofessional word choice and lack of
sentence fluency. Significant
conventional errors (grammar, spelling,
punctuation). Criteria not met (typed,
margins, font, spacing, tabs, headings,
confidentiality).
Tab 1: Context and Learners (InTASC 1, 2, 3, 9, 10)
1.
2.
Description of Community, School & Class
a.
Bulleted or narrative description of the school’s community
 Type of community (rural, suburban, urban)
 Population
 Economy (average family income compared to state and national averages; types of jobs; percentage of unemployment)
 School district description (number of schools, learners, district mission statement)
b.
Bulleted or narrative description of the school
 Type of school (rural, urban, suburban)
 General information (grade levels, number of learners, number of teachers, number of administrators, number of
specialists, number of classified, learner/teacher ratio, number of learners being served by English language development
program)
 Stated school mission
 Relevant school report card data (http://www.ode.state.or.us/data/reportcard/reports.aspx)
 Available resources and their conditions (playground, computer lab, library, building in general).
c.
Description of the class
 Grade level and/or content area (middle and high school)
 Describe the learner population (number of learners, gender, learners receiving special services)
 Brief description of the physical classroom environment and what learners do in each of the various parts of the room.
Describe accessible resources (technology, supplies, library, etc.)?
 Describe the support services (When are learners pulled out for special services? What services do they receive? When
does someone come in the classroom to support learners? How does the teacher support what learners are learning when
they are pulled out? How do learners make-up work when gone? If your class receives multiple layers of support services,
it may be helpful to create a weekly calendar with the times for pull-out, push-in for ELD, Counseling, Special Education,
Speech & Language, Title 1, TAG, flooding, etc.)
 Describe your Mentor Teacher’s philosophy of education.
Description of Individual Learners
a.
Learner Summary Table
 The Learner Summary Table’s column headings will depend on authorization level and content area of the Teacher
Work Sample (possible headings may include: reading level, English Language Proficiency Assessment, OAKS scores,
DRA, etc). Title the table “Learner Summary Table.” Create a key that defines each of your column-heading terms that
are acronyms and defines what scores mean (define what a ‘3’ means on ELPA or ‘237’ on the OAKS Reading).
Gender
M
F
IEP
Math
504
Yes, ADHD
Wheelchair
Learner Summary Table
TAG
ELPA
Math
Exited
1, Beginning
OAKS Reading
DRA Level
S1
218
44
S2
210
28
Key
IEP: Individualized Education Plan
TAG: Talented and Gifted
ELPA: English Language Proficiency Assessment (1=Beginning; 2=Early Intermediate; 3=Intermediate, 4=Early Advanced, 5=Advanced)
Reading OAKS: Oregon Assessment of Knowledge and Skills (Grade 4: Meet=216, Exceed=226)
DRA: Developmental Reading Assessment (Grade 2=28, Grade=38, Grade 4=40)
Teacher Work Sample Requirements & Scoring Guide
Page 2
b. Individual descriptions of each learner
 General Information (age, gender)
 Interests, relevant to the Teacher Work Sample
 Observed traits in the classroom, including social, emotional and behavior development (use terms such as: seems to,
appears to, at times, often or rarely), relevant to the Teacher Work Sample
 Describe the learner’s relevant cognitive (TAG, IEP, 504), linguistic (ELL), and physical strengths and areas for
growth and how they will be addressed in the Teacher Work Sample

3.
Instructional Implications
 Describe how the setting (community, school, class, individual learners) informs planning and teaching of your Teacher Work
Sample. What does the data you collected mean for your teaching? Use present tense and be specific.
Tab 1: Context & Learners
Indicators
Exceeds Expectations
5
Exemplary
Meets Expectations
4
3
Strong
Proficient
Description of
Community,
School & Class
Context analysis displays a
comprehensive understanding
of the characteristics of the
community, school and class
that may affect learning.
Context analysis displays an
understanding of the
characteristics of the
community, school and class
that may affect learning.
Description of
Individual
Learners
Context analysis displays a
comprehensive understanding
of student differences that
may affect learning-cognitive
and physical development;
interests; social, emotional,
behavioral development;
linguistic; cultural.
Context analysis provides
specific implications for
instruction based on student
individual differences and
community, school and
classroom characteristics
Context analysis displays an
understanding of student
differences that may affect
learning-cognitive and
physical development;
interests; social, emotional,
behavioral development;
linguistic; cultural.
Context analysis provides
general implications for
instruction based on student
individual differences and
community, school and
classroom characteristics
Instructional
implications
Does Not Meet Expectations
2
1
0
Concerns
Unacceptable
No
Evidence
Context analysis displays minimal,
irrelevant, or biased knowledge of
the characteristics of the
community, school and class that
may affect learning.
Context analysis displays minimal,
stereotypical or irrelevant
knowledge of student differences
that may affect learning-cognitive
and physical development; interests;
social, emotional, behavioral
development; linguistic; cultural.
Context analysis does not provide
implications for instruction based
on student individual differences
and community, school, and
classroom characteristics and/or
provides inappropriate implications.
Tab 2: Standards, Goals & Assessments (InTASC 4, 6, 7, 10)
1. Standards, Big Idea & Essential Question
 List the state, professional or common core standards addressed in the Teacher Work Sample.
 List the big idea and essential question for the Teacher Work Sample.
 Describe the rationale for the selection of the big idea and essential question based on learner needs and standards.
2. Unit Goals
 List the unit goals (approximately one to three unit goals) and facets of understanding (explain, interpret, apply,
perspective, empathize, self-knowledge) for each unit goal. Unit goals need to address varied facets of understanding. It is not
necessary to address each of the facets of understanding.
3. Pre/Post Assessment
 Include a copy of the pre-assessment and post-assessment with the scoring guide and/or answer key. The number of
assessment items depends on your authorization level, content area and unit goals. Be sure the pre-assessment is given at least
one to two weeks prior to teaching the Teacher Work Sample to ensure there is time to analyze the results and write lesson
plans that will meet the needs of your learners. The pre-assessment and post-assessment cannot count as Teacher Work
Sample lessons.
 Describe the pre-assessment and post-assessment procedures and rationale and how the assessment effectively corresponds to
the unit goals and big idea.
 Create a Unit Goals and Pre/Post Assessment Items Table that indicates which unit goals are addressed for each of the
pre/post-assessment items. Include a key listing the unit goals.
Teacher Work Sample Requirements & Scoring Guide
Page 3
Unit
Goals
1
2
Unit Goals and Pre/Post-Assessment Items Table
Pre/Post-Assessment Items
3
4
5
6
7
8
9
1
2
3
Key
Unit Goal 1:
Unit Goal 2:
Unit Goal 3:
4.
Pre-Assessment Analysis & Planned Differentiation
 Describe the learners’ preparedness for the Teacher Work Sample based upon the pre-assessment data. Identify the areas of
potential misunderstanding in your unit.
 Describe the planned differentiation to ensure all learners are successful.
Tab 2: Goals, Standards & Assessments
Indicators
Standards, Big
Idea & Essential
Question
Unit Goals
Pre/PostAssessments
Pre-Assessment
Analysis &
Planned
Differentiation
Exceeds Expectations
5
Exemplary
Rationale for Big Idea &
Essential Questions effectively
addresses standards and based
on learner needs.
Unit goals are clearly stated as
learning outcomes that define
what students are expected to
know and be able to do at the
end of the unit that align to
standards addressing a variety
of facets of understanding.
Pre/Post-assessment plan is
clearly stated. Pre/postassessments fit the content, are
well thought out, represent
cognitive complexity and are
clearly linked to unit goals and
big idea. Performance criteria
(scoring guide) are clear.
Pre-assessment analysis clearly
describes the level of the
learners before the unit using
pre-assessment data. Areas of
potential misunderstanding are
clearly identified. Clear
description of planned
differentiation to ensure all
learners are successful, based
upon pre-assessment data.
Meets Expectations
4
3
Strong
Proficient
Does Not Meet Expectations
2
1
0 - No
Concerns
Unacceptable Evidence
Rationale for Big Idea & Essential
Questions addresses standards
and based on learner needs.
Rationale for Big Idea & Essential
Questions is unclear, unpersuasive
and/or incomplete.
Unit goals are stated as learning
outcomes that define what
students are expected to know
and be able to do at the end of
the unit that align to standards
addressing a variety of facets of
understanding.
Pre/Post-assessment plan is
described adequately. Pre/postassessments fit the content, are
thought out, represent some
cognitive complexity and are
linked to unit goals and big idea.
Performance criteria (scoring
guide) are clear.
Pre-assessment analysis describes
the level of the learners before the
unit using pre-assessment data.
Areas of potential
misunderstanding are adequately
stated. Brief description of
planned differentiation to ensure
all learners are successful, based
upon pre-assessment data.
Unit goals are not stated as learning
outcomes and/or do not align to
standards and/or do not address a
variety of facets of understanding.
Teacher Work Sample Requirements & Scoring Guide
Pre/Post-assessment plan is
unclear. Pre/post-assessments do
not align with the content, are not
well thought out, represent
cognitive complexity and/or not are
clearly linked to unit goals and big
idea. Performance criteria (scoring
guide) are unclear.
Pre-assessment analysis does not
describe the level of the learners
before the unit using preassessment data. Areas of potential
misunderstanding are not identified.
Incomplete description of planned
differentiation to ensure all learners
are successful, based upon preassessment data.
Page 4
Tab 3: Lesson Plans (InTASC 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
1.
Lesson plan table
 Complete the Lesson Plan Table for each lesson in the Teacher Work Sample. Include: lesson number, unit goals taught by
number, facet(s) of understanding of each instructional objective, standards addressed, teaching/learning strategy, type of daily
formative assessment, and connection to literacy. Include a key stating the unit goals.
Lesson
#
Unit
Goal(s)
Taught
(by #)
Facet of
Understanding
for each
Instructional
Objective
Standards
Addressed
(ex. EL.05.LI.09)
Lesson Plan Table
Teaching/Learning
Strategy
(small group
instruction, writer’s
workshop, literature
circle, etc.)
Type of Daily, Formative
Assessment
(observational notes, checklist,
rubric, conference, assignment,
performance task, etc.)
Connection
to Literacy
(KWL,
Cornell notes,
etc.)
Key
Unit Goal 1:
Unit Goal 2:
Unit Goal 3:
2. Lesson plans are designed to teach the unit goals of the Teacher Work Sample. Each lesson plan should be complete, thoughtful
and contain all of the following elements of the Linfield College Lesson Plan Template.
a.
Curriculum standards. List the standards (state, professional, and/or common core standards) addressed in the lesson. Include
specific standards for English language learners (see ODE ELPA standards) by learner language level (Beginning, Early
Intermediate, Intermediate, Early Advanced, Advanced), as needed.
b.
Instructional objectives. List what learners will know (concepts) and be able to do (skills and/or understandings) as a result of
your teaching, including literacy (vocabulary, reading, writing, speaking & listening).
c.
Assessment. List the assessments (observational notes, performance tasks, assignments or other evidence) that will indicate how
learners will demonstrate what they know and are able to do as a result of the lesson.
d.
Learning materials. Include all materials used in the lesson. Cite any reference materials or curriculum used or adapted for the
lesson.
e.
Differentiation. Check the boxes indicating differentiation planned to ensure all learners are successful. Differentiation is not
limited to special education (504 and IEP), TAG and ELL. Identify specific learners (ex. S1) with additional descriptions, as
needed.
f.
g.
Lesson Sequence. Describe the teacher and learner behaviors for the lesson. Use italics to indicate the teacher script and bold
to indicate assessment.
 Lesson Introduction. Gain attention, motivate, focus, activate prior knowledge, connect learners’ prior knowledge to the
instructional objectives, state the instructional objectives and how the instructional objectives support the big idea.
 Lesson Body. Present new content, provide guided practice, give feedback and check for understanding.
 Lesson Closure. Review what was learned, check for understanding of instructional objectives, restate the instructional
objective(s) and how they support the big idea.
Reflection. After teaching each lesson, write bulleted or narrative responses to the questions below. Synthesize your reflection
or answer the questions individually.
 What went well in your lesson? Why?
 Did you make changes to your lesson plan during your lesson? If so, what were the changes, and what motivated these
changes?
 What changes would you make if you were to teach this lesson again?
 How were the learners engaged in learning during your lesson?
 What/who may you have missed in your lesson? How will you address these needs in the next lesson?
 Based on your lesson assessment, describe the evidence of learners’ progress towards the instructional objectives.
If desired, materials such as handouts, study guides, worksheets, examples of learner work, may be included as a separate appendix.
Take precautions to maintain learner confidentiality.
Teacher Work Sample Requirements & Scoring Guide
Page 5
College Supervisor Checklist of Teacher Work Sample Lesson Components
Lesson
Curriculum
Standards
Instructional
Objectives
Assessment
Learning
Materials
Differentiation
Lesson
Introduction
Body of
Lesson
Lesson
Closure
Reflection
1
2
3
4
5
6
7
8
9
10
Tab 3: Lesson Plans
Indicators
Lesson Plan
Table
Exceeds Expectations
5
Exemplary
Meets Expectations
4
3
Strong
Proficient
Does Not Meet Expectations
2
1
0
Concerns
Unacceptable
No
Evidence
All items are included and
represent a variety of facets of
understanding, teaching/learning
strategies, assessments and
connections to literacy.
All items are included and
represent some variety of
facets of understanding,
teaching/learning strategies,
assessments and connections
to literacy.
Some items are missing. The table
does not represent a variety of facets
of understanding, teaching/learning
strategies, assessments and
connections to literacy.
Curriculum standards clearly
connect to instructional objectives
and lesson sequence.
Instructional objectives clearly state
what learners will know and be able
to do as a result of the lesson.
Curriculum standards connect
to instructional objectives and
lesson sequence.
Instructional objectives state
what learners will know and
be able to do as a result of the
lesson.
Lesson assessments indicate
how learners will demonstrate
what they know and are able
to do as a result of the lesson.
Most materials used in the
lesson are included. Published
curriculum and materials are
cited.
Differentiation is stated and
woven into the lesson
sequence to ensure success for
all learners.
Curriculum standards do not connect
to instructional objectives and lesson
sequence.
Instructional objectives do not state
what learners will know and/or be
able to do as a result of the lesson.
Lesson introduction gains
learners’ attention, activates
prior knowledge, motivates,
focuses and states the
instructional objectives.
Lesson body presents content,
provides guided practice,
feedback and checks for
understanding.
Lesson closure reviews what
was learned, restates
instructional objectives.
Lesson introduction does not gain
learners’ attention, activate prior
knowledge, motivate, focus and/or
state the instructional objectives.
Reflection indicates analysis of
teaching, learning and plans
for future teaching.
Reflection lacks critical analysis of
teaching, learning and plans for future
teaching.
Lesson Plans
Curriculum
Standards
Instructional
Objectives
Assessment
Learning
Materials
Differentiation
Lesson Sequence
Lesson
Introduction
Lesson Body
Lesson
Closure
Reflection
Lesson assessments clearly indicate
how learners will demonstrate what
they know and are able to do as a
result of the lesson.
All materials used in the lesson are
included. Published curriculum and
materials are cited.
Differentiation is clearly stated and
clearly woven into the lesson
sequence to ensure success for all
learners.
Lesson introduction clearly and
effectively gains learners’ attention,
activates prior knowledge,
motivates, focuses and states the
instructional objectives.
Lesson body effectively presents
content, provides guided practice,
feedback and checks for
understanding.
Lesson closure clearly and
effectively reviews what was
learned, restates instructional
objectives.
Reflection indicates critical analysis
of teaching, learning and plans for
future teaching.
Teacher Work Sample Requirements & Scoring Guide
Lesson assessments do not indicate
how learners will demonstrate what
they know and are able to do as a
result of the lesson.
Materials used in the lesson are not
included. Published curriculum and
materials are not cited.
Differentiation is not clearly stated to
ensure success for all learners.
Lesson body does not effectively
present content, provides guided
practice, feedback and checks for
understanding.
Lesson closure does not review what
was learned and/or restate
instructional objectives.
Page 6
Tab 4: Results & Interpretation (InTASC 6, 9, 10)
1. Learner Attainment of Unit Goals
 Learner Attainment of Unit Goals Table with the following information:
 Title: Learner Attainment of Unit Goals Table
 Pre-assessment and post-assessment total scores for each learner and the class as a whole.
 Pre-assessment and post-assessment gain/loss for each learner and the class as a whole.
 Pre-assessment and post-assessment scores for each unit goal for each learner and the class as a whole
 Interpretation of learner achievement of unit goals (bullet relevant interpretations based upon the impact of
differentiation, behavior, attendance, homework, etc.)
 Table key listing each unit goal and defines what the corresponding assessment data numbers mean (ODE scoring guide,
questions answered correctly, etc.)
If a learner is absent for the pre-assessment and/or post-assessment, be sure the learner completes the assessment as soon
as possible.
Learner Attainment of Unit Goals
Pre & Post
Total
S1
Pre
Post
10
14
Pre to
Post
Gain/
Loss
+4
Unit Goal
#1
Unit Goal
#2
Unit Goal
#3
Pre
Post
Pre
Post
Pre
Post
3
4
4
5
3
5
2
4
40
4
3
50
S2
7
9
+2
2
2
3
3
S3
14
13
-1
5
5
5
5
Class
120
144
+24
40
44
40
50
Key
Unit Goal #1:
Unit Goal #2:
Unit Goal #3:
1-6 refers to the trait score on the ODE Writing Scoring Guide
2.
3.
4.
5.
Interpretation of Learners’ Attainment of Unit Goals
(Bullet relevant interpretations based upon the impact of
differentiation, behavior, attendance, homework, etc.)
Whole class performance interpretation for each unit goal
 Interpret the whole class results from the pre and post-assessments for each unit goal.
Disaggregated student assessment data
 List the overall (mean) pre-assessment and post-assessment gain/loss for each of the following subgroups of
learners: students with IEPs/504 plans and English Language Learners. Note: You must disaggregate data for two
subroups. If there are no students with IEPs/504 plans or English Language Learners, you will need to determine, with the help of
your Mentor Teacher and College Supervisor, how to identify an additional subgroup. (Example: students receiving interventions,
students with low DRA scores, or students not meeting the OAKS scores in reading or math)
 Based on your assessment data, how well did you meet the overall needs of each subgroup? Are there trends
and/or outliers? If so, how can you explain them? How does this inform your instruction for future units and/or
if you were to teach this unit again?
Effectiveness of the differentiation
 Describe the effectiveness of the planned differentiation in meeting the needs of all learners throughout the Teacher Work
Sample.
Leaner progress reports
 Describe how learner progress will be reported to learners and their parents/guardians.
Teacher Work Sample Requirements & Scoring Guide
Page 7
Tab 4: Results & Interpretation
Indicator
Exceeds Expectations
5
Exemplary
Learner Attainment
of Unit Goals
Whole Class
Performance
Interpretation for
Each Unit Goal
Disaggregated
Student
Assessment Data
Effectiveness of
Differentiation
Learner Progress
Reports
Meets Expectations
4
3
Strong
Proficient
Learner Attainment of Unit Goals
Table includes all items and is
accurate. Interpretations of
learners’ attainment of unit goals
are relevant, meaningful and
drawn from the data.
Whole class performance is clearly
interpreted for each unit goal
from the pre and post
assessments.
Interpretations of each subgroup’s
overall learning gains/losses and
recommendations for future units
are relevant, meaningful, and
drawn from the data.
Clearly and thoroughly describes
the strengths and weaknesses of
the planned differentiation in
meeting the needs of all learners.
Clearly describes how learner
progress will be reported to
learners and their
parents/guardians.
Learner Attainment of Unit
Goals Table includes all items
and is accurate. Sufficient
interpretations of learners’
attainment of unit goals are
drawn from the data.
Whole class performance is
adequately interpreted for each
unit goal from the pre and post
assessments.
Sufficient interpretations of each
subgroup’s overall learning
gains/losses and
recommendations for future
units are drawn from the data.
Adequately describes the
strengths and weaknesses of the
planned differentiation in
meeting the needs of all learners.
Adequately describes how
learner progress will be reported
to learners and their
parents/guardians.
Does Not Meet Expectations
2
1
0
Concerns
Unacceptable
No
Evidence
Learner Attainment of Unit Goals
Table is missing items and/or is
not accurate. Interpretation of
learners’ attainment of unit goals is
not relevant, meaningful and/or
drawn from the data.
Whole class performance is
incomplete or inaccurately
interpreted for each unit goal from
the pre and post assessments.
Interpretation of each subgroup’s
overall learning gains/losses and
recommendations for future units
are not relevant and/or drawn
from the data.
Does not include a description of
the strengths and weaknesses of
the planned differentiation in
meeting the needs of all learners.
Lacks a clear description of how
learner progress will be reported to
learners and their
parents/guardians.
Tab 5: Interpretive Essays (InTASC 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
1.
The interpretive essays provide an opportunity to step back and look at the larger picture of your Teacher Work Sample and
yourself as a teacher.
 Reflect on what the Teacher Work Sample intended and managed to achieve based on your results. How would you modify
this unit if you were to re-teach it? How would you plan, teach or assess the next unit in this content area based on learner
performance in your Teacher Work Sample?
 Reflect on your strengths and areas for growth as a teacher. What insights have you obtained in your ability to plan, teach and
assess learning? What are your future goals as a teacher? What questions do you still have about teaching?
Tab 5: Interpretive Essays
Indicator
Teacher
Work Sample
Interpretive
Essay
Teacher
Reflection
Interpretive
Essay
Exceeds Expectations
5
Exemplary
Provides clear reflection on
what the Teacher Work
Sample managed to achieve
based on results and how the
unit impacts future teaching.
Clearly identifies multiple
strengths and areas for
growth as a teacher; insights
gained on planning, teaching
and assessing learners; future
goals; and unresolved
questions about teaching.
Meets Expectations
4
3
Strong
Proficient
Adequately reflects on what the
Teacher Work Sample managed
to achieve based on results and
how the unit impacts future
teaching.
Identifies a few strengths and
areas for growth as a teacher;
insights gained on planning,
teaching and assessing learners;
future goals; and unresolved
questions about teaching.
Teacher Work Sample Requirements & Scoring Guide
Does Not Meet Expectations
2
1
0
Concerns
Unacceptable
No
Evidence
Minimally or does not reflect on
what the Teacher Work Sample
managed to achieve based on
results and/or how the unit
impacts future teaching.
Does not identify strengths and
areas for growth as a teacher;
insights gained on planning,
teaching and assessing learners;
future goals; and/or unresolved
questions about teaching.
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