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Goal and Overview of Teacher Work Sample (TWS)

The Teacher Work Sample is:

• Documented knowledge and skills of what accomplished teachers should know and be able to do
• Credible written evidence of a teacher candidate's ability to facilitate student learning
• Evidence of exhibiting proper writing traits and mechanics
• Document that can be used as a portfolio during the interview process
• Used as a reference as teacher candidates prepare for the Professional Certification
• Used as a base as some MITs work toward earning National Board Certification
• Source of Reference of what the MIT has learned during their professional preparation and how they applied the knowledge and skills acquired to how and what they teach

Mission of the School of Education:

To prepare Educators of Heart and Mind who are scholars, community members, visionary leaders, effective practitioners and guardians. 

Goal:

The goal of the TWS is that the teacher education candidates in the MIT program are able to produce teacher-based evidence that they have the knowledge and skills to provide effective learning experiences for the students they are or will teach.  The expectation is that this teacher-based evidence will produce student-based evidence as manifested by increased student opportunities, engagement, and learning. 

Overview:

The teacher-based evidence produced is packaged in a portfolio-looking document that consists of meeting the 8 standards set forth by the faculty in the MIT program.  These standards are aligned with those set forth by Washington State’s Teacher preparation Standard V as well as the Professional Pedagogy Assessment (PPA) instrument.  The standards also align with the principles set forth by the Interstate New Teacher Assessment and Support Consortium (INTASC). Finally, the TWS standards support and are in alignment with the Five Core Propositions set forth by the National Board for Professional Teaching Standards.  The final TWS can serve as “draft” in preparation for National Board Teacher Certification. 

Each standard is formatted with the following subheadings: (A) TWS Standard; (B) Task; (C) Prompt; (D) Definition of Terms; and (E) Scoring Rubric.   Please note that part of each scoring rubric is the assessment of writing traits and mechanics.  The Standards communicate the general outcome expected.  The Tasks describe more specifically the outcome.  The Prompts are the specific components of the standard that are to be identified and described.  Scoring Rubrics are used by the MIT faculty to assess the extent to which the teacher candidates met each prompt.  Finally, the Definition of Terms helps to clarify what is meant by the terms in the prompt.

Format for Addressing the Standards:

This is a dynamic portfolio-looking document/sample of the candidate’s best work as related to the 8 standards set forth.  This means that as he/she professionally develops in the MIT program, revisiting and perhaps revising what was written during the fall term may be in their best interest and thus be a sample of their most current knowledge and skills.   

Documents Format:

The final document is usually contained in a three-ringed notebook.  It should have a colorful cover page that includes (a) a title; (b) your name and; (c) the month and year submitted.  After the title page, would be a Table of Contents that lists each one of the 10 standards with the associated page numbers.  Attachments that you plan to include should also be referenced.  For this section, you will be provided an electronic template you can use or modify.

Ownership:

Be authentic when putting your final document together.  If you have an “artistic flare,” exercise that.  Use pictures, paintings, drawings, and graphics as you deem appropriate.  (Caution: more is not necessarily better.)

Page Length and Font Size: 

As is noted in this document, a recommended page length is given at the end of each standard’s section.  All narratives should be double-spaced in 12-point font, with 1-inch margins.

Charts, Graphs and Appendixes:

Charts, graphs, several different types of plans, assessment instruments, etc. are required as part of the TWS document.  It is realized that this may increase the number of pages allowed for each standard.  What is of most importance is to be very selective and make sure your attachments provide clear, concise evidence of your performance related to the TWS standards and to your students’ learning.

References and Credits (not included in total page length:  

If you referred to another person’s ideas or material in any of your writing it goes without saying that you should cite using the American Psychological Association (APA) style.  If you cite, place the source on the reference page. In addition, add the resources that you are reading and are supporting your course work and new learning.  

Definitions: 

A section, following each TWS will identify terms, abbreviations and words that may be unique to the document.  These terms are accumulative, besides being specific to the particular document. 

Anonymity:

In the best interest of your students and for legal purposes, collect written approval from students’ parents if you are going to use any pictures.  In order to insure the anonymity of students in your class do not include any student names in any part of your TWS.