Introduction to theTeacher Work Sample Portfolio

Presented byFrank H. Osborne, Ph. D.

© 2015

EMSE 3123Math and Science in Education

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The Spectrum ModelThe College of Education Spectrum Model

• Kean University’s College of Education prepares its graduates to be informed, dynamic professionals in diverse settings.

• To that end, a basic curriculum model called the SPECTRUM has been adopted to provide teacher education students with the knowledge, skills and dispositions (values) to become informed, dynamic professionals.

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The Spectrum ModelThe College of Education Spectrum Model

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The Spectrum ModelComponents of the Spectrum Model

• Knowledge– Subject matter– Student Learning– Diversity of Learners– Classroom Management– Assessment

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The Spectrum ModelComponents of the Spectrum Model

• Skills– Planning instruction– Instructional Strategies/Technologies– Creating a proper Learning Environment– Communication and Technology– Assessment– Student Support– Reflection and Professional Development

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The Spectrum ModelComponents of the Spectrum Model

• Dispositions (Values)– Diversity/Individual Differences– High Expectations– Community/Culture– Positive Climate– Positive Role Model– Life-long Learner

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The TWS PortfolioWhat is a Teacher Work Sample Portfolio?

• Documentation of your achievements over the course of your teacher preparation program

• Includes files that demonstrate evidence of P-12 student learning

• Shows satisfactory achievement of the COE learning outcomes

• Can be in print or done electronically

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The TWS PortfolioComponents

• Cover page with statement of ownership

• Table of contents

• One page introduction

• Philosophy statement

• Charts, graphs and attachments

• Narrative (20 pages max)

• References

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The TWS PortfolioLevel I TWS

• Done in Sophomore Field class• Contains

– Philosophy Statement– Contextual Factors

• Reviewed and formally evaluated by the Sophomore Field instructor

• Transfer students who got credit for Sophomore Field but did not do the two components must do them now.

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The TWS PortfolioLevel II TWS (Mini TWS)

• Done in Junior Field class and its paired class (EMSE 3123)

• Contains– Learning Goals

– Assessment Plan

– Design for Instruction

– Instructional Decision-Making

• Reviewed and formally evaluated by course instructor

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The TWS PortfolioLevel III TWS

• Done in Senior Field and Senior Seminar (which is the senior Capstone Course)

• Contains all components of the TWS in final form.

• Reviewed and formally evaluated by capstone course instructor as well as University Supervisor/Clinical Instructor for Senior Field

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TWS StandardsContextual Factors

• The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.

• Indicators of the Contextual Factors section are listed on the next slide

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TWS StandardsIndicators for Contextual Factors

• Knowledge of community, school, and classroom factors

• Knowledge of characteristics of students

• Knowledge of students’ varied approaches to learning

• Knowledge of students’ skills and prior earning

• Implications for instructions panning and assessment.

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TWS StandardsLearning Goals and Indicators

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

• Significance, Challenge and Variety

• Clarity

• Appropriateness for students

• Alignment with national, state and local standards

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TWS StandardsAssessment Plan

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

Indicators are found on the next slide.

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TWS StandardsIndicators for Assessment Plan

• Alignment with learning goals and instruction

• Clarity of criteria for performance

• Multiple modes and approaches

• Technical Soundness

• Adaptations based on the individual needs of students

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TWS StandardsDesign for Instruction

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

Indicators are found on the next slide.

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TWS StandardsIndicators for Design for Instruction

• Alignment with learning goals• Accurate representation of content• Lesson and unit structure• Use of a variety of instruction, activities,

assignments and resources• Use of contextual information and data to

select appropriate and relevant activities, assignments and resources

• Use of technology

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TWS StandardsInstructional Decision-Making

The teacher uses ongoing analysis of student learning to make instructional decisions.

• Sound professional practice• Adjustments based on analysis of student

learning• Congruence between modifications and

learning goals

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TWS DetailsDetails are found in A Guide for Compiling a Teacher Work Sample Portfolio.

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The End

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