Jacque Bratcher TWS page 1

Northern State University

Junior Field Experience

MUSIC Teacher Work Sample
Fall 2016
Candidate Name:

Jacque Bratcher

Candidate Phone Number:

605-591-9725

Candidate ID Number:

7195990

Name of School where data

was collected:

Lincoln Elementary

Subject/Content Area:

Music

Grade Level:

K-5th

Date Submitted:

12/4/16

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher
education program.
I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the
future. I understand my name will remain on the document for proper credit.
Signature of Candidate Submitting the TWS: Jacque Bratcher_(electronic submission)
Website URL:

Task I: Professional Goal Setting

Task II: Contextual Information
Task III: Instructional Design and Implementation
Task IV: Analysis of Focus Students (Case Study 1 at each level)
Task V: Reflection and Self-Evaluation- Goals

Task I:

Professional Goal Setting

(Goal Statement and Action Plan due week 2; Goal Reflection due week 10).
Objective: Candidates set professional goals, identify the action strategies they will use to
achieve them, and reflect on their learning and growth (as it relates to the goals) near the end of
their student teaching experience.

Plan due week 2; Goal Reflection due week 10).

Objective: Candidates set professional goals, identify the action strategies they will use to
achieve them, and reflect on their learning and growth (as it relates to the goals) near the end of
their student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.

Knowledge of Self as an Individual

o Goal- I want to become more personable and open to people that I just met.
o Procedure- When I am on my junior field I will make it my goal to speak
confidently with teacher and students.
o Evaluation: I will evaluate myself by how easily I am able to converse with
everyone by the end of junior field

Knowledge of the Learner

o Goal- I want to be able to know the different learning levels among children
of the same age.
o Procedure- I will accomplish by participating with multiple classes and
teaching a lesson to multiple third grade classes.
o Evaluation: I will evaluate myself by comparing each class and seeing how
easily they understood what I was teaching them.
Knowledge of Content
o Goal- I want to be able to successfully teach young children especially the
lower levels like kindergarten.
o Procedure- I will discuss with my cooperating teacher ways to keep smaller
childrens attention for longer periods of time while at the same time still
teaching them the content.
o Evaluation: I will ask my cooperating to evaluate my progress and to see
what areas I can improve in.

Task II: Contextual Information (see rubric for scoring details)

Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.

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Resources: Use a variety of resources to gather contextual information including Census data for
the community, school Improvement Plan, cooperating teacher, Title I/SPED teachers, principal,
school counselor, Infinite Campus, student files (with administrative approval), school data
available online.
http://doe.sd.gov/reportcard/listnew/
**The information and resource below is taken from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.

Contextual Information: This chart is designed to help you understand the many factors that
affect teaching and learning. Such factors include the community, classroom procedures, student
demographics, and the physical environment in which teaching takes place. Understanding these
factors as they relate to your teaching will help you determine the instructional strategies and
approaches that will support your students learning. In this chart, address any factors listed as
they pertain to your teaching assignment. The subcategories listed under each category are just
suggestions; there may be other subcategories that you would like to address, or there may be a
subcategory listed that does not apply to your situation.
Categories of Contextual Factors
General Context of Your Students
(All subcategories listed in this box are required.)
Students grade and developmental levels; the age range
of students; the content area being taught; any other
factors that are pertinent to understanding your class
assignment

Description of the Contextual Factors

Community
(e.g., whether the area is urban, suburban, or rural;
socioeconomic information; census data for the
community)

District
(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; graduation rates; ethnicities;
percent of students with IEPs; percent of students who
are ELLs; per-pupil expenditures)

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The students range from kindergarten to 5th

grade.
The students are between 6 and 10 years old.
According to Erik Erikson; at this age
children will want to gain approval from their
peers based on their accomplishments. If they
experience unresolved feeling of inadequacy
and inferiority among their peers they may
have serious problems with competence and
self-esteem.
The community is urban
The population is estimated at 28,000 people.
The community is not very diverse. The
majority of the population is White; other
races include African American, Native
American, Asian, Native Hawaiian and
others.
The district enrollment is estimated at 4460
students.
The amount of students receiving free or
reduced lunches varies depending on the
school within the district. The percentage of
students ranges from 15% to 40%.

School
(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-tostudent ratio)

An estimate of 80% of students are White

while the other 20% is consisted of African
American, Native Indian, Hispanic, and
Multi-Racial.
There is an estimate of 15.3% of students with
disabilities and 53.5% that are economically
disadvantaged.
There 420 students in K-5th and 150 general
and special education in the preschool
program.

Classroom Demographics
(e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students physical
needs, and those due to cultural characteristics).

Due to the fact that my cooperating teacher

teaches all classes this information is the same
as above.

Knowledge of Students
(in terms of the whole class and individual students)

When teaching classes it is important to take

into consideration the learning abilities
between different ages.

(e.g., language needs; approaches to learning; prior

learning and experiences; academic
proficiencies/behavioral differences; areas of interest).

Task III: Instructional Design and Implementation

Objective: Candidates design, implement, and assess a minimum of three lessons at each level
(secondary/elementary) from multiple subject and/or content areas. (See rubric for scoring on
each component)
To complete this task refer to the Music Common Lesson Plan Template. You will
complete the Music Common Lesson Plan Template for 6 different lessons (3 at each
level), 3 of which must be lessons that were observed by your university supervisor.

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Teacher Candidate
Name:
Grade Level:
Subject:
Date:

Jacque Bratcher
3rd grade
Music

Northern State University

Millicent Atkins School of Education: Common
Lesson Plan Template MUSIC BME VERSION
PLANNING
List the State Standard(s) to be addressed in this lesson:
MU.Pr.4.2. c Describe how context (such as personal and social) can inspire
a performance.
MU. Pr. 6.1.a. Perform music, alone and with others with expression and
technical accuracy.
List the Learning Objective(s) to be addressed in this lesson:
Students will be able to:
Follow call and response
Sing the song successfully
Add the movements with song
Sing without having to watch me
Describe how the objective is relevant to students lives. (Rationale)
Gordon says that aural/oral is the basic level of skill learning sequence.
Students will develop aural skills by listening to me and oral by singing it
back. By doing these both students will develop better musical skills.
List the words relevant to the content area that you will either introduce
and/or review during your lesson. (Vocabulary)
None
List the materials you will need to teach the lesson.
Computer
Recording of accompaniment for song

ASSESSMENT
Pre-Assessment: Explain how you know your students are ready for this
lesson:
Based on prior lessons I believe students will be successful during this
lesson and it is developmentally appropriate.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if

applicable)
Explain when will you use the pre-assessment (if applicable):
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Insert a table/chart/graph that shows the pre-assessment data results. (if

applicable)
Describe how the results of the pre-assessment will be used to design the
lesson objectives, instruction, and post-assessment. (if applicable)

TECHNOLOGY
Describe the instructional and/or assistive technology that you will use:
Computer
PowerPoint
Smartboard

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * (Based on what you identified/described
in your contextual information).
None

MANAGEMENT
Identify the management and motivational strategies to keep students on task and
engaged. ]
I will keep the class moving quickly so students cannot get distracted.
If they get off task Ill clap and they repeat it to return their attention.

LESSON IMPLEMENTATION
Lesson Opening Describe how you will engage students (hook)
I will ask students about spiders and what they think about them. I
will then explain why spiders are good even if they look scary.
List Activities (modeling, guided practice, rehearsal techniques, etc.)
We will begin by learning the song section by section by call and
response.
As we sing we will add the movements.
By the end students should be able to sing and do the movements all
together without much assistance from me.
Lesson Evaluation Describe how you will determine the success of your
students
(Include a blank copy of your post-assessment (if applicable)
I will determine success on whether students are able to successfully sing
and do the movements

Lesson Closing Transition Describe how you will reemphasize the

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lesson objective(s) and transition to a new activity

We will finish the class by having the students perform the song in front of
their teacher.

ANALYZE
(Student engagement and learning)
(This portion may only be done after the post assessment is collected/scored.)

Post-Assessment: Include a blank copy and answer key of the post-assessment (if
applicable). Include and describe the results of the Post-Assessment including the
following: Students progress from pre-to-post assessment. (if applicable) Factors that
may have influenced the post assessment results; How the results of the post assessment
highlight what areas of the lesson will require re-teaching (if any); insert a
table/chart/graph that shows the post-assessment data results (if applicable). Include a
copy of the answer key or a description of the desired outcome of your lesson.

Insert an image of your table/chart/graph here (if applicable).

REFLECT
(Teacher performance and teaching strategies)
Describe what went well.
Students enjoyed the song.
Students moved and played along with me as we sang the song.
I was able to use some of my classroom management skills.
List and describe strategies for improvement.
List and describe challenges
Pacing was difficult but once I became more comfortable it went
much better.
Getting all the students to participate was a minor challenge.
Time management was also a struggle I had.
I kept asking students questions instead of telling them to do it. This
is a common issue Ive had.
List and describe strategies for improvement.
Remind myself not to ask students if they want to do activities again
and instead make them love it enough that I wont even have to ask.
Time myself more when practicing new lessons.
Find a way to get every student involved but know when its just best
to let them be.

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Lesson 2
Teacher Candidate
Name:
Grade Level:
Subject:
Date:

Jacque Bratcher
3rd Grade
Music
12/2/16

Northern State University

Millicent Atkins School of Education: Common
Lesson Plan Template MUSIC BME VERSION
PLANNING
List the State Standard(s) to be addressed in this lesson:
MU.Cn.10.1.a Demonstrate how interests, knowledge, and skills relate to
personal choices and intent when creating, performing, and responding to
music.
List the Learning Objective(s) to be addressed in this lesson:
Students will be able to:
Listen to a piece and here multiple instruments
Recognize instruments by hearing them
Know the difference between woodwind and brass
Describe how the objective is relevant to students lives. (Rationale)
Gordon believes that building a childs aural skill is extremely important. By
improving their aural skills and teaching them how to listen to music and
how to listen for specific instruments will build their musicianship.
List the words relevant to the content area that you will either introduce
and/or review during your lesson. (Vocabulary)
Woodwind
Brass
Percussion
List the materials you will need to teach the lesson.
PowerPoint Presentation
Recording of Danzon No. 2

ASSESSMENT
Pre-Assessment: Explain how you know your students are ready for this
lesson:
I will ask students if they know any instruments and see if they know if
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they are woodwind or brass.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if
applicable)
Explain when will you use the pre-assessment (if applicable):
Insert a table/chart/graph that shows the pre-assessment data results. (if
applicable)
Describe how the results of the pre-assessment will be used to design the
lesson objectives, instruction, and post-assessment. (if applicable)

TECHNOLOGY
Describe the instructional and/or assistive technology that you will use:
Smart Board
PowerPoint

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * (Based on what you identified/described
in your contextual information).
N/A

MANAGEMENT
Identify the management and motivational strategies to keep students on task and
engaged. ]
I will keep the class moving quickly so students cannot get distracted.

If they get off task Ill clap and they repeat it to return their attention.

LESSON IMPLEMENTATION
Lesson Opening Describe how you will engage students (hook)
I will first have students listen and watch a recording of Danzon No. 2
List Activities (modeling, guided practice, rehearsal techniques, etc.)
I will ask if students recognized any of the instruments
We will discuss woodwind and go through the basic instruments
We will discuss brass instruments and go through the basic instruments
We will then play a game where I play a recording of an instrument and
students will answer what it they think it is and what family it is in.

Lesson Evaluation Describe how you will determine the success of your
students
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(Include a blank copy of your post-assessment (if applicable)

I will use formative assessment to see if students can recognize woodwind
instruments versus brass instruments.

Lesson Closing Transition Describe how you will reemphasize the

lesson objective(s) and transition to a new activity
At the end of class I will ask students individually what family an instrument
falls into to see if they understood the lesson. After answering they can go
stand on the risers in their assigned spots.

ANALYZE
(Student engagement and learning)
(This portion may only be done after the post assessment is collected/scored.)

Post-Assessment: Include a blank copy and answer key of the post-assessment (if
applicable). Include and describe the results of the Post-Assessment including the
following: Students progress from pre-to-post assessment. (if applicable) Factors that
may have influenced the post assessment results; How the results of the post assessment
highlight what areas of the lesson will require re-teaching (if any); insert a
table/chart/graph that shows the post-assessment data results (if applicable). Include a
copy of the answer key or a description of the desired outcome of your lesson.

Insert an image of your table/chart/graph here (if applicable).

REFLECT
(Teacher performance and teaching strategies)
Describe what went well.
Students were engaged
They seemed to have fun listening to music and learning the instruments
Students now have a general knowledge of most band instruments
List and describe challenges
Keeping students focused the entire time was the main issue
List and describe strategies for improvement.
Find more ways to keep students interested
Move quickly with little interruptions

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Task IV: Analysis of Focus Students (Case Study)

(Alex is not the students name)
Alex is a kindergartner at School X. He is a part of the special education program in the
school. Alex is one of the two students I see who is intellectually disabled in the
kindergartner class. He is not as severe as the other student who is not in class very often.
Alex has some form of autism and has a difficult time being participating in class. He is not
vocal and cannot speak like other students. He is aware of what is going around him
however. He watches his classmates and will often copy what they are doing. He does a good
job at sitting with the rest of the class in the front of the room and typically is very well
behaved.
He has a special education teacher with him at all times. He often struggles standing with
his classmates on the risers and has to be physically picked up and held up. He does not
interact with others other than his special education teacher. From time to time he gets
particularly excited and will wave to my cooperating teacher or to myself. He is very sweet
and has wonderful personality. He often hugs his special education teacher and tries to stay
very close to them.
Alex is always given the opportunity to take part in activities and from time to time he

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successfully does so. He seems to really enjoy being able to play and create music. This is
why music is so critical for students of every age regardless of what disabilities they may
have. I believe the best thing for Alex is to continue encouraging him to take part in music
class as often as possible. Not only will it help build simple motor skills but language skills
and social skills. With the right encouragement Alex will be successful and will grow as a
student.

Task V:

Reflection and Self-Evaluation- Goals

Overall my Junior Field Experience was great! When I went into this junior field I kept
asking myself why I decided to do this. I did not need it for my major and I was just doing it just
in case I teach elementary next year. I never wanted to teach elementary and I thought I would
have troubles with younger students. But, I decided to take the class and participate in a second
junior field. Im glad to say that my feeling towards elementary music has changed. I went in
not expecting to enjoy it but I was wrong. I am so glad I had the opportunity to do two separate
junior fields and I know I have learned a lot.
I always believed that I would not be able to handle teaching younger students. I have a
great respect for elementary teachers because I never could see myself being able to keep the
attention of young children. However, after this experience my appreciation for elementary
teachers grew and I have now decided that if an elementary position opens up next year I will try
for it. Ive learned to love teaching younger students. They have a natural love for music that
makes teaching very fun. Also, they typically do not have as much of an attitude as the older
students that I have worked with throughout my field experiences.
One of my goals for this experience was to learn the different learning abilities of each grade
level. I am familiar with middle schoolers and how to go about teaching each grade but
elementary music was something I knew nearly nothing about. I took the classes that taught me
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what children are like based on their age but reading about it and actually working with students
are two different things all together. I could read all I want but until I experience working with
elementary schoolers I will not have a real idea of how to teach. I believe I successfully
accomplished this goal because now I have seen how different a kindergartner is compared to a
first grader. It is so important to learn the differences to be able to successfully teach each grade.

Teacher Work Sample Scoring Rubric

Student Teaching
Teacher Candidate
Name:_________________________________________________________________
Semester: Spring Fall Year 20____
Task I: Professional Goal Setting
Components

Advanced/Excellent
4
Candidate identifies one wellplanned goal and effectively
communicates
reasons/justifications for why
s/he chose the goal.

Professional Goal Setting

and Reflection

Candidate provides a detailed

action plan for the achievement
of the goal and cites any
specific resources s/he will use
to enhance goal achievement
efforts.
Candidate is highly effective at
communicating any
progress/growth made toward
the goal in the reflection.

Proficient/Competent
3
Candidate identifies one goal
and communicates
reasons/justifications for why
s/he chose the goal.
Candidate provides an action
plan for the achievement of the
goal and cites resources s/he
will use to enhance goal
achievement efforts.
Candidate effectively
communicates any
progress/growth made toward
the goal in the reflection.

Basic/Developing
2
Candidates identifies one
goal but does not
adequately provide
reasons/justifications for
the selection of the goal.
Candidate provides an
action plan for the
achievement of the goal but
needs to work to develop a
more specific list of
resources to be used for
achievement of that goal.

Below Basic/
Needs Work
1
Candidate does not identify
a well-planned goal nor
provide a reason for the
selection of the goal.
Candidate does not provide
an action plan for the
achievement of the goal.
Candidate is not clearly able
to reflect on his/her
performance in the area of
goal setting/achievement.

Candidates reflection on
goal achievement is
minimal and needs
development.

Task II: Contextual Information

Components

Contextual Factors

Advanced/Excellent
4
Candidate clearly identifies
numerous contextual factors
which may impact the
instructional strategies,
approaches, and assessments
used to support their students
learning.

Proficient/Competent
3
Candidate identifies several
contextual factors contextual
factors which may impact the
strategies, approaches, and
assessments used to support
their students learning.

Basic/Developing
2

Below Basic/
Needs Work
1

Candidate identifies very

few contextual factors
which prohibits his/her
ability to fully recognize
any impact those factors
would have had on
potential strategies,
approaches, and
assessments used to support
their students learning.

Candidate does not identify

the contextual factors.

Task III: Instructional Design and Implementation

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Components

Standards/Objectives

Assessment

Technology

Differentiation,
Accommodations, and
Modifications

Management

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Advanced/Excellent
4

Proficient/Competent
3

Basic/Developing
2

Below Basic/
Needs Work
1

All lessons contains evidence of

setting measurable objectives
that are clearly aligned with
specific state and/or national
standard(s).

Most lessons contains evidence

of setting measurable objectives
that are aligned with specific
state and/or national
standard(s).

Lessons contain minimal

evidence of setting
measurable objectives that
are only somewhat aligned
with specific state and/or
national standard(s).

Lessons contain no evidence

of setting measurable
objectives and are not
aligned with specific state
and/or national standard(s).

Lessons allow for numerous

connections across the
curriculum which serve to build
understanding, and encourage
application to real world issues.

Lessons allow for connections

across the curriculum which
serve to build understanding,
and encourage application to
real world issues.

Incorporates a well-aligned preassessment to measure students

prior knowledge of the learning
objective and purposefully
utilizes the results to inform
planning/instruction for the
lesson and post assessment.
Includes copies of the Pre- and
Post-Assessments used.
Includes a copy of a high
quality key/product to show
desired outcome.

Incorporates a pre-assessment
to measure students prior
knowledge of the learning
objective and somewhat utilizes
the results to inform
planning/instruction for the
lesson and post assessment.
Includes copies of the Pre- and
Post-Assessments used.
Includes a copy of a
key/product to show desired
outcome.

Purposefully and consistently

incorporates the use of available
technology to further enhance
instruction in ways that
authentically engage all students
in the learning experience. For
cases where technology is not
utilized, candidate provides a
logical explanation.

Incorporates the use of

available technology to
somewhat enhance instruction
in ways that engage most of the
students in the learning
experience. For cases where
technology is not utilized,
candidate provides an
explanation.

Purposefully adjusts instruction

during lesson planning and
implementation in order to
significantly meet all of the
identified needs of individuals,
small groups or the class by
including specific methods of
differentiation, accommodations
and modifications.

Adjusts instruction during

lesson planning and
implementation in order to meet
some of the identified needs of
individuals, small groups or the
class by including general
methods of differentiation,
accommodations and
modifications.

Numerous
management/motivational
strategies are clearly identified
and rationale provided for how
these strategies serve to
significantly enhance both
student engagement and
learning.

Management and motivational

strategies are identified and
rationale is provided for how
these strategies enhance student
engagement and learning.

Lessons allow for very few

connections across the
curriculum which do not
build understanding, nor
encourage application to
real world issues.
Incorporates a preassessment which partially
measures students prior
knowledge of the learning
objective but fails to
adequately utilize the
results to inform
planning/instruction for the
lesson and post assessment.
Includes copies of the Preand Post-Assessments used.
Includes a copy of a
key/product to show
desired outcome.
Is still developing the
ability to incorporate the
use of available technology
to enhance instruction in
ways that engage the
students in the learning
experience. For cases where
technology is not utilized,
candidate provides an
explanation.
Attempts to adjust
instruction during lesson
planning and
implementation but the
differentiated instruction,
accommodations and
modifications used do not
fully meet the identified
needs of individuals, small
groups or the class.
Management and
motivational strategies are
not clearly identified and
rational is lacking evidence
of how these strategies
fully serve to enhance
student engagement and/or
learning.

Lessons allow for no

apparent connections across
the curriculum; students are
not able to build an
understanding or apply to
real world issues.

Does not incorporate

evidence of a preassessment to measure
students prior knowledge of
the learning objective.
Does not include copies of
the Pre- and PostAssessments used.
Does not include a copy of a
key/product to show desired
outcome.

Does not incorporate the use

of available technology to
enhance instruction nor
provide an explanation for
why technology is not
utilized.

Does not adjust instruction

during lesson planning and
implementation in order to
meet the identified needs of
individuals, small groups or
the class. No differentiation,
accommodations and
modifications present.

Management and
motivational strategies to
enhance student engagement
and learning are not
identified.

Purposefully activates student

interest by consistently
including a highlyeffective/engaging introduction
and closing.
Effectively introduces and
repeatedly reinforces the
learning objective(s) so that
students are cognizant of
expected outcomes.
Presents all content in a
sequential manner and provides
numerous opportunities for
modeling and practicing the
skills and content needed to
meet the learning objective(s).

Lesson Implementation
(I Do/We Do/You Do)

Consistently checks for student

understanding throughout the
entire lesson cycle and provides
detailed evidence of reteaching/remediation where
necessary.
Includes numerous detailed
reasons for why the
instructional strategies and
learning activities chosen for the
lessons are developmentally
appropriate (claims are
supported by relevant
theory/research that is clearly
cited).

Analyzes

Activates student interest by

including an effective/engaging
introduction and closing.
Introduces and reinforces the
learning objective(s) so that
students are cognizant of
expected outcomes.
Presents all content in a
sequential manner and provides
opportunities for modeling and
practicing the skills and content
needed to meet the learning
objective(s).
Checks for student
understanding throughout most
of the lesson cycle and provides
evidence of reteaching/remediation where
necessary.
Includes reasons for why the
instructional strategies and
learning activities chosen for
the lessons are developmentally
appropriate (claims are
somewhat supported by
relevant theory/research that is
cited).

Includes professional-quality
table/charts/graphs which
clearly show post assessment
results (and pre-post
comparison if applicable)
Provides detailed description of
the post assessment results
which thoroughly addresses all
of the following items :
students progress toward
mastery of the objectives from
pre-to-post
factors that may have affected
the post assessment results
how the results of the post
assessment highlight what areas
of the lesson will require re-

Includes average-quality
table/charts/graphs which show
post assessment results (and
pre-post comparison if
applicable)
Provides a description of the
post assessment results which
somewhat addresses most of the
following items:
students progress toward
mastery of the objectives from
pre-to-post
factors that may have affected
the post assessment results
how the results of the post
assessment highlight what areas
of the lesson will require re-

teaching (if any)

teaching (if any)

Attempts to activate student

interest but needs to work
to develop a more effective
lesson opening and closing.
Needs to be more
purposeful about
introducing and reinforcing
the learning objective so
that the students are
cognizant of expected
outcomes.
Content is not always
presented in a sequential
manner and candidate
needs to provide more
opportunities for modeling
and practicing the skills and
content needed to meet the
learning objective(s).
Checks for student
understanding throughout
most of the lesson cycle
and provides little evidence
of re-teaching/remediation
where necessary.
Includes reasons for why
the instructional strategies
and learning activities
chosen for the lessons are
developmentally
appropriate (claims are not
sufficiently supported by
relevant theory/research nor
sufficiently cited).
Includes poor-quality
table/charts/graphs which
do not clearly show post
assessment results (or prepost comparison if
applicable)
Provides a weak description
of the post assessment
results which does not
adequately address the
following items:
students progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)

15 | P a g e

There are no clear attempts

to activate student interest.
Candidate does not include
evidence of an effective
opening and/or closing.

Learning objective is not

reinforced throughout the
lesson.
Content is not presented in a
sequential manner and
candidate does not provide
evidence of allowing
opportunities for modeling
and practicing the skills and
content needed to meet the
learning objective(s).
Candidate does not check
for student understanding
throughout the lesson cycle
and there is no evidence of
re-teaching /remediation.
Does not includes reasons
for why the instructional
strategies and learning
activities chosen for the
lessons are developmentally
appropriate (claims are not
at all supported by relevant
theory/research nor
sufficiently cited).

No quality
table/charts/graphs which
show post assessment
(and/or pre) results.
Does not provide a
description of the post
assessment results is weak
and illogical and does not
address all of the following
items:
students progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post assessment
results
how the results of the post
assessment highlight what
areas of the lesson will
require re-

Lesson Reflection:
Successes

Lesson Reflection:
Challenges

Lesson Reflection:
Improvements

Identifies, describes, and

explains more than two relevant
successful teaching strategies
and provides detailed
supporting evidence for why
they were effective.

Identifies, describes, and

explains two successful
teaching strategies and/or
provides supporting evidence
for why they were effective.

Identifies and describes more

than two challenges
encountered throughout lesson.

Identifies and describes two

challenges encountered
throughout the lesson.

Identifies and describes more

than two significant ideas for
redesigning the lesson and
provides full details to support
the redesign.

Identifies and describes two

ideas for redesigning the lesson
and provides details to support
the redesign.

Identifies, describes, and

explains only one
successful teaching strategy
and/or provides only
minimal supporting
evidence for why it was
effective.
Identifies and describes
only one challenge
encountered throughout the
lesson.

Fails to adequately identify,

describe, or explain
successful teaching
strategies and provides no
supporting evidence.

Identifies and describes one

idea for redesigning the
lesson and provides very
minimal details to support
the redesign.

Fails to identify and

describe an idea for
redesigning the lesson
and/or provides no details to
support the redesign.

Fails to adequately identify,

describe, or explain
challenges encountered
throughout lesson.

Overall Professional Quality of Teacher Work Sample

Components

Writing Skills

Advanced/Excellent
4

Proficient/Competent
3

Basic/Developing
2

Content Organization:

Content Organization:

Content Organization:

Content Organization:

All formatting requirements

followed: (Cover page,
references/credits, font and
spacing, anonymity)

All formatting requirements

followed: (Cover page,
references/credits, font and
spacing, anonymity)

Most formatting
requirements followed:
(Cover page,
references/credits, font and
spacing, anonymity)

Few formatting
requirements were followed:
(Cover page,
references/credits, font and
spacing, anonymity)

Paper is well organized with

clarity of thought and purpose.

Paper is organized.
Paper is somewhat
organized but candidate
needs to continue to
develop communicating
thought and purpose.

Conventions:

Conventions:

Conventions:

Paper requires much better

organization of content and
candidate needs to
significantly develop in the
area of communicating
thought and purpose.
Conventions:

Writing has very few errors in

spelling, grammar, punctuation,
and/or sentence structure.

Overall Quality:

Writing has only occasional

errors in spelling, grammar,
punctuation, and/or sentence
structure, but does not
significantly detract from
overall quality.
Overall Quality:

Writing has frequent errors

in spelling, grammar,
punctuation, and/or
sentence structure, and this
somewhat detracts from
overall quality.
Overall Quality:

Writing has numerous errors

in spelling, grammar,
punctuation, and/or sentence
structure, errors which
significantly detract from
overall quality.
Overall Quality:

Professionally written, highquality paper.

Adequately written, average

quality paper.

Writing and quality of

paper are in development
but resubmission is not
required.

Poorly written, low-quality

paper. Resubmission
required.

Grade/Subject
Area______________________________________________________________________

16 | P a g e

Below Basic/
Needs Work
1

17 | P a g e