SUBDOMAIN 603.2 - PROFESSIONAL PORTFOLIO

Competency 603.2.3: Teacher Work Sample - The graduate provides credible evidence of successful implementation of a two-week standards-based instructional unit.
 

Objective 603.2.3-01: Describe contextual factors regarding the classroom and students.

Given:
 

Contextual factors include community, school, and classroom factors; characteristics of students; students’ varied approaches to learning; and students’ skills and prior learning. It is important for classroom teachers to realize how contextual factors will affect their instructional planning and assessment.
 

Task:
 

A.  Write an essay (suggested length of 5–7 pages) in which you describe the contextual factors in your classroom and discuss how these factors affect the teaching–learning process. In your essay:

1.  Describe two environmental contextual factors for each of the following areas:

a.  Community

b.  District

c.  School
 

Note: Environmental factors may include geographic location, community and school population, socioeconomics, race and ethnicity, stability of community, and community support for education.
 

2.  Describe each of the following four classroom contextual factors:

•  Physical features

•  Availability of technology equipment and resources

•  Extent of parental involvement

•  One other classroom contextual factor
 

Note: Other classroom factors can include grade level, classroom subjects, classroom rules and routines, grouping patterns, and classroom arrangement.

3.  Explain how four student contextual factors impact the design of instruction and assessment of learning.
 

Note: Student factors can include age, gender, race and ethnicity, special needs, achievement and developmental levels, culture, language, interests, learning styles and modalities, and skill levels.
 

4.  Discuss student skills and prior learning that may influence your development of each of the following three components: learning goals, instruction, and assessment.
 

B.  Submit a completed “School Demographics Survey” attached below.
 

C.  When you use sources, include all in-text citations and references in APA format.
 

Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.
 

Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.
 

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section.

SUBDOMAIN 603.2 - PROFESSIONAL PORTFOLIO

Competency 603.2.3: Teacher Work Sample - The graduate provides credible evidence of successful implementation of a two-week standards-based instructional unit.

Objective 603.2.3-02: Discuss learning goals based on respective state and/or district content standards.

Given:

Goals and their accompanying measureable objectives provide a clear focus for both instruction and assessment. Goals should be significant, reflecting the “big ideas” or structure of the discipline, as well as challenging, varied, and appropriate. In contrast, objectives are specific behaviors that students must demonstrate to indicate that learning has occurred.

Task:

Write an essay (suggested length of 2–3 pages) in which you do the following:

A.  Provide at least three learning goals with measurable objectives (e.g., condition, behavior, and criterion) for your two-week unit of instruction based on your state and/or district content standards that will guide the delivery and assessment of the unit. Be sure to cite these standards.

Note: These goals and objectives should define what you expect students to know and be able to do by the end of the unit. See the Web link "Writing Objectives" below.

B.  Discuss how the learning goals and objectives you provided are aligned to your unit of instruction.

C.  When you use sources, include all in-text citations and references in APA format.

Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.
 

Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section.

SUBDOMAIN 603.2 - PROFESSIONAL PORTFOLIO
 

Competency 603.2.3: Teacher Work Sample - The graduate provides credible evidence of successful implementation of a two-week standards-based instructional unit.

Competency 602.3.18: Record Keeping - The graduate maintains records of student performance on academic and behavioral measures.
 

Objective 603.2.3-03: Create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment), and after (post-assessment) teaching a two-week standards-based instructional unit.

Objective 602.3.18-04: Use a record keeping system to locate students who are having difficulty with particular skill areas.

Objective 602.3.18-05: Use a record keeping system to document student progress in accomplishing state and district achievement standards.

Task:
 

Note: This task may require you to submit data about students in your class. Privacy laws require that you remove any identifying information (e.g., name, school student ID numbers, addresses, pictures) from any submissions to WGU. If you use fictitious names, you must note this in your documentation.

A.  Design an original assessment plan to monitor student progress toward defined learning goal(s) for a two-week standards-based instructional unit. The assessment plan should include pre-, formative, and post-assessment instruments; scoring rubrics/keys; and an assessment plan table. (See the attached “Assessment Plan Table” for an example.)

B.  Write an essay (suggested length of 4–6 pages) based on your assessment plan from part A in which you do the following:

1.  Provide an overview of your assessment plan.

a.  Submit generic copies of your pre- and post-assessment instruments.

b.  Discuss how your assessment plan uses multiple assessment approaches and forms (aligned to the learning goals you defined in part A) to measure student learning before, during, and after instruction.

c.  Explain how your assessments authentically and appropriately measure student learning.

2.  Describe adaptations you made to your assessments for individual or diverse needs of students based on pre-assessment and contextual factors.

3.  Explain how you aligned learning goals, objectives, and assessments that you used in designing your assessment plan.

4.  Explain how you will analyze or score pre- and post-assessments, including the criteria you will use to determine if each student’s performance meets your defined learning goals.

5.  Discuss formative assessments that will help you determine student progress during the two-week standards-based instructional unit by doing the following:

a.  Describe at least two formative assessments that you will use to measure student progress.

b.  Discuss the importance of collecting supporting evidence.

Note:  Know Want Learned (KWL) charts cannot work as the sole pre-assessment, because it is necessary to track individual students pre and post. Group assessments like KWL can be helpful, but not for this particular analysis.
 

C.  Provide a copy of the record keeping system you will use to do the following:

1.  Locate students who are having difficulty with particular skill areas.

2.  Provide the documentation system or discuss how you would document student progress in accomplishing state and district achievement standards.
 

D.  When you use sources, include all in-text citations and references in APA format.
 

Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.

Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section.

SUBDOMAIN 603.2 - Professional Portfolio

SUBDOMAIN 602.3 - INSTRUCTIONAL PRESENTATION & FOLLOW-UP

SUBDOMAIN 602.4 - SUBJECT-SPECIFIC TEACHING METHODS (ELEMENTARY)

Competency 603.2.3: Teacher Work Sample - The graduate provides credible evidence of successful implementation of a two-week standards-based instructional unit.

Competency 602.3.22: Teaching Across the Content Areas - The graduate uses strategies for oral language development and the teaching of reading, comprehension, writing, and numeracy within all content areas.

Competency 602.4.21: Teaching Methods—Visual and Performing Arts - The graduate integrates visual arts and music into the elementary curriculum.

Objective 603.2.3-04: Create multiple lesson plans and integrated resources for standards-based lessons.

Objective 602.3.22-08: Create a lesson plan that uses content area comprehension strategies.

Objective 602.4.21-04: Lead students in one of the following: singing activity, role play, oral presentation, choral reading, or dramatization.

Given:

In this task, you will select a sampling of the original lesson plans that you used in your two-week standards-based instructional unit. Be sure to fill out all fields of the lesson plan format for each lesson plan. Include all necessary resources and assessments for each lesson plan.

Task:

A.  Select five original lesson plans from the two-week standards-based instructional unit that you created.

1.  Your lesson plans must use a variety of instructional strategies (e.g., graphic organizers, memory strategies, questioning strategies) that would help students comprehend a particular content area.

2.  At least one lesson plan must appropriately integrate one of the following teacher-led activities: role play, individual or group presentation, dramatization, academic gaming, graphing, modeling, poem/song writing using curriculum as text, student tutoring of other students.

3.  At least one lesson plan must integrate technology (e.g., audio-visual, overhead, computers, calculators, adaptive) into the instructional presentation.

B.  When you use sources, include all in-text citations and references in APA format.

Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.
 

Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section.

SUBDOMAIN 603.2 - PROFESSIONAL PORTFOLIO
 

Competency 603.2.3: Teacher Work Sample - The graduate provides credible evidence of successful implementation of a two-week standards-based instructional unit.
 

Objective 603.2.3-05: Analyze assessment data to provide evidence of student learning.

Given:
 

Note: This task requires you to submit data about students in your class. Privacy laws require that you remove any identifying information (e.g., name, school student ID numbers, addresses, pictures) from any submissions to WGU. If you use fictitious names, you must note this in your documentation.
 

In this task, you will analyze data gathered from the pre-, formative, and post-assessments from your two-week standards-based instructional unit to determine student progress toward the defined learning goals and criterion identified in your assessment plan.

Task:
 

A.  Use graphic representations and student work examples to communicate performance results for the following:

1.  Entire class

a.  Create a graphic representation (e.g., table, graph, or chart) with pre- and post-assessment data for every student that summarizes the progress of your entire class for the defined learning goals.

2.  Subgroups

a.  Create a graphic representation that compares subgroups (e.g., girls vs. boys, high vs. middle vs. low performers) for the defined learning goals from pre- and post-assessment results.

3.  Selected individuals

a.  Provide examples of student work from the pre- and post-assessments for two students who demonstrate different levels of performance. (You will provide a total of four student work examples.)
 

B.  Write an essay (suggested length of 4–6 pages, exclusive of graphic representations and student work examples) in which you analyze your assessment data to determine student progress toward the defined learning goals as follows:

1.  Entire class

a.  Analyze what the graphic representation in part A1a indicates about class progress in student learning based on pre- and post-assessment data (i.e., the number of students meeting the criterion).

2.  Subgroups

a.  Analyze a group characteristic (e.g., gender, performance level, socioeconomic status, language proficiency) in terms of one learning goal.

b.  Justify your selection of this group characteristic.

c.  Analyze what the data from the graphic representation in part A2a indicate about student learning.

3.  Selected individuals

a.  Discuss the two students selected in part A3a who demonstrate different levels of performance.

b.  Explain why it is important to understand the learning proficiencies of the selected students.

c.  Discuss conclusions reached about the extent to which these students attained two learning goals.
 

 C.  When you use sources, include all in-text citations and references in APA format.
 

Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.
 

Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.
 

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section.

SUBDOMAIN 603.2 - Professional Portfolio

SUBDOMAIN 602.1 - Instructional Planning & Design

Competency 603.2.3: Teacher Work Sample - The graduate provides credible evidence of successful implementation of a two-week standards-based instructional unit.

Competency 602.1.3: Time Allocation - The graduate creates a daily schedule that allocates the maximum possible available time for direct intensive instruction.

Objective 603.2.3-06: Reflect upon and evaluate teaching as related to student learning.
Objective 602.1.3-01: Record a daily schedule of instruction that maximizes instructional time.

Objective 602.1.3-03: Describe an instance when you adjusted the length of time for each instructional activity to match student skills and attention.

Task:

A.  Write an essay (suggested length of 2 pages) in which you reflect upon 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 by doing the following:

1.  Identify the learning goal with which your students were most successful.

a.  Discuss at least two plausible reasons for this success, addressing your goals, instruction, and assessment.

2.  Identify the learning goal with which your students were least successful.

a.  Discuss at least two plausible reasons for this lack of success, addressing your goals, instruction, and assessment.

b.  Explain what you would do differently or would improve to enhance student performance in the future.

B.  Elementary: Provide an outline of your daily schedule during the Teacher Work Sample unit. Discuss how you maximized instructional time if you are in a K–8 certification program.

     Secondary: Provide an outline of your daily schedule for one of your classes. Discuss how you maximized instructional time if you are pursuing secondary certification.

C.  Write an essay (suggested length of 2 pages) in which you:

1.  Describe a situation in which you adjusted the length of time of an instructional activity to more closely match student skill levels and attention spans.

D.  When you use sources, include all in-text citations and references in APA format.

Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.
 

Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section.
 

SUBDOMAIN 603.2 - Professional Portfolio

Competency 603.2.2: Professional Portfolio - The graduate develops an online professional portfolio.

Objectives:

603.2.2-01: Create an online portfolio using standardized format elements.

603.2.2-02: Create a teacher work sample.

603.2.2-04: Compile degree program documentation.

603.2.2-05: Create a professional résumé.

603.2.2-06: Describe your personal philosophy of teaching.

See 603.2.2 Portfolio Task attached below for instructions.