Attached you will find some specific instructions from the Demonstration Teaching Evaluation Team regarding format and information about the TWS tasks. Some tasks don't require much clarification, others seem to be difficult for many. Hope this helps as you construct your tasks. When you design your portfolio, it is best to give each area a name rather than using the numbers from TaskStream. You may name them whatever you feel encapsulates what is included. These should include your entire tasks from TaskStream; every graph, student work sample, table, etc.

If your TWS sections are attached separately as they are in this sample, the TWS links act as a table of contents and page numbers. There are some students, however, that prefer to add a single, cohesive document with all of the TWS tasks in it. This is fine, as well, but will need a table of contents and page numbers as the first page on the single document. Students should use whichever format they like best. Both look nice and include all necessary information.

There are a few errors that are made by many. Be sure to address district, school, and community factors separately in essay format. Discuss how these factors affect the teaching/learning process..

The other areas of the task don't seem to be as difficult to complete.

On the Demographics Table: Numbers above IEP numbers should be in percentage format, and starting at IEP, they should be in raw form. This table is used by WGU for several studies, including information for NCATE.

This is the MOST revised task in the TWS. Here are specific details and a preferred format to assist you.

Learning Goals and Objectives

The first step in developing an assessment plan is to define learning goals and objectives. The process needs to start with the goals, not the methods!

Learning Goals

The learning goals are the general educational aims of the program. They are the broad outcomes that are expected. Goals can focus on content, skills, or attitudes. Several learning goals should be identified and each goal should begin with the words, “The student will …" A reasonable list of learning goals will be governed by the scope of the state standards.

The main difference between learning goals and objectives is the level of specificity. Objectives are short but clear statements about the specific outcomes that are expected from students. Objectives should specify the behavior that will serve as evidence that the learning goal has been achieved.

Objectives

When developing objectives, a teacher should consider a range of cognitive skills. Objectives should go beyond simple knowledge recall, to include more complex cognitive skills. Please refer to Bloom’s Taxonomy for further information.

Each objective should include three parts: 1) the condition that prompts the behavior; 2) the behavior stated in observable/measurable terms; and 3) the criteria that specify student mastery.

The Objective…

*Uses action verbs that specify definite, observable behaviors.

*Describes a learning outcome rather than a learning process.

*Describes student rather than teacher behaviors.

*Focuses on end-of-instruction behavior rather than subject matter coverage.

*Uses one measure and indicates a single outcome for each objective.

*Uses simple, descriptive language.

*Is clearly linked to a learning goal.

Examples:

Learning Goal: The student will analyze the political divisions of the U.S.A.

Objective: When given a map of the U.S.A., the student will label the state capitals with 90% accuracy.

Sample outline of this task:

*Paragraph of introduction

*Learning goals OUT of paragraph format and with a coding system (letters, numbers, a combination of both)

*Section discussing how these goals align with specific national/state/local goals. Be sure to use proper in text citations.

*A paragraph addressing student cognitive development

*A paragraph addressing prerequisite skills and knowledge needed for this unit

*A paragraph addressing additional student needs that may need to be addressed, such as; students on IEPs, ELL students, students with specific disabilities such as vision or hearing, students that are gifted, or any other non-traditional learner.

*Learning objectives written in the format prescribed in the page above. These should have a coding system that matches but does not duplicate the goals.

*Immediately following each objective, each should have the objective type identified (these are found in the directions) and the level of Bloom’s Taxonomy identified (these can be found many places. One is http://officeport.com/edu/blooms.htm).

*There should be a last page with a properly formatted APA sources list. Here is an example: http://www.uwsp.edu/PSYCH/apa4b.htm#A3

Carefully follow the directions and open the rubric at the bottom of the directions to be sure you have completed all of the components required in the rubric. This one isn't too difficult.

The evaluation staff put together some different examples of graphs with some notes. There are many kinds of graphs that work. These are just a few different types that are appropriate.

There are pre and post assessment comparison graph examples in the Instructional Presentation and Follow up attachment.

Be sure to write out the goal that was most successful and least successful. Do not just state what goal number was most or least successful. Write it out.

Follow the directions and check the rubric at the bottom of the directions to ensure all components have been addressed.

This is a separate page that compiles all of the references used throughout your TWS. It should be in proper APA format with hanging indents and double spacing.

This is where your two or more, well written lesson plans can be attached. Choose lessons that show diveristy in teaching and evaluation. Give the prospective employer a view or your versatility and completeness. Be sure it adequately covers all necessary components of the lesson and is organized. If you have photos of completed projects WITHOUT students in them, they could be added.