Teacher Work Sample (ENGL 379)

For BYU English Teaching Majors in ENGL 379

In order to become a licensed teacher, all BYU student teachers and interns must complete a Teacher Work Sample (TWS). The TWS for the practicum consists of a lesson plan that you will design, teach, and then evaluate. The TWS assignment consists of seven elements. Each element includes an informational narrative that makes explicit the process of planning and teaching.

What Your TWS Tells Us about You
Successful teacher candidates support learning by employing a range of strategies and building on each student’s strengths, needs, and prior experiences. Through the TWS, you provide credible evidence of thorough preparation, good teaching, and reflective evaluation of your own work.

Part A: Contextual Instructional Implications [model 1] [model 2]

TWS Standard: The teacher uses information about the teaching context and student individual differences to set objectives and plan instruction and assessment.

Write a double-spaced narrative (about 500 words) describing the teaching context and student characteristics. Consider the following: Classroom factors such as rules and routines, grouping patterns, scheduling and classroom arrangements. Student characteristics such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, students’ skill levels, etc.

Next, analyze how these contextual factors will affect instruction. Select three to four of the contextual factors and write a description of how the contextual characteristics of the community, classroom and students combined will affect your planning, teaching, and assessment.

Part B: Learning Objectives [model]

TWS Standard: The teacher sets significant, challenging, varied, and appropriate learning objectives based on state/district content standards.

Write clear learning objectives based on the state core curriculum that will guide the planning, delivery, and assessment of your lesson. This goal should define what you expect students to know and be able to do at the end of the lesson. Cite the actual state and/or district standard or objective used as the basis for the learning goal. After listing the objectives and the state core standards, explain in 250 to 500 words why your learning objectives are appropriate in terms of state core standards, student development, pre-requisite knowledge, skills, and other student needs.

Part C: Assessment Plan [model 1] [model 2]

TWS Standard: The teacher uses multiple assessments aligned with learning objectives to assess student learning before, during, and after instruction.

Plan how you will evaluate the student learning related to your lesson objectives. Then, in a double-spaced narrative of around 500 words, explain how your assessment plan will accurately measure the students’ progress towards accomplishing the lesson’s objective. Explain how you will assess each objective—before, during, and after instruction. Define how the assessment will be graded or scored and the criteria you will use to determine if the student has met the objectives. Explain how your assessment could be adapted to work with students who may need adaptations or accommodations.

Part D: Planning for Instruction

TWS Standard: The teacher plans instruction to meet objectives (Part B) and to address the Contextual Instructional Implications (Part A).

Write a lesson plan following the format and guidelines explained in your ENGL 377 course. Be sure to take into consideration the information from Parts A, B, and C as you make your plan.

Part E: Analysis of Student Learning [model]

TWS Standard: The teacher uses assessment data to interpret and understand student progress and achievement.

After using Part C to determine students’ progress toward the objectives, write a narrative (about 500 words) explaining the performance of the entire class, and then describe any patterns of performance that emerged from your analysis of the assessments (e.g., a majority of students missed the same question, boys performed better than girls, white students performed better than Latino students, etc.). Explain why those patterns might have occurred and what you can do as a teacher to address the needs of the students who did not meet the lesson’s objectives.

Part F: Instructional Decision Making [model]

TWS Standard: The teacher uses on-going analysis of student learning to make instruction decisions.

Write a narrative (about 500 words) that describes at least two instances from your practicum teaching experience when a student’s learning or response caused you to modify your original lesson plan or your approach to the subject. Cite specific evidence describing the student’s learning or response that caused you to rethink your plans. Explain why you thought your modification would improve student progress toward your lesson objectives.

 Part G: Reflection [model]

TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning during the practicum in order to improve teaching practice.

In a narrative essay (500 to 750 words), reflect on your performance as a teacher during the entire practicum experience, considering specifically your performance as it related to student learning. Describe one successful and one unsuccessful learning activity. Discuss what you could do differently or better in the future to improve student performance. Describe at least two insights about yourself as a teacher that emerged during your teaching in the practicum. Identify two specific steps you will take to improve your performance as a teacher in the critical area(s) you identified.