FSEHD General Guidance 2019 Teacher Candidate Work Sample

2019 TCWS General Guidance 11.30.18

Feinstein School of Education and Human Development

FSEHD General Guidance

2019 Teacher Candidate Work Sample

Expectations for Teacher Candidate Performance on the 2019 Teacher Candidate Work Sample (TCWS)

RESUBMISSION

Any 2019 TCWS items assessed at the “Ineffective” level (score of 1) or “Developing” level (score of 2) must be resubmitted

(maximum one resubmission per item).

2019 Teacher Candidate Work Sample: PASSING SCORE

Teacher candidates must demonstrate competence in most skills assessed on the 2019 TCWS at the “Effective” level.

Only two items (of the 23 total items) can be scored at a minimum rating of “Developing (score of 2) to be considered

passing.

If a 2019 TCWS is not at a passing score after resubmission, the teacher candidate will work with the evaluator of their

TCWS (and the Director of Partnerships and placements if requested) to develop an action plan to address areas of

difficulty. This action plan should include a remediation and may include:

• Additional work to demonstrate effective level of understanding of TCWS items of difficulty

• An extension of the placement

• Repeating student teaching/graduate internship

• Removal from the program.

2019 TCWS General Guidance 11.30.18

Guidelines for Written Communication in the 2019 TCWS

Use the template to complete the TCWS to ensure that sections should be formatted consistently – margins, pagination,

and section titles.

PROFESSIONAL WRITING

● Maintain confidentiality of all districts, schools, teachers, student and family members. All student names should

be referred to as initials or by first name only. States, school districts, school names and teachers’ names should be

referred to with pseudonyms. District related sources should be cited anonymously (e.g.,” According to the school

system website”).

● Use the full correct name for all acronyms, assessment tools and programs followed by its acronym in parentheses

in its first use. Subsequently, you may refer to them as the acronym (e.g. Individual Education Plan (IEP)).

● Vocabulary usage should conform to professional standards of writing for this level of presentation. Colloquial

language should be eliminated (e.g., “Kids” for “students”).

● Written material should be organized according to subject matter, clear, coherent, have proper sentence

construction and appropriate syntax. Topic sentences should be utilized for the introduction to each new topic

within a section.

● All output should be proofread for: typographical errors, spelling errors, grammatical errors, and language

mechanics.

● Remove “I”, “you” and “my” from all areas except the final reflection (e.g. “I planned a lesson that was culturally

responsive by…” should be restated as: “The planned lesson was culturally responsive by…..)

● Use person-first language. (e.g., A student with a learning disability (person-first language) vs. a learning-disabled

student).

TONE OF WRITING

● Writing should be student centered (e.g., The students completed… or the students were presented with…). The

teacher candidate should refer to himself/herself in the third person (e.g., teacher candidate for “I”) if necessary.

● Write using nonjudgmental and culturally-responsive terms to describe students’ behaviors. All writing should be

in a strength-based tone.

ADDITIONAL WRITING GUIDANCE

● All charts, tables and graphs should be professionally formatted, present information that is understandable to a

wide audience.

● All charts should be labeled sequentially (e.g. Graph 1, Graph 2, etc.).

2019 TCWS General Guidance 11.30.18

PART 1. CONTEXTUAL FACTORS

Teacher Candidate (TC) uses contextual factors to plan goals, assessment and instruction.

TASK

1. SCHOOL DEMOGRAPHICS AND CULTURE

Provide a concise description of critical aspects of the school population (i.e. school demographics, cultural and/or

linguistic characteristics of learners, economic considerations, community factors). Critical aspects of the school

population are those factors that should be considered to guide practice, policy and/or instruction. Describe why/how

each critical aspect should be considered in guiding practice. Support your description with relevant data. Document

your source of data. Present information that is relevant and avoid including information that is not critical to your

unit.

2. DESCRIPTION OF LEARNERS (EQUITY/ASSESSMENT)

Describe learners you teach either individually (using non-identifiable names) or by student groups. If reporting by

student group, provide a clear rationale for these groups. Identify critical learner factors that need to be considered in

planning effective instruction. Critical learner factors can include (but not limited to) language difference, learning

difference, documented accommodation needs, IEP supports. Critical learner factors guide the materials used, the

evidence-based practices selected in instruction, modifications, accommodations, and other key decisions made during

the unit. The information identified in this section should be reflected in the lessons planned, the unit schedule, and in

the assessments identified. Be thoughtful in what you present as these factors will need to be considered in planning

and implementing your unit.

Summarize students’ prior learner knowledge to relevant current and/or historical assessment data.

Some aspects of the Description of Learners may be presented in part, in a table form.

2019 TCWS General Guidance 11.30.18

3. POLICY ENVIRONMENT (PROFESSIONALISM/RI INITIATIVES (1.7)

Describe evidence-based policies, practices (i.e. federal, state, local or school) or supports that are used to help learners

in this school/classroom. Evidence-based interventions are practices or programs that have evidence to show that they

are effective at producing results and improving outcomes when implemented. The kind of evidence described in Every

Student Succeeds Act (2015) has generally been produced through formal studies and research. Under ESSA, there are

four tiers, or levels, of evidence:

Tier 1 – Strong Evidence: supported by one or more well-designed and well-implemented randomized

control experimental studies.

Tier 2 – Moderate Evidence: supported by one or more well-designed and well-implemented quasi-

experimental studies.

Tier 3 – Promising Evidence: supported by one or more well-designed and well-implemented correlational

studies (with statistical controls for selection bias).

Tier 4 – Demonstrates a Rationale: practices that have a well-defined logic model or theory of action, are

supported by research, and have some effort underway by a State Education Agencies (SEA), Local

Education Agencies (LEA), or outside research organization to determine their effectiveness

Link policies or practices to either school population or learner needs. Describe how each practice/policy supports

school practice or student learning.

POTENTIAL PRACTICES/POLICIES TO CONSIDER

The following may be practices or policies that are relevant. Teacher candidates may identify a practice/policy that is not

on this list:

● Lateness and/or truancy policies

● Orientation for new students arriving after the first day of school – who is responsible for what?

● Policies on level of contact between teachers and parents, including meetings and reports

● Requesting interpreters and/or translation of documents for families

● Policies on level and types of contacts between administrators and parents

● Safety policies (e.g.,. after-school activities, bus safety)

● Anti-bullying policies and procedures (e.g. in person/face-to-face (physical, psychological, emotional)

● Cyberbullying, Sexual harassment or assault

● Substance abuse / dependence policies/ Possession/ sale of substances

● Policies related to weaponry on school property

● Locker search policies and procedures

● Suspected shooter policies (e.g., lockdown? Live shooter drills?)

● Disciplinary policies and procedures (in addition to those noted elsewhere)

● Study hall policies

● Detention policies

● Free/reduced cost lunch policies, including financial and staff behavior towards students

● Are students allowed to leave campus during lunch period?

● In-class food policies other than allergies (e.g., are cupcakes allowed for celebrations, are “bake sales” allowed)

● Policies about holidays and birthdays (e.g., “you have to invite everyone” or “bring a card for everyone”)

● Health-related absence policy

● Are there any “opt-out” policies for specific topics (e.g., sexual health)?

● Policies and procedures relevant to teacher and staff professional development

● Teacher and staff “sick leave” policies

2019 TCWS General Guidance 11.30.18

● Disability Accommodations

o Testing referrals

o Policies related to classroom aides

o Policies related to testing accommodations

o Policies related to assignment accommodations

o Procedure for requesting alternate formats (e.g., Braille/software)

o Waiver or substitution policies (e.g., for language-learning difficulties resulting from dyslexia)

o Allergy policies (including classroom foods)

o Field trip policies

o Any other policies related to fragile health

● Technology-related policies (e.g., can students “check out” a laptop from a library? How much use of technology is

required in order to meet or exceed RIDE requirements?)

● Limits/expectations on teacher provision of classroom supplies (including specialized needs such as art supplies)

● Textbook purchase policies

● Policies regarding parent volunteers

● Any school-specific policies for annual “special events” (e.g., related to yearbook, newsletter/newspaper/magazine

production, prom/dances, graduation)?

● Any policies related to continued participation in extracurricular sports and clubs?

● Policies and procedures relevant to research (e.g., Who should be contacted first? How much information will

parents be given before being expected to decide whether to allow participation?)

2019 TCWS General Guidance 11.30.18

Policies and procedures relevant to use of school facilities PART 1: CONTEXTUAL FACTORS

Ineffective

Developing

Effective

Highly Effective

1. School

Demographics

and Culture

RIPTS 1

Not

submitted

incomplete.

Description of

demographics and

culture outlines some

aspects of school

population in a focused

area only. Description

minimally references

data to support

understanding.

Description of demographics and

culture presents several aspects

of school population (e.g. school

demographics, cultural

characteristics of learners,

economic considerations).

Description includes relevant

data that are documented

completely.

Description of demographics and

culture clearly presents several

critical aspects of school population

(e.g. school demographics, cultural

and/or linguistic characteristics of

learners, economic considerations,

community factors). Description is

concise and includes relevant data

from multiple sources that are

documented completely.

2. Description of

Learner

RIPTS 1,4

Not

submitted

incomplete.

Description presents

minimal, stereotypical,

or irrelevant knowledge

of student differences

and/or instructional

implications.

Description of learners identifies

learner factors (e.g. language

difference, learning difference,

documented accommodation

needs, IEP supports). Prior

learner knowledge is

summarized and linked to

assessment data. Learner

factors are linked to identified

instructional implications.

Instructional implications for

groups of students provide a

general understanding of learner

needs.

Description of learners identifies

critical learner factors (e.g. language

difference, learning difference,

documented accommodation

needs, IEP supports). Prior learner

knowledge is summarized and

linked to relevant current and

historical assessment data. If

applicable, clear rationale for

student groups are described

Learner factors are linked to

identified instructional implications.

Instructional implications are

presented with details to ensure

clear understanding of learner

needs.

3. Policy

Environment

RIPTS 6

Not

submitted

incomplete.

Minimal description of

policies or practices

presented. No

link/irrelevant link to

learning or instruction.

Implemented evidence-based

policies or practices (e.g. federal,

state, local or school) are

identified. Description of the

policy/practice documents the

effect on learning and/or

instruction.

Evidence-based policies or practices

(e.g. federal, state, local or school)

are identified that support

instruction. A clear link to either

school demographics, culture,

community or learner needs fully

justifies the effect of the policy on

learning and/or instruction.

2019 TCWS General Guidance 11.30.18

PART 2. STUDENT LEARNING OBJECTIVES

TCWS Part 2: Goals (STANDARDS-BASED INSTRUCTION; ASSESSMENT/EQUITY: Accommodating Student Needs (e.g.

Special Education/English Learners if applicable)

UNIT-BASED STUDENT LEARNING OBJECTIVES

Provide information on Unit Based Student Learning Objectives (U-SLO) addressed in this unit. Unit-Based Student

Learning Objectives (U-SLOs) represent the overall expectations of student learning for the unit. U-SLOs should reflect

student learning supported by the unit’s combined lessons. U-SLOs should be clear and appropriate - significant,

rigorous, attainable, measurable and:

a. Is aligned with appropriate grade-appropriate standards.

b. Is aligned with school/district curriculum.

c. Reflects the most important content and skills to teach.

d. Is attainable within time interval for unit; not too broad, not too narrow.

e. Conveys general information on how U-SLOs will be measured.

f. Reflects the highest target attainable for the unit time frame

Some information on the unit’s U-SLOs may be documented on the table below. Based on content and/or learners, U-

SLO(s) should reflect program-provided guidance on the number of U-SLOs and/or the ways U-SLOs should reflect tiers

to accommodate learner needs and student groups (if applicable).

Unit-Based Student Learning Objective

(measurable, observable, clear, criterion)

Standard(s) aligned

How Measured

Target Level(s) of

performance

Timeline

U-SLO

EXAMPLE

Table 1. U-SLO GOALS TABLE

Student Learning Objective

Standard(s)

How Measured

Targets Level

Timeline

EXAMPLE 1:

EXAMPLE 2:

2019 TCWS General Guidance 11.30.18

UNIT-BASED STUDENT LEARNING OBJECTIVE RATIONALE

Prepare a rationale that explains the value and purpose of this unit for the intended population. This rationale should

clearly and thoughtfully explain the benefits students will experience as a result of participation in this unit.

● How do the chosen U-SLOs relate to school/district/national curriculum?

● What data or other information informed the selection of the U-SLO and how does it connect to the identified U-SLO or

U-SLO target? Why is the target considered rigorous for the intended students?

● Describe how the U-SLOs consider learner needs identified in your Contextual Factors section. If U-SLOs are tiered,

describe why U-SLOs are modified for tiered groups or individual learning needs.

● Describe how the timeline was determined specific to factors important to your unit?

Note: As the plan is developed, consider the interventions, strategies, and/or modifications to be used. If a curriculum is

highly structured or scripted in all areas, a teacher candidate can provide instruction as directed, but highlight these

modifications made for individual student needs in the following ways:

ADDITIONAL CONSIDERATION IN CHOOSING A UNIT IN SCHOOLS WHERE CURRICULUM IS SCRIPTED

Some schools have mandated curriculum (a POLICY CONSIDERATION) which is highly-structured and includes required

lessons, direct instruction, and/or the level of adaptation is restricted. Teacher candidates are visitors in a school, and must

work within the school structure, yet meet the requirements of the TCWS. The following suggestions should be considered.

1. Discuss with the cooperating teacher the units of study that they have the authority to adapt, modify, and create a

lesson plan. Some content areas are not available for modification (i.e. Reading) yet other content areas such as

science, or writing may be differentiated more easily.

2. If a curriculum is highly structured in all areas, a teacher candidate can provide instruction as directed, but highlight the

modifications made for individual student needs in the following ways:

● Modification of prompts for specific students

● Modification of expectations for students at different points of the unit

● Modification of assessment to better capture student learning

● Additions to the lesson in materials to convey the key content

● Addition of organizational structure (i.e. graphic organizers) to support student learning

● Adding assistive technology to assist student learning (i.e. use of computer, calculator, pencil grips, number lines)

● Modification in amount of guided practice to support student learning

● Incorporation of supports to positive student behavior and engagement

● Modification of group size

2019 TCWS General Guidance 11.30.18

PART 2: UNIT-BASED GOALS/SLOs

Ineffective

Developing

Effective

Highly Effective

4. Unit-Based

Student

Learning

Objectives

(U-SLOs)

RIPTS 6

Not submitted

or U-SLOs

reflect minimal

support for how

the unit

supports broad

learning or

learner needs.

U-SLOs are provided. Some of

the following components are

missing or reflect incomplete

or broad information:

a. Aligned with grade-level

standards that are off-

grade, non-current

standards, and/or do not

match U-SLO focus.

b. Reflects content and skills

to teach without

description of content

value in overall learning.

c. Time frame described

may reflect too broad or

too narrow to achieve

student learning goals.

U-SLOs are clear and

appropriate, significant,

rigorous, attainable,

measurable and:

a. are aligned with

appropriate grade-

level student learning

standards.

b. reflect the most

important content and

skills to teach.

c. are attainable within

the unit’s time

interval; not too

broad, not too

narrow.

d. convey general

information on how

assessment of U-SLO

will occur.

U-SLOs are clear and

appropriate, significant,

rigorous, attainable, measurable

and:

a. are aligned with

appropriate grade-level

student learning

standards.

b. reflect the most important

content and skills to teach.

c. are attainable within time

interval for unit; not too

broad, not too narrow.

d. convey general

information on how

assessment of U-SLO will

occur.

e. are clearly linked to

learner needs. U-SLOs

are based on current data

and other contextual

factors as relevant to the

unit.

5. Target

Criteria

RIPTS 3,4,5

Not submitted

or incomplete.

Target criteria can be

described as some of the

following:

a. Describes target level of

performance in general

terms.

b. Reflects performance

level for students at a

much higher level or

underestimates

achievement of current

students.

c. This target is not

achievable for the unit’s

time frame.

Target criteria are clear and

appropriate - rigorous,

attainable, and

measurable.

a. Describes target level

of performance by end

of unit.

b. Rigorous by reflecting

highest target

attainable for the unit

time frame*.

c. This target is tiered (if

appropriate).

d. Provides reasons for

modification of target

criteria for tiered

groups of students (if

appropriate).

Target criteria are clear and

appropriate - rigorous,

attainable, and measurable.

a. Describes target level of

performance by end of unit.

b. Target is tiered (if

appropriate).

c. Rigorous by reflecting

highest target attainable for

the unit time frame and

based on baseline data

and/or other information

linked to learner needs.

d. Provides detailed reasons

for modification of target

criteria for tiered groups of

students (if appropriate)

considering group and/or

individual learning needs.

* Many U-SLOs will reflect higher order thinking, but this may not be appropriate for all grade levels and/or content areas.

2019 TCWS General Guidance 11.30.18

PART 3. ASSESSMENT SYSTEM

Data-driven Instruction demonstrates the ability to collect, analyze, and use data from multiple sources - including

research, student work and other school-based and classroom-based sources -to inform instructional and professional

practice. Consistent with their unit, TCs choose assessments that reflect the core principles, concepts, and purposes

intended to monitor student progress.

6. UNIT ASSESSMENT PLAN

As part of their unit, TC must plan formal and informal assessments aligned with U-SLOs that measure student

growth before, during, and after instruction. Assessment plan is valid, purposeful, coordinated, and coherent.

The rationale for the selected Assessment Plan is logical, sequential, and identifies assessment forms (e.g.

informal and/or formal assessments) that clearly align to U-SLOs. The plan for assessments is efficient for the

time allotted and will effectively capture data to guide data-driven instructional decisions for individuals

and groups of students.

ASSESSMENT TOOL(S) SELECTED AND/OR DEVELOPED

TCs should choose assessment tool(s) that will effectively measure student growth for all students.

Existing assessments may be chosen but may need further modification to address student need. New

TC-developed assessments may be a better match for assessing U-SLOs. In either case, directions and

expectations should be clear with a direct link to U-SLOs.

8. SCORING SYSTEM

Assessment tool(s) selected and/or developed will effectively measure student growth for all students. There

is a clear plan for how data will be collected and presented to identify trends and/or make instructional decisions.

9. DIFFERENTIATION OF ASSESSMENTS

An accommodation allows a student to complete the same assignment or test as other students, but with a

change in the

timing, formatting, setting, scheduling, response and/or presentation. This accommodation does

not alter in any significant way what the test or assignment measures. Examples of accommodations

include a student who is blind taking a Braille version of a te

st or a student taking a test alone in a quiet

room (Ideas That Work)

A modification is an adjustment to an assignment or a test that changes the standard or what the test or

assignment is supposed to measure. Examples of possible modifications include a student completing work on

part of a standard or a student completing an alternate assignment that is more easily achievable than the

standard assignment. (Ideas That Work)

Planning for accommodations and modifications before unit implementations is important to enable all students

to demonstrate their learning in a manner consistent with their learner needs (identified in the contextual

factors). Assessment accommodations and modifications should be identified and described in a rationale that

supports the needs of all students who need accommodations and modifications.

2019 TCWS General Guidance 11.30.18

TCs should use the Unit Assessment Plan table to provide a concise overview of their plans for assessment with further

explanation provided in the guiding questions following the table.

Unit Assessment Plan: ASSESSMENT; DATA-DRIVEN INSTRUCTION; EQUITY

Provide a concise description of your plan for assessment. Make sure that the plan clearly aligns with the U-SLOs

identified.

Type of Assessment

U-SLO #

Assessed

How Assessment

Measures Student Growth

Accommodations and Modifications per Tiered

Group(s)

EQUITY

How does the tool(s) identified in your assessment plan and/or procedures support critical learner factors including

students who need accommodations and/or modifications?

DATA DRIVEN INSTRUCTION/ASSESSMENT

• Describe how the tool(s) selected and/or developed will measure student growth of all students.

• How will the assessments be scored?

• How will the results of the assessment be presented?

•

How will the results be used to determine trends in student learning and/or the need for instructional decisions?

2019 TCWS General Guidance 11.30.18

PART 3: UNIT ASSESSMENT SYSTEM

INDICATORS

Ineffective

Developing

Effective

Highly Effective

6. Unit

Assessment

Plan

RIPTS 3,4, 9

submitted

incomplete.

Assessment plan lacks

validity, purpose,

coordination, and coherence.

Assessment plan has

alignment to few SLOs or is so

general that alignment is

limited. Assessment plan

does not appear to capture

data that will be useful in

guiding instruction.

Assessment plan is valid,

purposeful, coordinated, and

coherent. The rationale for the

selected Assessment Plan is

logical, sequential, and identifies

assessment forms (e.g. informal

and/or formal assessments) that

generally align to U-SLOs.

Assessment plan will capture data

to guide data-driven instructional

decisions for most students.

Assessment plan is valid,

purposeful, coordinated,

and coherent. The

rationale for the selected

Assessment Plan is logical,

sequential, and identifies

assessment forms (e.g.

informal and/or formal

assessments) that clearly

align to U-SLOs. The plan

for assessments is efficient

for the time allotted and

will effectively capture data

to guide data-driven

instructional decisions for

individuals and groups of

students.

7. Assessment

Tool(s) Selected

and/or

Developed

RIPTS 3,4, 9

Not

submitted

incomplete.

Assessment tool(s) are

submitted. The directions/

expectations are not clear.

The tool(s)’ link to U-SLOs is

not evident.

Assessment tool(s) selected

and/or developed will measure

student growth for most students.

The directions/expectations are

clear. The assessment tool(s)’

content relates to U-SLOs.

Assessment tool(s) selected

and/or developed will

effectively measure student

growth for all students.

The directions and

expectations are clear. The

assessment tool(s)’ content

relates to U-SLOs.

8. Scoring System

RIPTS 3,4, 9

Not

submitted

incomplete.

Scoring procedures and

method of measuring student

growth are confusing and

unclear. The scoring system

may not capture data on

which to make instructional

decisions

Scoring procedures and method of

measuring student growth are

clear.

Scoring procedures and

method of measuring

student growth are clear.

There is a clear plan for

how data will be collected

and presented to identify

trends and/or make

instructional decisions.

9. Differentiation

of Assessments

RIPTS 3,4, 9

Not

submitted

incomplete.

Accommodations and

modifications of the

assessment tool(s) are

described in a general way.

The rationale is vague without

clear alignment of how

differentiation matches

individual student needs.

Accommodations and

modifications of the assessment

tool(s) are identified. Rationale

for differentiation supports the

needs of some students who need

accommodations and

modifications.

Accommodations and

modifications of the

assessment tool(s) are

detailed, clearly stated.

Rationale support the

needs of all students who

need accommodations and

modifications.

2019 TCWS General Guidance 11.30.18

PART 4. DESIGN FOR INSTRUCTION – THE UNIT

10. UNIT

CONTENT

Analyze pre-assessment data. DATA-DRIVEN INSTRUCTION

After administering the pre-assessment, analyze student performance relative to the lesson and unit objectives.

Depict the results of the pre-assessment in a format that allows identification of patterns of student performance

relative to unit objectives through use of a table/chart AND a graph. Include a narrative that explains the relationship

between the results of the pre-assessment and the design for instruction.

Develop a Unit Plan table.

The Unit Plan table should demonstrate how knowledge learner needs is linked to plans for unit instruction. A link

to relevant standards, other disciplines and 21st century skills are addressed. The broad categories of 21st Century

Skills include: Critical thinking, Communication, Collaboration, Creative problem-solving. The number of lessons

used within a unit is a minimum of three lessons, and some programs may require a greater number. A sequence of

lessons should convey prerequisite relationships among topics throughout the series of lessons. Appropriate

Student Learning Standards are connected to individual lessons. The issues identified in the contextual factors

should be evident. The Unit Plan is a guide established before instruction occurs. This plan may change during unit

implementation when data indicates a change is needed.

Lesson # and Topic

Key U-SLO

Standards

Century Skills

Other Disciplines

to be Addressed

Instructional

Procedures or

Key Activities

List Strategies for Differentiating

Instruction and Evidence-Based

practices incorporated within each

Lesson

Differentiation Strategies

Evidence Based Practices

Differentiation Strategies

Evidence Based Practices

Differentiation Strategies

Evidence Based Practices

11. COHERENCE OF UNIT PLAN

Instructional Unit Plan utilizes an organized sequence of lessons, focused on student engagement through high-level

cognitive activity and is fully aligned to the Unit-Based Student Learning Objectives (U-SLO). Provide a visual organizer

such as a Calendar block table or calendar to convey the unit plan clearly. Include the topic or activity planned for each

day/period. Also indicate the unit objectives addressed in each lesson/task. Make sure that every U-

Based Student

Learning Objective is addressed in at least one lesson/task and that every lesson/task relates to the unit objectives.

EXAMPLE of a Calendar Block table.

WEEK

MON

TUES

WED

THUR

FRI

Week of

(Dates)

2019 TCWS General Guidance 11.30.18

12. UNIT INSTRUCTIONAL IMPLICATIONS

An effective unit of instruction considers school demographics/culture, critical learner factors and pre-assessment

results to address specific individual learner needs within the instructional design. TCs supporting a student with an

Individual Education Plan (IEP), Section 504 Plan or other intervention plan can convey this information by responding

to the following questions:

● How are the unit’s goals/objectives connected to the other skills identified in the student’s Individual Education

Plan (IEP)/ 504 Plan/Intervention plan?

● How does the unit connect to other functional areas of a student’s IEP (social skills, communication skills,

organizational skills, behavioral skills)? (if applicable)

13. UNIT

EVIDENCE

BASED

PRACTICE

AND/OR

PEDAGOGY

An effective Instructional Unit Plan outlines a range of evidence-based practices or pedagogical approaches

appropriate to the discipline and content. The plan should be designed to enhance instruction, student engagement,

and support student learning. Evidence Based Practices should be chosen to enhance student learning. Two or

three Evidence Based Practices should be identified, and the following information conveyed for each practice.

Evidence-based Practice 1: (name the practice)

• In what lesson(s) will this practice be implemented?

• How is this practice expected to enhance student learning within the lesson(s)?

2019 TCWS General Guidance 11.30.18

PART 4: DESIGN FOR INSTRUCTION - UNIT PLAN

INDICATORS

Ineffective

Developing

Effective

Highly Effective

10. Unit Content

RIPTS 1,2

Description of

unit content is

vague without

clear link to

standards.

Instructional Unit

Plan identifies the

concepts in the

discipline.

Appropriate Student

Learning Standards

are not identified

and/or are not

connected to the

correct grade level.

Instructional Unit Plan clearly

identifies the concepts in the

discipline to be addressed

throughout the series of lessons

including prerequisite

relationships among the topics.

Appropriate Student Learning

Standards are connected to the

content.

A detailed explanation of the

concepts in the discipline is

incorporated, link to other

disciplines and 21

century skills

addressed, including prerequisite

relationships among topics

throughout the series of lessons.

Appropriate Student Learning

Standards are connected to the

content.

11. Coherence of

Unit Plan

RIPTS 1,2

Lesson plans

are included as

separate

experiences.

Instructional Unit

Plan utilizes a

sequence of lessons

with minimal

description of how

sequence builds

student knowledge.

Instructional Unit Plan utilizes an

organized sequence of lessons

designed to develop the Unit-

Based Student Learning

Objectives (U-SLOs).

Instructional Unit Plan utilizes an

organized sequence of lessons,

focused on student engagement

through high-level cognitive

activity and is fully aligned to the

Unit-Based Student Learning

Objectives (U-SLO).

12. Unit

Instructional

Implications

RIPTS 1,2,3,4,5

No information

related to

contextual

factors are

evident in

Instructional

Unit Plan.

Pre-assessment

results primarily

guide instructional

plan. Consideration

of School

demographic/culture

are not considered

Instructional Unit Plan conveys

how school demographics/

culture or critical learner factors

are addressed in the unit. Pre-

assessment results are

considered to address the

general needs of student groups

Instructional Unit Plan conveys

how school demographics/culture,

critical learner factors and pre-

assessment results are considered

to address specific individual

learner needs within the

instructional design.

13. Unit Evidence

Based

Practice

and/or

Pedagogy

RIPTS 1,2,3,4,5

Evidence based

practices are

not identified

and/or are not

appropriate for

the learners or

discipline.

Instructional Unit

Plan outlines a

narrow base of

evidence-based

practices or

pedagogical

approaches

appropriate to the

discipline and

content; designed to

enhance instruction,

student engagement,

and support student

learning.

Instructional Unit Plan outlines a

range of evidence-based

practices or pedagogical

approaches appropriate to the

discipline and content; designed

to enhance instruction, student

engagement, and support

student learning.

Instructional Unit Plan outlines a

range of evidence-based practices

or pedagogical approaches

appropriate to the discipline and

content; designed to enhance

instruction, student engagement,

and support student learning. A

clear description of how each

practice is expected to enhance

student learning is conveyed.

2019 TCWS General Guidance 11.30.18

PART 5: DESIGN FOR INSTRUCTION - LESSON PLANS

PREPARE LESSON PLANS for the unit.

Follow the lesson plan format and number of lessons defined by your program. However, make sure the basic components

of a lesson plan are present: objectives, alignment with content standards (Common Core, state and/or SPA), a description

of the set induction, lesson body, and closure, materials and resources you will need to implement all activities,

modifications and accommodations for groups of students.

14. Develop Lesson Lesson-Specific Student Learning Objectives(L-SLO) [Aligns with RI-ICEE 1.2]

• Lesson Specific Student Learning Objectives (L-SLOs) reflect the expectations for student learning upon

completion of one lesson. The L-SLOs should relate to the U-SLOs and should build to ensure that the U-SLOs

are achieved at the end of the unit.

• Each lesson plan should identify appropriate lesson-specific Student Learning Objectives (L-SLOs) that are

rigorous, build on prior lesson learning, and connect to Student Learning Standards. L-SLOs reflect different

learning opportunities are differentiated for individual students (when appropriate) and connect to the overall

Unit-Based Student Learning Objectives (U-SLOs).

15. Learning Activities, Lesson Structure & Content-Related Pedagogy [Aligns with RI-ICEE 1.3a]

Each lesson plan:

● includes specific, targeted accommodations or modifications for tiered groups of students and/or individual

students (if need is identified).

● presents a logical sequence of teacher and student actions; time is planned well and allows for flexibility to

engage students in cognitively challenging experiences.

● utilizes a variety of engaging learning experiences and pedagogical approaches that are designed to support a

high-level of cognitive challenge and support students in constructing knowledge and developing 21

Century

Skills.

16. Instructional Materials/Resources [Aligns with RI-ICEE 1.3b]

• Each lesson plan utilizes a variety of high-quality instructional materials including varied technology (when

appropriate); designed to engage students throughout the lesson in meaningful learning. A clear description of

how instructional resources are expected to enhance student learning/engagement is conveyed.

17. Instructional Groups [Aligns with RI-ICEE 1.3c]

● outlines a well-defined plan for grouping to meet individual student and instructional outcome. Student groupings

are linked to critical learner characteristics and/or instructional design.

18. Designing Student Assessment [Aligns with RI-ICEE 1.4]

● Each lesson plan includes efficient and effective methods of assessment aligned to lesson-specific SLOs and have

been adapted to meet group/individual learner needs (when appropriate); with clearly established criteria and

expectations for student performance.

19. Discussion Techniques [Aligns with RI-ICEE 3.2c]

● Each lesson plan utilizes strategies to fully engage students in discourse through teacher questioning and

prompting that support a high-level of thinking by the students.

2019 TCWS General Guidance 11.30.18

PART 5: DESIGN FOR INSTRUCTION - LESSON PLANS

INDICATORS

Ineffective

Developing

Effective

Highly Effective

14. Lesson-

Specific

Student

Learning

Objectives (L-

SLOs)

(Aligns with RI-ICEE

1.2)

RIPTS 1,2,3,4, 5

Outcomes do

not reflect the

appropriate

standards, set

low

expectations

for students,

lack rigor,

and/or only

include one

type of

learning.

Outcomes are

stated as

activities rather

than as student

learning.

Each lesson plan in the unit

was developed with L-SLOs

that reflect the appropriate

standards. Expectations and

rigor are inconsistent and

are suitable for most of the

students in the class.

Outcomes are written as a

combination of student

learning and activities.

Some SLOs connect to the

overall Unit-Based Student

Learning Objectives (U-

SLOs)

Each lesson plan in the unit

was developed with lesson-

specific Student Learning

Outcomes (L-SLOs) that reflect

the appropriate standards, set

rigorous expectations for

students and include different

types of learning according to

varying needs of groups of

students. All the instructional

outcomes are clear, written in

the form of student learning

and connect to the overall

Unit-Based Student Learning

Objectives (U-SLOs)

Each lesson plan in the unit

was developed with L-SLOs

that reflect the appropriate

standards, set rigorous

expectations for students and

include different types of

learning according to varying

needs of individual students.

All the instructional outcomes

are clear, written in the form of

student learning, represent

opportunities for both

coordination and integration

with other disciplines and

connect to the overall Unit-

Based Student Learning

Objectives (U-SLOs).

15. Learning

Activities,

Lesson

Structure &

Content-

Pedagogy

RIPTS 1, 2, 3, 4, 5,

(Aligns with RI-ICEE

1.3a)

Learning

activities are

not suitable to

instructional

outcomes, do

not include a

range of

pedagogical

approaches,

and are not

designed to

engage

students. The

lesson has no

clearly defined

structure,

and/or time

allocations are

unrealistic.

Each lesson plan in the unit

was developed with

learning activities that are

inconsistent in their

suitability to the

instructional outcomes and

represent little cognitive

challenge. Learning

activities include a limited

range of effective

pedagogical approaches

and are not differentiated.

The lesson has a

recognizable structure,

although the structure is

not uniformly maintained

throughout. Progression of

activities is uneven, with

unreasonable

time/allocations

Each lesson plan in the unit

was developed with learning

activities that are suitable to

the instructional outcomes,

include a range of effective

pedagogical approaches and

cognitive challenge. Activities

are differentiated for groups

of students, help students

construct content knowledge

and build 21

Century Skills.

The lesson has a clearly

defined structure with even

progression of activities and

reasonable time allocations.

Each lesson plan in the unit

was developed with learning

activities that are suitable to

the instructional outcomes,

include a range of effective

pedagogical approaches and

cognitive challenge. Activities

are differentiated for individual

students, help students

construct content knowledge

and build 21

Century Skills.

The lesson has a clearly defined

structure with even

progression of activities and

reasonable time allocations,

allowing for different pathways

according to diverse student

needs.

16. Instructional

materials

/Resources

RIPTS 1, 2, 3, 4, 5

(Aligns with RI-ICEE

1.3b)

Materials,

technology,

and resources

being used do

not support the

instructional

outcomes nor

engage

students in

meaningful

learning.

Lesson plans reflect some

of the materials,

technology, and resources

being used support the

instructional outcomes, and

engage students in

meaningful learning.

Each lesson plan in the unit

was developed with materials,

technology, and resources

being used support the

instructional outcomes, and

are designed to engage

students in meaningful

learning.

Each lesson plan in the unit

was developed with materials,

technology, and resources

being used support the

instructional outcomes, and

are designed to engage

students in meaningful

learning, including student

participation in selecting or

adapting materials.

2019 TCWS General Guidance 11.30.18

INDICATORS

Ineffective

Developing

Effective

Highly Effective

17. Instructional

Groups

RIPTS 1, 2, 3, 4, 5, 9

(Aligns with RI-ICEE

1.3c)

Instructional

groups do not

support the

instructional

outcomes.

Each lesson plan in the unit

conveys instructional

groups that support the

instructional outcomes,

with an effort at providing

some variety as appropriate

to the students and the

different instructional

outcomes.

Each lesson plan in the unit

conveys instructional groups

that are varied as appropriate

to the students and the

different instructional

outcomes.

Each lesson plan in the unit

conveys instructional groups

that are varied as appropriate

to the students and the

different instructional

outcomes. There is evidence of

the use of data and/or student

choice in selecting the different

patterns of instructional

groups. Student groupings are

linked to critical learner

characteristics and/or

instructional design

18. Designing

Student

Assessment

RIPTS: 4, 5, 9

(Aligns with RI-ICEE

1.4)

Educator’s plan

for student

assessment is

not aligned

with the

instructional

outcomes.

Educator’s plan for student

assessment is aligned with

the instructional outcomes,

but is limited to either

formative or summative

assessments, and/or lacks

clear criteria and

expectations. Educator

identifies a plan to use

assessment results to plan

for future instruction for

the class as a whole.

Each lesson plan in the unit

conveys a plan for student

assessment that is aligned

with the instructional

outcomes, has been adapted

for groups of students, and

includes both formative and

summative assessments with

clear criteria and

expectations. Educator

identifies plan to use

assessment results to plan for

future instruction for groups

of students.

Each lesson plan in the unit

conveys a plan for student

assessment that is aligned

with the instructional

outcomes, has been adapted

for individual students, as

needed, and includes both

formative and summative

assessments with clear criteria

and expectations. Educator

identifies plan to use

assessment results to plan

future instruction for

individual students.

19. Discussion

Techniques

RIPTS 5,8

(Aligns with RI-ICEE

3.2c)

Lesson plan

conveys limited

plans to engage

students in an

authentic

discussion

Lesson plans demonstrate

some plans to engage

students in an authentic

discussion.

Each lesson plan in the unit

creates intentional

opportunities for authentic

discussion among students,

using instructional and

questioning techniques to

successfully engage students

in the discussion

Each lesson plan in the unit

creates intentional

opportunities for authentic

discussion among students,

planning instructional and

questioning techniques to

successfully engage students in

the discussion.

2019 TCWS General Guidance 11.30.18

PART 6. ASSESSMENT RESULTS

In this section, you will be presenting the assessment results for your unit. Assessment results should include presentation

of data (e.g., graphs, charts, figures tab les) and a narrative analysis of the results.

20. PRESENTATION OF DATA

Organize your assessment data (e.g., pre-assessment, post-assessment, summative) in tables and figures (e.g., graphs,

charts). Present the data from comparison of your pre- and post-assessments. Enter the summaries as charts, graphs,

or tables. The unit data should be presented over the course of the unit and compares groups of students, individual

students, and/or tiered groups when appropriate.

Accuracy of data

Ensure that your presentation of data is accurate, well organized, and easy to understand.

● The link to the U-SLOs is clear and data is presented to easily determine if targets are met.

● Tables and/or figures are correctly formatted (e.g. using APA format), highly readable (e.g. clearly labeled and free

professional jargon, undefined acronyms and clutter. Tables and/or figures should directly relate to key findings.

● Data should link to the U-SLOs selected and should be formatted in a way that is highly readable to multiple

audiences (i.e. professionals, family members/guardians, and students (as appropriate)). Be sure to use descriptive

titles for all graphs and tables.

21. ANALYSIS OF RESULTS

TCs must analyze their data to determine key findings in narrative format. When presenting key finding, the narrative

must be supported by the data (tables and/or figures [graphs]). Findings should identify student success, student

difficulty and/or inconsistent data. The description of findings should be logically ordered and presented. All key terms

must be defined, and headings are used as appropriate. Key findings address critical issues linked to instruction or other

contextual factors.

Analysis can be achieved by responding to the following questions:

● Did your students/student groups reach their target? Why or why not?

● What does the data indicate in terms of student success related to achievement of L-SLOs and/or U-SLOs?

Use specific data to support your description.

● What does the data indicate in terms of student challenge related to achievement of L-SLOs and/or U-SLOs?

Use specific data to support your description.

● Are any data inconsistencies in the data (i.e. missing data, student data entering after pre-test)?

● How do key findings link to instruction or other contextual factors?

2019 TCWS General Guidance 11.30.18

PART 6: ASSESSMENT RESULTS

INDICATORS

Ineffective

Developing

Effective

Highly Effective

20. Presentation

of Data

RIPTS 7,8,9

Not submitted or

incomplete.

Presentation is

inaccurate and/or

confusing.

Presentation of data

is well organized,

and easy to

understand. The link

to the U-SLOs is

clear and data is

presented to

determine if U-SLO

targets are achieved.

Tables and/or

figures are correctly

formatted, readable

and concise.

Presentation is accurate, well organized, and

easy to understand. The link to the U-SLOs is

clear and data is presented to easily

determine if targets are met. Tables and/or

figures are correctly formatted (e.g. using APA

format), highly readable (e.g. clearly labeled

and free of extraneous information

[“clutter”]), readable to multiple audiences

(e.g. professionals, parents, students (when

appropriate)), and directly related to key

findings.

Unit data is presented over the course of the

unit and compares groups of students,

individual students, and/or tiered groups

when appropriate.

21. Analysis of

Results

RIPTS 7,8,9

Not submitted or

incomplete.

Key findings are

missing or not

clearly supported

by data.

Key findings are

mostly or fully

supported by the

data (tables and/or

figures [graphs]).

Findings identify

student success,

student difficulty,

and inconsistent

data. The

description of

findings is logically

ordered and

presented. Most or

all key terms are

defined.

Key findings are supported by the data (tables

and/or figures [graphs]). Findings identify

student success, student difficulty, and

inconsistent data. The description of findings

is logically ordered and presented. All key

terms are defined, and headings are used as

appropriate. Key findings address critical

issues linked to instruction or other

contextual factors.

2019 TCWS General Guidance 11.30.18

TCWS Part 7: Learning from Practice- THE REFLECTION

22. INSTRUCTIONAL DECISIONS: DATA-BASED DECISION MAKING

Instructional decisions are made while implementing an instructional unit. The TC must explain their instructional

decisions clearly and relate these decisions to U-SLOs, professional standards and/or research -based practices.

TC should provide an analysis of the unit’s evidence-based instructional practices as effective, less-effective, or

ineffective. This analysis should guide a description of specific practices that would be addressed differently in the

future. Analysis considers probable success of different courses of action to improve student learning and/or

instruction.

Candidates should present this information by responding to the following questions:

● What conclusions can be made from the data captured in this unit?

● What instructional practices used in the unit were found to be supportive to student learning? How did you

determine this? Specific examples should be used in your description.

● What instructional practices were found to be less effective or ineffective? How did you determine this? Specific

examples should be used in your description.

● What changes were made during your unit? What formative assessment of other information supported these

changes? Specific examples should be used in your description.

● What specific instructional practices would be addressed differently in future instruction?

● How has technology supported student learning (if applicable)?

23. SELF-ASSESSMENT:

PROFESSIONALISM

Professional educators consistently evaluate their strengths and areas where growth can benefit their teaching and the

learning of their students. In the Self-Assessment, TCs should clearly explain their strengths and areas for growth and

should establish a clear goal for improving teaching practice. The Self-Assessment should be related to a situation(s)

and an identified Personal Growth Goal.

Candidates should present this information by responding to the following questions and prompts:

● How has the achievement of your Personal Growth Goal influenced either your learning or the learning of your

students? (RI-ICEE section 4.4B and 4.4C)

● Explain two personal strengths as a result of your student teaching/graduate internship experience.

Provide specific examples to support your response.

● Explain two areas you would like to further your professional learning/skill development. Relate your areas to a

situation during your student teaching/graduate internship that led you to identifying each area.

● Identify actions that will help you further your learning. What obstacles might make taking the actions difficult?

2019 TCWS General Guidance 11.30.18

PART 7: LEARNING FROM PRACTICE – THE REFLECTION

INDICATORS

Ineffective

Developing

Effective

Highly Effective

22. Instructional

Decisions

RIPTS 10

Not submitted

or instructional

decisions are

unrelated to

assessment

results and U-

SLOs.

Instructional

decisions are

confusing or

generally relate

to assessment

results and U-

SLOs.

Instructional decisions made

during the unit are described

and relate to assessment

results and U-SLOs.

Analysis of the unit’s

instructional practices as

effective, less-effective, or

ineffective guides description

of specific practices that

would be addressed

differently in the future.

Instructional decisions made during

the unit are explained clearly and

relate to assessment results and U-

SLOs. These are related to

professional standards or research -

based practices.

Analysis of the unit’s instructional

practices as effective, less-effective, or

ineffective guides description of

specific practices that would be

addressed differently in the future.

Analysis considers probable success of

different courses of action to improve

student learning and/or instruction.

23. Self-Assessment

RIPTS 10

Assessment of

strengths and

areas for

growth not

submitted or

any sections are

incomplete.

Explains either

strength and

area for growth

or sets a goal for

improving

teaching

practice

Submission is

vague with few

links to

experiences

during student

teaching.

Explains strength and area for

growth linked to student

teaching experiences. Link to

Personal Growth Goal is

evident

A general goal for improving

teaching practice is provided.

Possible actions are provided,

linked to identified area for

growth.

Clearly explains strength and area for

growth and sets a clear goal for

improving teaching practice;

Description of personal growth as

teacher (strength and an area for

growth) is related to a particular

situation(s) and identified Personal

Growth Goal.

Goal for improving learning as a

teacher presents possible actions;

anticipates opportunities and

obstacles in achieving actions.

2019 TCWS General Guidance 11.30.18

Terms Used in the TCWS

Definition

Unit-Based Student Learning

Objectives

(U-SLO)

Unit-Based Student Learning Objectives (U-SLOs) represent the overall

expectations of student learning for the unit. U-SLOs should reflect student

learning supported by the unit’s combined lessons.

Lesson-Specific Student

Learning Objectives (L-SLO)

Lesson Specific Student Learning Objectives (L-SLOs) reflect the expectations for

student learning upon completion of one lesson.

Critical Aspects of

School Population

Critical aspects of school population are not all the aspects of a school population.

Critical aspects are those factors that have the greatest impact on the learning of

students. Critical aspects noted in the Contextual Factors section should be

addressed in some way throughout the unit. Critical aspects may include school

demographics, cultural and/or linguistic characteristics of learners, economic

considerations, community factors in addition to other factors that may be

program-specific.

Critical Learner Factors

Critical learner factors can include (but not limited to) language difference,

learning difference, documented accommodation needs, IEP supports. Critical

learner factors guide the materials used, the evidence-based practices selected in

instruction, modifications, accommodations, and other key decisions made during

the unit.

Student Learning Standards

Standards at the school level that frame the expectations for student

achievement. Examples include the Common Core, Next Generation Science

Standards, etc. These standards frame standards driven instruction for our

completer. These are also known as practice standards.

Evidence-Based Practices

Evidence-based interventions are practices or programs that have evidence to

show that they are effective at producing results and improving outcomes when

implemented. The kind of evidence described in Every Student Succeeds Act

(2015) has generally been produced through formal studies and research. Under

ESSA, there are four tiers, or levels, of evidence:

Tier 1 – Strong Evidence: supported by one or more well-designed and well-

implemented randomized control experimental studies.

Tier 2 – Moderate Evidence: supported by one or more well-designed and well-

implemented quasi-experimental studies.

Tier 3 – Promising Evidence: supported by one or more well-designed and well-

implemented correlational studies (with statistical controls for selection bias).

Tier 4 – Demonstrates a Rationale: practices that have a well-defined logic model

or theory of action, are supported by research, and have some effort underway

by a State Education Agencies (SEA), Local Education Agencies (LEA), or outside

research organization to determine their effectiveness

Data-driven Instruction

Data-driven Instruction demonstrates the ability to collect, analyze, and use data

from multiple sources - including research, student work and other school-based

and classroom-based sources -to inform instructional and professional practice.

Assessment choice to collect data reflect the core principles, concepts, and

purposes intended to monitor student progress. Proficiency in using assessment

data to evaluate and modify instructional practice is evident.

2019 TCWS General Guidance 11.30.18

Terms Used in the TCWS

Definition

Century Skills

The broad categories of 21st Century Skills include:

● Critical thinking

● Communication

● Collaboration

● Creative problem-solving

Cognitively Challenging

Experiences

Cognitively challenging experiences are lessons that take students from their

current skill level and create opportunities to make substantial growth on that

skill. Substantial growth is not necessarily a percentage, but is based on the

teacher candidate’s knowledge of students and their pace of learning

demonstrated.

Instructional materials

Instructional materials are the content or information conveyed within a course.

These include the lectures, readings, textbooks, multimedia/technology

components, and other resources in a course.

Technology

Defined in its simplest form, technology is all the ways that we change the world

to meet people’s needs and desires. Technology can assist teachers

http://www.iste.org/standards/for-educators and students

http://www.iste.org/standards/for-students

Accommodations

An accommodation allows a student to complete the same assignment or test as

other students, but with a change in the timing, formatting, setting, scheduling,

response and/or presentation. This accommodation does not alter in any

significant way what the test or assignment measures. Examples of

accommodations include a student who is blind taking a Braille version of a test

or a student taking a test alone in a quiet room (Ideas That Work)

Modifications

A modification is an adjustment to an assignment or a test that changes the

standard or what the test or assignment is supposed to measure. Examples of

possible modifications include a student completing work on part of a standard or

a student completing an alternate assignment that is more easily achievable than

the standard assignment. (Ideas That Work)

Series of Lessons

The number of lessons used within a unit is a minimum of three lessons, and

some programs may require a greater number. Contact your program for further

guidance on the number of lessons required for a specific program.