Contextual Factors

Teacher Work Sample (TWS) Binder

Your Teacher Work Sample will contains five teaching processes identified by research and best practice as fundamental to improving student learning. Each Teaching Process is followed by a TWS Standard, the Task, directions, and a Rubric that defines various levels of performance on the standard. The Standards and Rubrics will be used to evaluate your TWS. The directions help you document the extent to which you have met the standard.

You are required to teach a comprehensive unit. Before you teach the unit, you will describe contextual factors, identify learning goals based on your state or district content standards, create an assessment plan designed to measure student performance before (pre-assessment), and plan for your instruction. After you teach the unit, you will analyze student learning and then reflect and evaluate your teaching as related to student learning.

TWS Format

1. Complete a cover page that includes:

(a) your name,

(b) date submitted,

(c) grade level taught,

(d) your university,

(e) course number and title.

2. Provide a Table of Contents that lists the sections and attachments in your TWS document with page numbers. Be sure to number each page of the entire document.

3. Charts, graphs, and assessment instruments are required as part of the TWS document. You may also want to provide other attachments, such as student work. However you should be very selective and make sure your attachments provide clear, concise evidence of your performance related to TWS standards and your students’ learning progress.

4. A suggested page length for your narrative is given at the end of each component section. You have some flexibility of length across components, but

the total length of your written narrative (excluding charts, graphs, attachments and references) should not exceed twenty (20) word-processed pages, double-spaced in 12 point font, with 1 inch margins.

5. If you referred to another person’s ideas or material in your narrative, you should cite these in a separate section at the end of your narrative under References and Credits (not included in total page length). You may use any standard form for references; however, the American Psychological Association (APA) style is a recommended format.

6. In order to insure the anonymity of students in your class, do not include any student names or identification in any part of your TWS.

· Assignment 1: Contextual Factors

Due 2/2/2022 @ 12am Central Standard Time

· Assignment 2: Learning Goals

Due 2/9/2022 @ 12am Central Standard Time

· Assignment 3: Assessment Plan

Due 2/16/2022 @ 12am Central Standard Time

· Assignment 4: Design for Instruction

Due 2/23/2022 @ 12am Central Standard Time

· Assignment 5: Reflection and Self Evaluation

Due 3/2/2022 @ 12am Central Standard Time

Teacher Work Sample

Contextual Factors Assignment

Due: 2/2/2022

TWS Standard

The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.

Task

Discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning. Be sure to include a article as a reference related to this. Use APA format and appropriate references and intext citations.

Directions

In your discussion, include:

· Community, district and school factors. Address geographical location, community and school population, socio-economic profile and race/ethnicity. You might also address such things as stability of community, political climate, community support for education, and other environmental factors.

· Classroom factors. Address physical features, availability of technology equipment and resources and the extent of parental involvement. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling and classroom management.

· Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/development levels, culture, language, interests, learning styles/modalities or students’ skill levels. In your narrative, make sure you address students’ skills and prior learning that may influence the development of your learning goals, instruction and assessment.

· Instructional implications. Address how contextual characteristics of the community, classroom and students have implications for instructional planning assessment. Include specific instructional implications for at least two characteristics and any other factors that will influence how you plan and implement your unit.

Suggested page Length: 2 full pages along with a reference page