Teaching Process Contextual Factors - Longwood University教学过程中的语境因素——乌镇大学.docVIP

The Renaissance Partnership For Improving Teacher Quality Teacher Work Sample: Performance Prompt Teaching Process Standards Scoring Rubrics June 2002 The June 2002 prompt and scoring rubric was revised by representatives from the eleven Renaissance Partnership Project sites: California State University at Fresno, Eastern Michigan University, Emporia State University, Idaho State University, Kentucky State University, Longwood College, Middle Tennessee State University, Millersville University, Southeast Missouri State University, University of Northern Iowa, Western Kentucky University. Notice: The materials in this document were developed by representatives of the Renaissance Partnership Institutions and may not be used or reproduced without citing The Renaissance Partnership for Improving Teacher Quality Project /itq The Renaissance Partnership for Improving Teacher Quality is a Title II federally funded project with offices at Western Kentucky University. Director: Roger Pankratz roger.pankratz@ Overview of Teacher Work Sample (TWS) The Vision Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following TWS standards: The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment. The teacher sets significant, challenging, varied, and appropriate learning goals. The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction. The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. The teacher uses regular and systematic evaluations of stude