Teacher Work Sample Rubric

Conducts formative assessments to design and modify developmentally appropriate instruction. (InTASC 1a) 

TWS uses the assessment data to create differentiated and challenging learning experiences.  

TWS assesses both individual and group performance to BOTH plan and modify instruction that scaffolds to the next level.

TWS assesses individual or group performance to plan instruction that scaffolds learning to the next level of development.  

TWS does not assess individual or group developmental levels to plan or modify instruction.   

Creates developmentally appropriate instruction. (InTASC 1b)

TWS creates individualized instruction that allows each learner to advance and accelerate his/her learning.  

TWS creates developmentally appropriate instruction that takes into account learners’ strengths, interests, and needs.   

TWS attempts to take into account individual strengths, interests and needs but instruction is not developmentally appropriate for individual learners.  

TWS does not create developmentally appropriate instruction that takes into account each learner’s strengths, interests, and needs.  

Uses instructional strategies that promote construction of knowledge, acquisition of skills, and discipline-based thinking processes. (InTASC 1d) 

TWS instructional strategies promote the development of discipline-based thinking processes (i.e., scientific reasoning) in addition to knowledge and skills.  

TWS instructional strategies promote the construction of knowledge and the acquisition of skills.  

TWS instructional strategies used promote learning, but there are better strategies that could have been used to maximize learning.  

TWS instructional strategies are not based on how learning occurs and do not promote student learning. 

Demonstrates the skills necessary to have a positive impact on all students learning/ development. (InTASC 1h)

The TWS design demonstrates the necessary skills BEFORE receiving instructor feedback.  

The revised TWS meets the standard after instructor feedback and revision and demonstrates the skills necessary to have a positive impact on learner development. 

Aspects of the TWS contain minor design flaws or inappropriate strategies that will lessen the impact on learner development.  

TWS design contains major flaws in alignment, appropriate instruction or meeting learner needs that will preclude having a positive impact.  

Creates opportunities for students to demonstrate their learning in different ways. (InTASC 2a)

Choices in how to demonstrate learning are designed and adapted based on individual students’ strengths and needs. 

TWS allows students choices in how to demonstrate their learning. 

TWS shows a variety of methods that allow students to demonstrate their learning in different ways. 

TWS shows only a single method that allows students to demonstrate their learning. 

Makes appropriate modifications for individual students with particular learning differences or needs. (InTASC 2b) 

The provisions for learners are appropriate, timely, individualized, and differentiated based on learner strengths, interests, and needs

TWS makes appropriate and timely provisions to address individual learner needs.  

General provisions are included but not specific enough to address individual learner needs. 

TWS does not include appropriate modifications to address individual learner needs.  

Uses strategies to make content comprehensible for English Learners/Multilingual Learners. (InTASC 2e) 

TWS differentiates and varies modifications and adaptations based on individual English Learners/Multilingual Learners students’ levels of English proficiency.  

TWS includes general modifications and adaptations that are explicitly based on the English Learners/Multilingual Learners students’ level of English proficiency. 

TWS includes general modifications and adaptations, but they are not explicitly based on English Learners/Multilingual Learners students’ level of English proficiency.  

TWS does not include modifications or adaptations to make content accessible to English Learners/Multilingual Learners.  

Accesses resources and supports (i.e., specialized assistance and services) to meet particular learning differences/ needs. (InTASC 2f)  

TWS demonstrates collaboration with specialists to access resources and supports for individual learning differences/needs.  

TWS demonstrates accessing different resources and supports based on individual learning differences/needs. 

TWS demonstrates accessing resources and supports but they are not specifically based on individual learning differences/needs.  

TWS does not demonstrate accessing resources and supports to meet particular learning differences/needs. 

Incorporates learners’ experiences, cultures, and community resources into instruction. (InTASC 2k) 

TWS offers opportunities for learners to discuss multiple perspectives regarding experiences, cultures, and community resources.   

TWS includes instruction that appropriately incorporates learners’ experiences, cultures, as well as community resources.  

TWS includes inappropriate attempts to incorporate learners’ experiences, cultures, as well as community resources (such as a culturally insensitive story or stereotypical experiences).  

TWS does not incorporate learners' experiences, cultures, as well as community resources.  

Develops learning experiences that engage learners in collaborative learning. (InTASC 3b) 

TWS includes a variety of collaborative and self-directed experiences differentiated by learner abilities and interests, resulting in positive social interactions (e.g., pair work, small groups) that actively engage learners to extend ideas locally or globally. 

TWS includes a variety of collaborative and self-directed learning experiences to support positive social interactions (e.g., pair work, small groups) that actively engage learners to extend ideas locally or globally. 

TWS includes collaborative and self-directed learning experiences which do not necessarily result in active engagement, positive social interaction, or promote extension of ideas locally or globally. 

TWS does not include collaborative learning experiences, opportunities for social interactions, and self-directed learning.  

Develops learning experiences that engage learners in self-direction and ownership of learning. (InTASC 3i) 

TWS allows learners to create their own self-directed learning based on their interests and abilities (e.g., choices for learning exemplars include learner-derived choices). 

TWS includes opportunities that allow for learner ownership of learning (e.g. teacher supplied choices in demonstration of knowledge and skills, topics, etc.).  

TWS attempts to include opportunities that are learner-directed but are actually teacher-directed and do not necessarily result in ownership of learning.  

TWS does not include opportunities for learners to engage in self-directed learning. 

Creates opportunities for students to learn the academic language of the content (e.g., “vocabulary,” “paraphrase” in a reading course; “hypothesize” in a science course). (InTASC 4h)  

TWS includes instruction and practice opportunities differentiated based on individual learners’ academic language needs to master academic language necessary to the content (i.e., English Learners/Multilingual Learners). 

TWS includes instruction and multiple opportunities to practice and master academic language necessary to the content.   

TWS includes some instruction on academic language but does not describe the use of multiple opportunities for instruction or practice to master the academic language necessary to the content. 

TWS does not include instruction on academic language necessary to the content. 

Guides learners in analyzing the complexities of an issue/question from various disciplinary perspectives and cross-disciplinary skills. (InTASC 5a)

TWS guides learners in researching diverse perspectives and analyzing them.  

TWS guides learners in analysis of the complexities of the big questions using various disciplinary perspectives or cross-disciplinary skills. 

TWS informs learners of various disciplinary perspectives or cross- disciplinary skills, but there is no opportunity for students to analyze them. 

TWS Understanding by Design (UBD) format does not guide learners in analysis of the complexities of the big questions.   

Demonstrates the skills necessary to provide all learners access to the four C’s of 21st Century Learning (communication, collaboration, critical thinking, and creativity). (InTASC 5c)

TWS builds skills in three or more of the 21st Century Learning skills.

TWS is designed to explicitly build skills in at least two of the 21st Century Learning skills. 

TWS references the four Cs of 21st Century Learning but is not clearly aligned with them.   

TWS does not address the four Cs of 21st Century Learning. 

Engages learners in generating new ideas/novel approaches, seeking inventive solutions and developing original work. (InTASC 5f) 

TWS differentiates by allowing learner choice in generating new ideas/novel approaches, seeking inventive solutions, or developing original work utilizing local or global issues. 

TWS provides opportunities for learners to generate new ideas/novel approaches, seek inventive solutions, or develop original work utilizing local or global issues.  

TWS attempts to provide opportunities for learners to engage in generating new ideas/novel approaches but does not utilize authentic local or global issues. 

TWS does not provide opportunities for learners to engage in generating new ideas/novel approaches, inventive solutions, and developing original work.

Implements supports for literacy development in the content areas (i.e., reading comprehension, vocabulary development). (InTASC 5h)

TWS provides differentiated instruction based on individual learners’ content area literacy development needs.  

TWS includes instruction on literacy development in the content area.  

TWS provides literacy supports but does not provide instruction that would lead to literacy development in the content area.  

TWS does not address literacy development in the content area.  

Uses digital/ interactive technologies to achieve specific learning goals. (InTASC 5l) 

TWS uses digital/interactive technologies to differentiate instruction and effectively achieve specific learning goals.  

TWS uses digital/interactive technologies for effectively achieving specific learning goals. 

TWS includes the use of digital /interactive technologies, but not to achieve specific learning goals. 

TWS does not include the use of digital/interactive technologies.  

Engages learners in multiple ways of demonstrating knowledge/skill as part of the assessment process. (InTASC 6e) 

TWS allows for learner choice of how they will demonstrate knowledge and skills and describes this process in planning and modifying instruction.   

TWS uses multiple ways of allowing learners to demonstrate knowledge and skills and describes them in planning and modifying instruction.  

TWS identifies multiple ways of allowing learners to demonstrate knowledge and skills but does not describe the use of multiple ways of allowing learners to demonstrate knowledge and skills.   

TWS relies on only one or two ways of allowing learners to demonstrate knowledge and skills. 

Effectively uses multiple and appropriate types of assessment data to identify each student's learning needs and differentiate learning experiences. (InTASC 6g) 

TWS uses multiple and appropriate types of assessment data to identify learning needs and differentiate instruction throughout the TWS unit. 

TWS uses multiple and appropriate types of valid assessment data to identify learning needs and differentiate instruction at the beginning of the TWS unit.  

TWS uses only a single source of valid assessment data to identify learning needs and differentiate instruction.  

TWS does not use assessment data or uses inappropriate or invalid assessment data to identify learning needs and differentiate instruction. 

Knows how to analyze assessment data to measure student progress and guide planning and instruction. (InTASC 6l) 

Data analysis is correctly analyzed, identifies patterns and gaps in learning, and is used to plan for differentiated instruction.   

Assessment data is correctly analyzed in ways that go beyond simple pre- and post -test outcomes to measure student progress and guide planning and instruction.  

Analysis of assessment data consists of simple pre- and post-unit outcomes to measure student progress and guide planning and instruction.   

Analysis of assessment data does not correctly measure student progress.  

Uses appropriate strategies, accommodations, resources, and materials to differentiate instruction for individuals and groups of learners. (InTASC 7b) 

TWS identifies specific, appropriate strategies, accommodations, resources, and materials to differentiate that are applied throughout the unit. 

TWS identifies appropriate strategies, accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.  

TWS identifies general strategies and accommodations, resources, and materials at a minimal level and not applied throughout the unit.  

TWS does not include differentiated instruction for individuals and groups of learners.  

The teacher candidate uses ISTE standards in designing instruction that engages students and improves learning. (InTASC 7b)

TWS is explicitly aligned with three or more ISTE standards to engage learners and improve learning.  

TWS is aligned with one or two ISTE standards to engage learners and improve learning.  

TWS references ISTE standards, but it is not clear how the instruction will engage learners and improve learning.  

TWS does not reference ISTE standards.  

Plans instruction based on formative and summative assessment data (e.g., class discussion, observations, exit slips, STAR testing, unit tests/projects, etc.). (InTASC 7d) 

TWS considers assessment data, prior learner knowledge, and learner interests in planning instruction.  

TWS considers assessment data and either prior learner knowledge or learner interests in planning instruction.  

TWS only considers assessment data.  

TWS does not consider assessment data, prior learner knowledge or learner interests in planning instruction.   

Understands content and content standards and their organization in the curriculum. (InTASC 7g) 

TWS explains how the selected content standards fit into the curriculum (i.e., what content students studied previously and what will be next).  

All phases of the TWS are designed to meet specific content standards.  

Some phases, but not all, of the TWS are aligned with specific content standards.  

TWS is not aligned with content standards. 

Considers cultural diversity of students in planning instruction. (InTASC 7i)

TWS indicates multiple aspects of individual learners’ cultural diversity were considered.  

TWS indicates multiple aspects of learners’ cultural diversity were considered. 

TWS indicates generalizations about learner cultural diversity and/or focuses on only one aspect in planning instruction.  

TWS does not indicate how learners’ cultural diversity was considered and addressed.  

Uses a variety of questioning strategies to stimulate discussions and develop deep understanding in the content area. (InTASC 8i) 

TWS includes opportunities for learners to develop their own discussion questions as well as open-ended questions to stimulate discussion and deepen understanding of the content area.  

TWS uses open-ended questions that will stimulate discussion to deepen understanding in the content area.  

TWS uses questions mostly focused on probing for learner understanding.   

TWS uses closed-ended questions that will not stimulate discussion.  

Uses technological resources to engage students in learning. (InTASC 8n) 

TWS differentiates technological resources to engage learners based on individual needs.  

TWS effectively uses technological resources in ways that will engage learners.  

TWS includes attempts to use technological resources, but resources may not be engaging or appropriate.  

TWS does not include technological resources to engage learners.  

Uses data to evaluate the outcomes of teaching and to adapt planning and practice. (InTASC 9c) 

The candidate, IN COLLABORATION WITH COLLEAGUES, uses data to evaluate learning outcomes and to adapt planning and practice.  

Candidate uses data DURING teaching of the unit to adapt their planning and practice. 

Candidate uses data to evaluate the outcomes of teaching AFTER concluding teaching the unit and identifies what they would do differently next time they taught the unit.  

Candidate does not use data to evaluate teaching outcomes and to adapt planning and practice.  

The teacher candidate uses a variety of self-assessment/problem-solving strategies to analyze/reflect on their practices and makes adjustments as necessary. (InTASC 9g) 

TWS reflection details self-assessment strategies used DURING the lesson even if problems did not arise.

TWS reflection describes self-assessment or problem-solving strategies used to analyze/reflect on problems that arose DURING the lesson and how they made adaptations and adjustments.

TWS reflection identifies self-assessment or problem-solving strategies used to analyze/reflect on their practice AFTER teaching the lesson.  

TWS reflection does not mention the self-assessment or problem-solving strategies used to analyze/reflect on teaching practices.