Skip to main content

School of Education

Teacher Work Sample

The Teacher Work Sample is an instructional unit that covers an important component of the New Jersey Core Curriculum Content Standards (NJCCS). It is a comprehensive set of tasks designed to assess a teacher candidates’ ability to PLAN, TEACH, and ASSESS all learners. Throughout the coursework in the School of Education, our teacher candidates learn about, develop, and teach Teacher Work Samples.

Each Teacher Work Sample (TWS) in the School of Education at Monmouth University measures these elements and should be designed to meet the needs of all learners in a class. It must address appropriate state (NJCCCS; NJPST) and national SPA (Specialty Professional Association) standards.

  • Ability to assess — Assessment Plan/Rationale, Goals, and Learner Outcomes
    • The teacher candidate uses multiple assessment modes and approaches aligned with established learner outcomes to assess student learning before, during, and after instruction. The rationale refers to data collected about the community/ school/classroom, and students; describes the approach to instruction; and, aligns decisions about instruction, community data, and goal(s). It is based on cited research.
    • The teacher candidate develops an assessment plan that is aligned with, and that will lead to, the learner outcomes to be accomplished in the Work Sample by including:
      • Diagnostic or pre-assessment, formative, and summative assessments
      • Approaches for aligning instruction with unit rationale, learning goals, and student outcomes
      • Multi-faceted assessments and multiple assessment measures
      • Criteria and rubrics/scoring guides for all assessments
      • Accommodations/ adaptations/ modifications based on the individual needs of all learners
      • Anecdotal records of learner progress
    • Ability to plan — Design for Instruction/Instruction Decision Making
      • The teacher designs instruction for specific learner outcomes; student characteristics and needs; and, learning contexts. The teacher describes the need for lesson adaptation to insure success for all students, employing differentiated instruction, and the use of technology. He or she also makes instructional decisions based on constant analysis of student learning.
      • Teacher candidates include the following:
        • Narrative overview of unit as related to learner outcomes, standards, and assessment
        • Lesson plans reflecting activities and materials challenging to all learners
        • Differentiated instructional strategies with accommodations/ adaptations/ modifications for all learners
        • Integration of technology in lessons as appropriate for learners
        • Assessments provide tasks, directions, and scoring procedures for each lesson
      • Ability to teach — Analysis of Student Learning/Reflection
        • TWS Standard: The teacher uses assessment data to profile student learning, communicate information about student progress and achievement, and reflect on teaching and student learning to improve teaching practices.
        • Teacher candidates include the following:
          • Assessment of learners’ prior knowledge (pre-assessment)
          • Documentation of all student learning from all assessment tasks
          • Interpretation of the results and reflect on what worked, what did not work, and why things happened the way they did
          • Based on the analysis, the implications for future instruction and professional development is outlined

        The Monmouth University TWS has been adapted, in part, from the “Renaissance Partnership for Improving Teacher Quality Project’ materials.