Zones

Teacher Candidate

 

School Practitioner

 

Teacher Educator

  
 

Content on this page developed by: Mark Jones, Brenda Maloonly, Brenda Schipper, Megan Thompson, NICL Student Teaching Center 2002, Nick Pace, Coordinator, University of Northern Iowa, Cedar Falls IA.  Page content last modified November, 2002.


A Student Teacher's Guide to Completing the Teacher Work Sample


A Student Teacher's Guide to Completing the Teacher Work Sample

HOME

 CONTEXUAL FACTORS LEARNING GOALS ASSESSMENT PLAN
DESIGN FOR INSTRUCTION INSTRUCTIONAL DECISION MAKING ANALYSIS OF STUDENT LEARNING REFLECTION AND SELF-EVALUATION



Above all, make sure that your learning goals are important to your students’ learning and that you know why you are using them. 

  1. Ask for your district’s standards and benchmarks (or get them from the Web).

  2. Time allotted for each of your goals should correspond to the importance of each goal.
     
  3. You should identify two to five goals.

  4. Make use of Bloom’s Taxonomy to incorporate higher order thinking skills.
     
  5. When writing your learning goals, state them in behavioral terms. Be specific.

  6. Scope and sequence charts will help you justify your goals. But make sure that you link them to your students’ lives.

  7. Write this section of your work sample in future tense.

QUOTES:

“Efforts and courage are not enough without purpose and direction.” 

- JFK