E-Portfolio and Teacher Work Sample
During student teaching, students create, implement, and write a Teacher Work Sample (TWS) as well as submit a portfolio. They also attend a weekly seminar at RMU during student teaching, where they debrief about student teaching experiences, strengthen professional job seeking skills, and learn the online process for PDE certification application.
The RMU e-portfolio is a pass/fail component for student teachers and M.Ed. practicum students. The e-portfolio is an important process for documenting effective academic skills, professional dispositions, content knowledge, pedagogy, teaching performance, and professional growth. For the e-portfolio template, click here.
Teacher Work Sample
The Teacher Work Sample is a capstone pass/fail assignment that integrates educational skills and pedagogy using data driven instruction. Students must successfully pass the TWS assignment, which will be included in the professional portfolio. For details and forms relating to the Teacher Work Sample click here.
The TWS assignment requires:
- Learning Goals and Objectives for the Sequence of Lessons
- Student, Class, and Community Contextual Information and Instructional Modifications/Adaptations
- Pre/Post Assessment Plan with Data
- Instructional Design and Implementation
- Impact on PreK-12 Learning
- Self-Evaluation: Reflection on Teaching and Learning
- Using Research Findings to Support Evidence in Assessment Plan, Instructional Design, and Analysis of Data
- Supporting Documentations/Attachments
Students are required to teach a multiple-lesson (4-6 lessons) instructional sequence. They describe the learning context and any specific instructional adaptations they made to meet the learning needs of individual students. Instructional goals are based on state or district content standards, and learning objectives include outcomes representing a range from knowledge through evaluation (i. e. Bloom’s Taxonomy). Additionally, students create an assessment plan including, but not limited to, measures of student performance before (pre-assessment) and after (post-assessment) the instructional sequence. Finally, students analyze and reflect on their instructional design, educational context, and degree of learning gains demonstrated by their PK-12 students.
For More Information, Contact:
Richard Fuller, D.Ed.
Department Head, EducationEducationfuller@rmu.edu
Nicholson Center 458
Moon CampusMore Info