Student Teaching Portfolio and Teacher Work Sample
During student teaching, students create, implement, and write a Teacher Work Sample (TWS) as well as compile a capstone standards-based 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 professional portfolio is the capstone project for student teachers and M.Ed. practicum students. The development of the professional portfolio is an important process for documenting effective academic skills, professional dispositions, content knowledge, pedagogy, teaching performance, and professional growth. For details and forms relating to the professional portfolio click here.
The RMU professional portfolio is a standards-based portfolio. The primary purpose of the professional portfolio is to document that all standards or components that RMU has set forth for all teacher certification-seeking students have been met through one of the RMU teacher education certification programs.
Although the portfolio is formally completed during the practicum or student teaching semester, students may start to identify artifacts or evidence during coursework and use those pieces of evidence in the portfolio. The Teacher Work Sample is the only required assignment that is completed during the practicum or student teaching semester, and which is then is included in the professional portfolio. The program coordinator introduces the components of portfolio to the student teacher and scores the final portfolio.
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
- Contextual Information and Learning Environment Adaptations
- Assessment Plan
- Instructional Design and Implementation
- Analysis of Learning Results
- Reflection on Teaching and Learning
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