The Teacher Work Sample (TWS) is an intensive case study & reflection over the preparation and teaching of one class for one unit or unit segment. It is a culminating capstone project that will allow you to demonstrate your ability to integrate learning from many different courses, apply concepts and strategies in practice, and design for a specific community of learners. Smaller projects in other courses will help prepare you for success on this culminating project, and you will find most parts of it mirror tasks you have done in other courses. This is your opportunity to show that you understand how to pull it all together.

Goals

The main goal of this work is to show what you know. It is a culmination of all you have learned through the program.

1.Part One (Sections A-B) asks you to demonstrate how you have progressed in your understanding of your community and your students funds of knowledge.

I have 3 examples of part 1 and my version of the assignment. I really just need some revision/rewriting so that AI is not detected. I use Grammarly and they’ve been giving me problems about the AI.

Part I: Teaching for My Community (4-6 pages, single-spaced)

Educators will become familiar with their current and/or future students, school, and community populations through collecting qualitative and quantitative data as well as providing anecdotal evidence to support this research. Educators will describe community factors of these populations and the ways these factors present funds of knowledge that will contribute to the curriculum and classroom practices. Educators will demonstrate an understanding of and appreciation for funds of knowledge by developing a plan to maximize these assets in the classroom.

Section A

Contextual Information & Funds of Knowledge

A.1 Contextual Information:

Use qualitative and quantitative data to describe the classroom, school, and community of your field placement (if you are a full-time teacher, use your own classroom, school, and community). Based on the data and your observations, fully describe one important factor that seems to influence the students in one classroom or district (e.g., language, socio-economic status). Why did you choose this factor? Provide strong anecdotal evidence, supported by theory, to demonstrate that the factor is significant. (also see Technical Requirements)

A.2 Funds of Knowledge:

Explain the funds of knowledge these students contribute to the classroom community and explain the specific ways you will maximize those assets. (also see Technical Requirements)

Rubric (InTASC Standards can be found at ):

Exemplary

(95%-100%)

Meets

(80%-94%)

Emerging

(70%-79%)

Not Evident

(<70%)

Contextual Information: Evidenced Based Descriptors

InTASC 3(b, l), 7(i, k)

(20 points)

Fully utilizes both qualitative and quantitative data to describe the chosen school and community. Provides strong and compelling research-based and anecdotal evidence that the identified factor is evident.

Adequately utilizes both qualitative and quantitative data to describe the chosen school and community. Provides adequate research-based and anecdotal evidence that the identified factor is evident.

Minimally utilizes both qualitative and quantitative data to describe the chosen school and community.

Provides research-based and anecdotal evidence that the identified factor is evident, but the evidence is not strong or may be missing a theoretical component.

Missing either qualitative or quantitative data or the chosen school and community is inadequately described. Lacking either research-based or anecdotal evidence and/or evidence is not strong enough to convince the reader that the identified factor warrants study.

Funds of Knowledge and Assets

InTASC 2(c), 3(e, m), 4(a, j, m)

(20 points)

Fully explains the funds of knowledge brought by students. Fully explores ways the candidate will maximize the learners assets in the classroom community.

Adequately explains the funds of knowledge brought by students. Adequately explores ways the candidate will maximize the learners assets in the classroom community.

Minimally explains the funds of knowledge brought by students. Minimally explores ways the candidate will maximize the learners assets in the classroom community.

Does not explore the funds of knowledge and/or assets learners bring to the classroom community.

The book we use -> Understanding by design by Wiggins and McTighe