[Each student teacher preparing for an Initial Teaching License assembles and analyzes two Work Samples to document the candidate’s ability to demonstrate knowledge, skills and competencies as designated in OAR 584-017-1030. If a candidate is seeking more than one authorization level, one Work Sample must be completed for each authorization level.]
The Fall Work Sample involves a minimum of 7 instructional hours across at least 5 instructional days (for the PTE-MS Program). The Spring Work Sample involves a minimum of 12-16 instructional hours across at least 2 weeks of instruction (for the PTE-MS Program).
i. Title Page
Includes your name, the course for which it was developed (SED 509 for Fall or SED 510 for Spring), the term and year, the class in which it will be taught (grade, subject, and number of students), the topic of instruction, and the names of your university supervisor and cooperating teacher. Does NOT include any information that can be used to identify specific people.
ii. Table of Contents
Lists each of the section headings in the order in which they appear in this document.
I. Community, School and Classroom Context Guidelines
Describes the context in which the unit will be taught including a description of the community, school, and classroom.
II. Differentiation of Instruction
Describes each individual learner with special needs, including TAG-identified students, English language learners, students on IEPs or 504 plans, and learners from diverse cultural and social backgrounds. Also describes accommodations that you plan to make for each student.
III. Unit Rationale Guidelines
The rationale answers the question: Why is this unit being taught? It also explains the reasons you organized your lessons in the particular order in which they will be taught.
IV. Unit Goals
The Unit Goals include the Enduring Understandings that will result from this unit and the Essential Unit Questions that will focus the unit. Goals are correlated with state and national standards when appropriate.
V. Assessment Strategies
This section includes a summary of all of the assessments in the unit (the Assessment Table) as well as specific information about each individual assessment.
* Analysis of Students’ Work: Pre/Post Assignments/Assessments
VI. Strategies for Literacy Instruction (Fall term)
Literacy instruction is specifically designed to enhance student understanding and literacy skills within the context of the subject matter.
VII. Unit Calendar
Written in the form of a topical outline for each lesson in the unit. Includes lesson objectives.
VIII. Lesson Plans
Lesson Plan Templates: Students must use the Standard Lesson Plan Template. This format specifies the items that must be on the lesson.
IX. Reflections
This section contains reflections written for each lesson plan in the unit.
X. Additional Resources
Includes photocopies of book/journal pages and materials from other teachers as well as a complete citation for each resource. Alternatively, this can be included in a separate section of each lesson plan.
In this section, student learning is analyzed by comparing data collected from the pre-assessment and summative assessment for each student. There is also a discussion about how this data will be reported to students and their parents, and how the data will inform changes in the unit for future teaching.
XII. Summative Reflection
It includes a reflective comparison of your current and previous teaching experiences.
