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Program Assessments

Program Standards
Field Experience
Action Research Project
Electronic Portfolio
Teacher Work Sample
Testing Information
Program Standards
Program Standards
Program Standards
Program Standards
Program Standards
Program Standards
Program Standards
Program Standards
Program Standards
Program Standards
Program Standards
Program Standards
Field Experience
Field Experience
Field Experience
Field Experience
Field Experience
Field Experience
Field Experience
Field Experience
Field Experience
Field Experience
Field Experience
Field Experience
Action Research Project
Action Research Project
Action Research Project
Action Research Project
Action Research Project
Action Research Project
Action Research Project
Action Research Project
Action Research Project
Action Research Project
Action Research Project
Action Research Project
Electronic Portfolio
Electronic Portfolio
Electronic Portfolio
Electronic Portfolio
Electronic Portfolio
Electronic Portfolio
Electronic Portfolio
Electronic Portfolio
Electronic Portfolio
Electronic Portfolio
Electronic Portfolio
Electronic Portfolio
Teacher Work Sample
Teacher Work Sample
Teacher Work Sample
Teacher Work Sample
Teacher Work Sample
Teacher Work Sample
Teacher Work Sample
Teacher Work Sample
Teacher Work Sample
Teacher Work Sample
Teacher Work Sample
Teacher Work Sample
Testing Information
Testing Information
Testing Information
Testing Information
Testing Information
Testing Information
Testing Information
Testing Information
Testing Information
Testing Information
Testing Information
Testing Information

Teacher Work Sample

Graduate Programs

Master of Arts in Education/Cross-Categorical Special Education

Students in College of Education teacher preparation programs are required to complete a Teacher Work Sample during student teaching. This project will be developed in collaboration with faculty and student teaching supervisors. The Teacher Work Sample contains seven criteria:

  • Contextual factors
  • Instructional goals and objectives
  • Assessment plan
  • Design for instruction
  • Instructional decision-making (using ongoing analysis of student learning to make instructional decisions)
  • Analysis of learning results
  • Reflection and self-evaluation

 
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