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Northern State University Pre-Student Teaching Experience

ELED/SPED/SEED 496Teacher Work Sample

Spring 2017

Candidate Name: Cori Redmond

Candidate Phone Number:

Candidate ID Number:

Name of School where data was collected:

Subject/Content Area: Social Studies

Grade Level: 3rd Grade

Date Submitted: April 30, 2017

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or misrepresentation may result in a failing grade in a course or expulsion from the teacher education program.

I grant permission for the School of Education to use my Teacher Work Sample as an exemplary (outstanding) model for teacher candidate and university supervisor training purposes in the future. I understand my name will remain on the document for proper credit.

Signature of Candidate Submitting the TWS: Cori Redmond electronic submission)

Copyright © 2015 Educational Testing Service. The ETS® Praxis Performance Assessment (PPAT) Contextual Factors Chart and Lesson Plan Format are modified by permission of ETS, the copyright owner.

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DescriptionA Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates’ instruction on students’ learning as well as provide evidence of candidates’ teaching performance during the Pre-Student Teaching Experience. The TWS assignment includes the following tasks:

I. Professional Goal Setting and ReflectionII. Contextual Information III. Instructional Design and Implementation (two lessons)

Format

Ownership: Complete the cover page verifying the TWS to be your own authentic work.

References and Credits: If you refer to another person’s ideas or material (such as theorists), cite these in a separate section at the end of the TWS under References and Credits. (APA is recommended)

Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both sides.

Anonymity: Do not include the names of individual students, teachers, or staff as well as participating schools in any part of the work sample in order to insure the anonymity of all involved.

Submission

An electronic copy of your completed TWS must be submitted to:

D2L for SEED 496 Your electronic portfolio/professional website (please remember to remove the cover page

with identifying information before posting).

Note: You may be required to submit a paper copy of your TWS to your SEED 496 instructor.

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Task I: Professional Goal Setting

Objective: Candidates set a professional goal, identify the action strategies they will use to achieve that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their student teaching experience.

Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for determining their professional goal.

NSU Conceptual Framework Categories

Potential Category Outcomes (You will choose one of these outcomes

as the basis for your goal)

Description

Knowledge of Self as an Individual

Respect and Concern for Students

Commitment to Health and Safety

Knowledge of Self as an Individual recognizes the educator’s influence in the lives of students and emphasizes the importance of building trust relationships, and setting positive examples.

Knowledge of the Learner Developmental Needs

Student Diversity

Knowledge of the learner focuses on an understanding of growth and development of learners in the contexts in which development takes place and an understanding of how student diversity interacts with the learning process.

Knowledge of Content Understanding Subject Matter Knowledge of Content implies a broad understanding of the centrality of content knowledge for teaching, and ability to organize central concepts and principles of a subject matter, and a responsibility for acquiring new knowledge.

Knowledge of Pedagogy Planning Implementation Assessment Classroom Management and

Organization Instructional Materials and Technology

Pedagogical Knowledge includes those principles and strategies necessary for effective teaching, including the planning, implementation, and assessment of instruction, classroom management and organization, knowledge of curriculum and instructional materials, and integration of technology.

Knowledge of Self as a Teacher and Member of a Learning Community

Parent and Community Involvement Commitment to Teaching Interpersonal Relations Professional Growth and Development

Knowledge of Self as a Teacher and Member of a Learning Community calls for a collaboration among teachers, students and their families and communities that embraces diversity, promotes a positive sense of personal identify, and enhances the possibilities for academic success.

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1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy

b. Identify the specific Category Outcome you will use to determine your goal:

Classroom Management and Organization

c. Based on the outcome you selected, write a specific goal for this experience. After your goal statement, provide a brief narrative explaining the reasons as to why you chose this goal.

During this experience, my goal is to improve on my classroom management and organization skills. I chose this specific category outcome because sometimes I get so wrapped up in my lecture that I don’t realize what some of the students are doing. I need to emphasize what I expect of them in my classroom and establish the rules. Also, I need to find something for the students to do that get done earlier with their homework.

I chose this goal because of my last pre-student teaching experience. When I looked back on the video, I saw some of the students just sit around at their desk after finishing their worksheet and not working on something else. I didn’t emphasis to them what I would like them to do afterwards and the students just sat around and talked with their friends. This is where I need better classroom management and organize something to do for the students who finish earlier.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:

In order to improve and reach my goal, I will have to observe and talk to my next cooperating teachers and see what kind of strategies they use when some of their students are either misbehaving or don’t have anything to work on. I will also watch videos on the teacher channel of some different ways they handle classroom management in their classroom.

e. Reflect on your progress/growth toward achieving this goal:

After this pre-student teaching experience, I have learned a lot with my cooperating teacher. Her classroom had many students who liked to be constantly moving and some who are on IEPs. She constantly had to make sure some of her students were actively listening and she did so by walking around the room and kept them engaged with the conversations. Because the class liked to be moving around, my cooperating teacher including her lessons with some type of activity or had the students do some brain break activities. This helped me understand that I needed to include some type of movement in my lesson for the students. I believe I have improved on reaching my goal but still need to work on multitasking between giving them the content of the lesson and also paying attention to what all the students are doing.

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Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Cori RedmondGrade Level: 3 rd Grade Subject: Social StudiesDate: April 27, 2017

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson:

3.H.2.2 Explain the importance of famous American figures including but not limited to George Washington, Abraham Lincoln, and Thomas Jefferson

3.C.4.3 Identify the rights and responsibilities of citizenship in students’ own communities

3.E.1.1 Explain ways producers use resources to produce goods and services

List the Learning Objective(s) to be addressed in this lesson. Use the following format: “Student’s will be able to…”

Student’s will be able to explain the importance of Gaylord Nelson.

Student’s will be able to identify what kind of responsibilities he/she will have in their own community.

Student’s will be able to produce goods by using recycling objects.

Describe how the objective is relevant to students’ lives.

The objective is relevant to the students’ lives because it will allow them to know what they are expected to do on Earth Day. The students will be able to know what they can do to help better the environment in their community.

List the words relevant to the content area that you will either introduce and/or review during your lesson.

- Earth Day- Gaylord Nelson- Responsibilities- Reduce, Recycle, Reuse

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- Recyclable & Non-recyclable- Environment

List the materials you will need to teach the lesson.

- The Globe/Heart sheet- Markers/colored pencil/markers- Pencil- Scissors- Tape- String- Computer- PowerPoint- Projector- SmartBoard

ASSESSMENTPre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.

I tested the students of their knowledge of Earth Day by giving them a pre-assessment. I gave the students a pre-test containing 3 questions. The 3 questions are about the history of Earth Day and what exactly Earth Day is.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

☒ Is your pre-assessment included at the end of this lesson plan?Describe the timeline as to when you plan to administer the pre-assessment? (Recommended timeline is a minimum of two days prior to teaching your lesson).

I will give the students the pre-assessment a week (Thursday) before my lesson.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if applicable)

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Question 1 Question 2 Question 302468

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Pre-Assessment Results

Pre-Assessment Results

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Insert an image of your table/chart/graph here.Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment.

The results of the pre-assessment will help me better understand on what the students already know. After reviewing some of the results on the pre-test, most of the students knew the answer to question 1 so I won’t spend as much time explaining what Earth Day is but will spend more time talking about who organized the first Earth Day and what day it is celebrated. The final percentages of the pre-test varied. There were 5 students who got 100%, 9 students who got 66%, 10 students who got 33%, and 1 student who got 0%.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.

☒ Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model of the desired outcome.

☒ Is your key included at the end of this lesson plan?

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TECHNOLOGYDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson to enhance instruction and student learning.

I will be using the computer to present a PowerPoint on Earth Day that will be displayed on the SmartBoard.

ACCOMMODATIONSDescribe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Be sure that these accommodations are based on what you identified/described in your contextual information (Task II).

- There is one student who is in a wheelchair, but during the “We Do” part of the lesson she will be able to sit at her desk. We will be playing an activity that involves standing up so I will warn her before the lesson that she will have to be standing up during part of the lesson so she will have to push her chair back a little bit to be able to stand.

- Another student will need help during the lesson. During the activity part, if he doesn’t understand whether to stand up or sit down, either ask him what he would do or have him paired up with a partner. Also, I will be helping the student on the pre-assessment and post-assessment with writing out some of the questions and crossing out 2 of the wrong answers so we can choose from only 2 options. Look at IEP for more details.

- One student has a focusing problem, so she will have some hands-on objects for her to mess around with to keep her from bothering other students. Look at IEP for more details.

MANAGEMENTIdentify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

I will be walking around the room while the students are working on their pre-assessment, post-assessment, and the project and making sure they are staying on task. I will have all the materials for the project set out on the table in the back of the room, so they will just grab everything they need after they are done taking their post-assessment.

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LESSON IMPLEMENTATION“I Do”(Teacher introduces lesson and models expected outcome of learning objectives)Describe how you will activate student interest and present the learning objective in an engaging way (this is your lesson opening).

1. I will show the students a video on youtube, https://www.youtube.com/watch?v=Kz1YnhCxaso2. I will open up the PowerPoint and ask the students, “So, what is Earth Day?”

a. After they have guessed, tell the students Earth Day is “a global event that is held each year as a show of support for Earth’s environment.” (slide 2)

b. Ask the students, “Is Earth Day a global event or does just the United States celebrate it?”

3. Before moving onto the next slide, I will ask them when is Earth Day?a. If they don’t know, give them a hint by saying it was this weekend.b. Answer: April 22nd (Slide 3)c. Have them share a story of what they did on Earth Day.

4. Continue on with the presentationa. On slides 7-9, ask the students “What is going on in the picture?”

i. “Why is it bad for the environment”5. Before going onto slide 11, ask the students, “Who organized the first Earth Day?”

a. Answer: Gaylord Nelson6. Continue on with the presentation7. On slide 18, there is an activity, “Is it GOOD for the environment or BAD for the environment?”

a. Explain to the students how to play:i. On each slide there will be either something that is good or the environment or

bad for the environment and they will have to guess. If it is good for the environment, the students will stand up, if it is bad for the environment, the students will sit down.

b. Then they will have to sort different objects into recyclable or non-recyclable8. After the activity, tell the students to brainstorm some ideas with their elbow partner that they

can do to better the environment on Earth Day. Give them about 1 minute to discuss.9. Then as a class, we will come together and put some ideas on the SmartBoard.10. Once we are down brainstorming, I will show them my project I made and that they will be

doing individually11. I will read off the three ideas I thought of to better the environment on Earth Day.12. I will explain to them the directions to make the project.

a. First, you think of 3 things you can do to better the environment and write 1 idea on each heart. Remind the students to use complete sentences with a capital letter and punctuation.

b. Once they are done writing their ideas, they can color their globe and their hearts with markers, colored pencil, or crayons. Mention not to color inside the heart where their sentences will be.

c. After they are done coloring, they will cut out their globe and hearts. Bring their project to the teacher so he/she can help tape the string to the globe and hearts.

d. Have the students write their name on the back of the globe.e. Have the students repeat back the directions

13. Before the students will work on the project, tell the students “You will be taking a short post-9 | P a g e

https://www.youtube.com/watch?v=Kz1YnhCxaso

test about what we learned today. After you are done with the test, then you can hand in your post-test and grab the piece of paper for the project.”

14. Before handing out the post-assessment, dismiss the students by rows to grab an office and go back to their desk. Then hand out the post-assessment.

Describe how you will communicate (to students) how the objective is relevant to their lives.The objective is relevant to the students’ lives because it will allow them to know what they are expected to do on Earth Day. The students will be able to know what they can do to help better the environment in their community.Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists)According to Vygotsky, learning can be enhanced by using the scaffolding method. Scaffolding is done when the teachers are building on prior knowledge. I will use this theory by having the students take a pre-assessment and asking questions on what they know about Earth Day.

Describe how you will check for students’ understanding before moving on to guided practice.During this portion of the lesson, I will be checking the students’ understanding by asking them questions during the presentation about what they know about Earth Day. I will also be checking their understanding by playing the activity of “What is Good for the environment and what is Bad for the environment.”

“We Do”(Teacher engages students in guided practice)Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).

1. On Slide 13, we will play an activity.a. On each slide, I will have either something that is good for the environment or bad for

the environment.b. Then the students will have to guess; they will stand up if it is good for the environment

or sit down if it is bad for the environment.2. After the activity, I will have the students brainstorm some ideas on what they can do to better

the environment with their elbow partner. I will have them talk for about 1 minute.3. Once the 1 minute is up, I will call on some of the students to give me some ideas them and

their partner came up with. I will write them on the SmartBoard as they give me the ideas.4. Once we are done brainstorming ideas as a class, I will show them my Earth Day project and

what three ideas I thought of to better the environment.5. I will explain to them the directions to make the project.

a. First, you think of 3 things you can do to better the environment and write 1 idea on each heart. Remind the students to use complete sentences with a capital letter and punctuation.

b. Once they are done writing their ideas, they can color their globe and their hearts with markers, colored pencil, or crayons. Mention not to color inside the heart where their sentences will be.

c. After they are done coloring, they will cut out their globe and hearts. Bring their project to the teacher so he/she can give them a string so they can tape their globe and hearts to the string.

d. Have the students put their name on the back of the globe.

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Describe how you will check for students’ understanding before moving on to independent practice.During this portion of the lesson, I will be checking the students’ understanding by having them come up with some ideas with their partner on what they can do to better the environment. Then they will tell me what they and their partner came up with and will write it on the SmartBoard. I will also have the students repeat the directions back to me on how to make the Earth Day project. Remind them of each step and in what order I would like them to do the project.“You Do”(Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? (this is the post-assessment)

1. Before working on the project, the class will be taking a short post-assessment.a. I will be dismissing the students by row to grab an office and bring it back to the desk.b. I will hand out the post-assessment

2. Once the students are done with the post-assessment, they will hand them in and give me their office so I can look them over and put them back where they belong. After they put their offices away, they will grab the piece of paper for the project and return back to their seats.

3. They will work quietly individually on their project.4. They will begin to work on their project by writing 3 ideas to better the environment, coloring,

and cutting out their pieces.5. After they are done cutting out their pieces, they will come to be to get a piece of string and

they will tape their globe and hearts to the strings.6. For the students who finish early, they can read quietly to themselves.

APPENDIX: Include a blank copy of your post-assessment.☒ Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson ClosingDescribe how you will reemphasize the lesson objective and any skills/content that were taught in an interactive manner (whole/small group, etc.).After the students are done with their projects, they will share to the class the three things they have thought of and wrote on their three hearts.

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ANALYZE(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following: Students’ progress from pre-to-post assessment. (if applicable) Factors that may have influenced the post assessment results. How the results of the post assessment highlight what areas of the lesson will require re-teaching (if

any).If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you used the same document for both the pre and post assessments, it is strongly encouraged that you show the comparison.

Question 1 Question 2 Question 30

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Pre-Assessment vs. Post-Assessment

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Description: The results of the pre-assessment and the post-assessment show me that they students improved on what they know about Earth Day. The pre-assessment results showed me that the students had a good idea of what Earth Day was but not the history behind it. The post-assessment showed me that the students paid attention to the content I was teaching and were engaged during the lesson.

REFLECTList and describe two things you feel you did well to plan, implement, or assess instruction (successes).

1) One thing I felt like I did a good job on using differentiated instruction. I showed many examples and non-examples of what is good or bad for the environment. I also provided an example of what the project will look like when they are finished. I knew the class liked moving around so I involved an activity that had them stand up or sit down.

2) Another thing that I thought went well was the flow of my presentation. I allowed time for the students to tell their stories but made sure they stayed on topic. I was able to transition from

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the presentation, to the activity, and then to the project.

List and describe two things you feel were challenges during the planning, implementation and/or assessment of the lesson.

1) One thing that was challenging was making sure all the students were actively listening to me as I taught my lesson. When I watched the video, I saw that some of the students were talking with their friends during some parts of the lesson. It is hard to multitask between giving the content on the lesson and making sure all the students are paying attention as you are teaching.

2) Another thing that was challenging was having all the students engaged and interested in the topic I was teaching. I tried to incorporate many different strategies such as watching a video, playing an activity, and talking with their elbow partner.

List and describe two ideas for redesign you would make if you were to teach this lesson again.1) I noticed that one thing I can do differently in my lesson is instead of calling on different

students, draw their name randomly so they don’t know who will get called on and that way all of them are paying attention to the lesson.

2) The other thing I noticed was while the students were talking with their elbow partners, there were a couple who didn’t want to be paired up so they argued the whole time instead of discussing what they were supposed to discuss. So next time, I will have them talk in more of a group instead of just partners.

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SEED 496 Teacher Work Sample Scoring RubricPre-Student Teaching

Teacher Candidate Name:_________________________________________________________________Semester: Spring Fall Year 20____Grade/Subject Area______________________________________________________________________

Task I: Professional Goal Setting

Components Advanced/Excellent4

Proficient/Competent3

Basic/Developing2

Below Basic/Needs Work

1

Professional Goal Setting and Reflection

Candidate identifies one well-planned goal and effectively communicates reasons/justifications for why s/he chose the goal.

Candidate provides a detailed action plan for the achievement of the goal and cites any specific resources s/he will use to enhance goal achievement efforts.

Candidate is highly effective at communicating any progress/growth made toward the goal in the reflection.

Candidate identifies one goal and communicates reasons/justifications for why s/he chose the goal.

Candidate provides an action plan for the achievement of the goal and cites resources s/he will use to enhance goal achievement efforts.

Candidate effectively communicates any progress/growth made toward the goal in the reflection.

Candidates identifies one goal but does not adequately provide reasons/justifications for the selection of the goal.

Candidate provides an action plan for the achievement of the goal but needs to work to develop a more specific list of resources to be used for achievement of that goal.

Candidate’s reflection on goal achievement is minimal and needs development.

Candidate does not identify a well-planned goal nor provide a reason for the selection of the goal.

Candidate does not provide an action plan for the achievement of the goal.

Candidate is not clearly able to reflect on his/her performance in the area of goal setting/achievement.

Task II: Contextual Information

Components Advanced/Excellent4

Proficient/Competent3

Basic/Developing2

Below Basic/Needs Work

1

Contextual Factors

Candidate clearly identifies numerous contextual factors which may impact the instructional strategies, approaches, and assessments used to support their students’ learning.

Candidate identifies several contextual factors contextual factors which may impact the strategies, approaches, and assessments used to support their students’ learning.

Candidate identifies very few contextual factors which prohibits his/her ability to fully recognize any impact those factors would have had on potential strategies, approaches, and assessments used to support their students’ learning.

Candidate does not identify the contextual factors.

Task III: Instructional Design and ImplementationComponents Advanced/Excellent

4Proficient/Competent

3Basic/Developing

2Below Basic/Needs Work

1

Standards/Objectives

All lessons contains evidence of setting measurable objectives that are clearly aligned with specific state and/or national standard(s).Lessons allow for numerous

Most lessons contains evidence of setting measurable objectives that are aligned with specific state and/or national standard(s).

Lessons contain minimal evidence of setting measurable objectives that are only somewhat aligned with specific state and/or national standard(s).

Lessons contain no evidence of setting measurable objectives and are not aligned with specific state and/or national standard(s).

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connections across the curriculum which serve to build understanding, and encourage application to real world issues.

Lessons allow for connections across the curriculum which serve to build understanding, and encourage application to real world issues.

Lessons allow for very few connections across the curriculum which do not build understanding, nor encourage application to real world issues.

Lessons allow for no apparent connections across the curriculum; students are not able to build an understanding or apply to real world issues.

Assessment

Incorporates a well-aligned pre-assessment to measure students’ prior knowledge of the learning objective and purposefully utilizes the results to inform planning/instruction for the lesson and post assessment.

Includes copies of the Pre- and Post-Assessments used.

Includes a copy of a high quality key/product to show desired outcome.

Incorporates a pre-assessment to measure students’ prior knowledge of the learning objective and somewhat utilizes the results to inform planning/instruction for the lesson and post assessment.


Includes a copy of a key/product to show desired outcome.

Incorporates a pre-assessment which partially measures students’ prior knowledge of the learning objective but fails to adequately utilize the results to inform planning/instruction for the lesson and post assessment.


Includes a copy of a key/product to show desired outcome.

Does not incorporate evidence of a pre-assessment to measure students’ prior knowledge of the learning objective.

Does not include copies of the Pre- and Post- Assessments used.

Does not include a copy of a key/product to show desired outcome.

Technology

Purposefully and consistently incorporates the use of available technology to further enhance instruction in ways that authentically engage all students in the learning experience. For cases where technology is not utilized, candidate provides a logical explanation.

Incorporates the use of available technology to somewhat enhance instruction in ways that engage most of the students in the learning experience. For cases where technology is not utilized, candidate provides an explanation.

Is still developing the ability to incorporate the use of available technology to enhance instruction in ways that engage the students in the learning experience. For cases where technology is not utilized, candidate provides an explanation.

Does not incorporate the use of available technology to enhance instruction nor provide an explanation for why technology is not utilized.

Differentiation, Accommodations, and Modifications

Purposefully adjusts instruction during lesson planning and implementation in order to significantly meet all of the identified needs of individuals, small groups or the class by including specific methods of differentiation, accommodations and modifications.

Adjusts instruction during lesson planning and implementation in order to meet some of the identified needs of individuals, small groups or the class by including general methods of differentiation, accommodations and modifications.

Attempts to adjust instruction during lesson planning and implementation but the differentiated instruction, accommodations and modifications used do not fully meet the identified needs of individuals, small groups or the class.

Does not adjust instruction during lesson planning and implementation in order to meet the identified needs of individuals, small groups or the class. No differentiation, accommodations and modifications present.

Management

Numerous management/motivational strategies are clearly identified and rationale provided for how these strategies serve to significantly enhance both student engagement and learning.

Management and motivational strategies are identified and rationale is provided for how these strategies enhance student engagement and learning.

Management and motivational strategies are not clearly identified and rational is lacking evidence of how these strategies fully serve to enhance student engagement and/or learning.

Management and motivational strategies to enhance student engagement and learning are not identified.

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Lesson Implementation

(I Do/We Do/You Do)

Purposefully activates student interest by consistently including a highly-effective/engaging introduction and closing.

Effectively introduces and repeatedly reinforces the learning objective(s) so that students are cognizant of expected outcomes.

Presents all content in a sequential manner and provides numerous opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Consistently checks for student understanding throughout the entire lesson cycle and provides detailed evidence of re-teaching/remediation where necessary.

Includes numerous detailed reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are supported by relevant theory/research that is clearly cited).

Activates student interest by including an effective/engaging introduction and closing.

Introduces and reinforces the learning objective(s) so that students are cognizant of expected outcomes.

Presents all content in a sequential manner and provides opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Checks for student understanding throughout most of the lesson cycle and provides evidence of re-teaching/remediation where necessary.

Includes reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are somewhat supported by relevant theory/research that is cited).

Attempts to activate student interest but needs to work to develop a more effective lesson opening and closing.

Needs to be more purposeful about introducing and reinforcing the learning objective so that the students are cognizant of expected outcomes.

Content is not always presented in a sequential manner and candidate needs to provide more opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Checks for student understanding throughout most of the lesson cycle and provides little evidence of re-teaching/remediation where necessary.

Includes reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are not sufficiently supported by relevant theory/research nor sufficiently cited).

There are no clear attempts to activate student interest. Candidate does not include evidence of an effective opening and/or closing.

Learning objective is not reinforced throughout the lesson.Content is not presented in a sequential manner and candidate does not provide evidence of allowing opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Candidate does not check for student understanding throughout the lesson cycle and there is no evidence of re-teaching /remediation.

Does not includes reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are not at all supported by relevant theory/research nor sufficiently cited).

Analyzes Includes professional-quality table/charts/graphs which clearly show post assessment results (and pre-post comparison if applicable)

Provides detailed description of the post assessment results which thoroughly addresses all of the following items :

students’ progress toward mastery of the objectives from pre-to-post

factors that may have affected the post assessment results

how the results of the post assessment highlight what areas of the lesson will

Includes average-quality table/charts/graphs which show post assessment results (and pre-post comparison if applicable)

Provides a description of the post assessment results which somewhat addresses most of the following items:



how the results of the post assessment highlight what areas of the lesson will

require re-teaching (if any)

Includes poor-quality table/charts/graphs which do not clearly show post assessment results (or pre-post comparison if applicable)

Provides a weak description of the post assessment results which does not adequately address the following items:



No quality table/charts/graphs which show post assessment (and/or pre) results.

Does not provide a description of the post assessment results is weak and illogical and does not address all of the following items:



how the results of the post assessment highlight what areas of the lesson will require re-

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require re-teaching (if any) how the results of the post assessment highlight what areas of the lesson will require re-

teaching (if any)

Lesson Reflection: Successes

Identifies, describes, and explains more than two relevant successful teaching strategies and provides detailed supporting evidence for why they were effective.

Identifies, describes, and explains two successful teaching strategies and/or provides supporting evidence for why they were effective.

Identifies, describes, and explains only one successful teaching strategy and/or provides only minimal supporting evidence for why it was effective.

Fails to adequately identify, describe, or explain successful teaching strategies and provides no supporting evidence.

Lesson Reflection: Challenges

Identifies and describes more than two challenges encountered throughout lesson.

Identifies and describes two challenges encountered throughout the lesson.

Identifies and describes only one challenge encountered throughout the lesson.

Fails to adequately identify, describe, or explain challenges encountered throughout lesson.

Lesson Reflection: Improvements

Identifies and describes more than two significant ideas for redesigning the lesson and provides full details to support the redesign.

Identifies and describes two ideas for redesigning the lesson and provides details to support the redesign.

Identifies and describes one idea for redesigning the lesson and provides very minimal details to support the redesign.

Fails to identify and describe an idea for redesigning the lesson and/or provides no details to support the redesign.

Overall Professional Quality of Teacher Work SampleComponents Advanced/Excellent

4Proficient/Competent

3Basic/Developing

2Below Basic/Needs Work

1

Writing Skills

Content Organization:

All formatting requirements followed: (Cover page, references/credits, font and spacing, anonymity)

Paper is well organized with clarity of thought and purpose.


All formatting requirements followed: (Cover page, references/credits, font and spacing, anonymity)

Paper is organized.


Most formatting requirements followed:(Cover page, references/credits, font and spacing, anonymity)

Paper is somewhat organized but candidate needs to continue to develop communicating thought and purpose.


Few formatting requirements were followed: (Cover page, references/credits, font and spacing, anonymity)

Paper requires much better organization of content and candidate needs to significantly develop in the area of communicating thought and purpose.

Conventions:

Writing has very few errors in spelling, grammar, punctuation, and/or sentence structure.

Conventions:

Writing has only occasional errors in spelling, grammar, punctuation, and/or sentence structure, but does not significantly detract from overall quality.

Conventions:

Writing has frequent errors in spelling, grammar, punctuation, and/or sentence structure, and this somewhat detracts from overall quality.

Conventions:

Writing has numerous errors in spelling, grammar, punctuation, and/or sentence structure, errors which significantly detract from overall quality.

Overall Quality:

Professionally written, high-quality paper.

Overall Quality:

Adequately written, average quality paper.

Overall Quality:

Writing and quality of paper are in development but resubmission is not required.

Overall Quality:

Poorly written, low-quality paper. Resubmission required.

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Name: _____________________________ Date:____________

What is Earth Day?

Who was the first person to organize the first Earth Day?

A) Abraham Lincoln

B) Albert Einstein

C) Bill Clinton

D) Gaylord Nelson

What day is Earth Day celebrated?

A) April 1st

B) April 22nd

C) April 18th

D) April 25th

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Earth Day

Name: _KEY_(Pre-assessment)_____________ Date:____________

What is Earth Day?

Earth Day is a global event that is held each year as a show for support for Earth’s

environment. (Answers may vary)


A) Abraham Lincoln

B) Albert Einstein

C) Bill Clinton

D) Gaylord Nelson


A) April 1st

B) April 22nd

C) April 18th

D) April 25th

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Earth Day

Name: _____________________________ Date:____________

What is Earth Day?


A) Gaylord Nelson

B) Albert Einstein

C) Bill Clinton

D) Abraham Lincoln

What are two ways you can better the environment?

1. ____________________________________________________________________

________________________________________________________________________

2. ________________________________________________________________________

________________________________________________________________________

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Earth Day


A) April 25st

B) April 1nd

C) April 22th

D) April 18th

List three items that can be recycled?

1. ________________________________________________

2. ________________________________________________

3. ________________________________________________

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Name: _KEY (Post-assessment)__________________ Date:____________

What is Earth Day?

Earth Day is a global event that is held each year as a show for support for Earth’s

environment. (Answers may vary)


A) Gaylord Nelson

B) Albert Einstein

C) Bill Clinton

D) Abraham Lincoln

What are two ways you can better the environment?

1. _On Earth Day, I will pick up litter in my community. (answers may vary)

________________________________________________________________________

2. _On Earth Day, I will plan my own garden at my house. (answer may vary)

________________________________________________________________________

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Earth Day


A) April 25st

B) April 1nd

C) April 22th

D) April 18th

List three items that can be recycled?

a) __Paper (answers may vary)___________________

b) __Plastic/Pop cans (answers may vary)_________________

c) __Glass (answers may vary)_________________________

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Earth Day Project:

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Earth Day Project Example:

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coriredmond.weebly.com · web viewidentifies, describes, and explains only one successful teaching...

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