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Northern State University Student Teaching Experience

Teacher Work SampleFall 2018

Candidate Name: Andrea Overman

Candidate Website Address: andreaoverman.weebly.com

Candidate ID Number: 7341009

Name of School where data was collected:

Subject/Content Area: Math, Language Arts, Reading, Social Skills, Study Skills. Special Education: Developmental and Cognitive Disabilities, Autism Spectrum Disorder, Other Heath Impaired, Learning Disabilities, Emotional and Behavior Disorder, Speech and Language Impaired, Hearing Impaired, Mild-Moderate.

Grade Level: Grades K-5 and 5-8

Date Submitted:

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: electronic submission)

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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 Student Teaching Experience. The TWS assignment includes the following tasks:

I. Professional Goal Setting and ReflectionII. Contextual Information III. Instructional Design and Implementation

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 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 ELED/SPED/SEED 488 Your electronic portfolio/professional website (please remember to remove the cover page

with identifying information before posting). Your university supervisor (please check with your university supervisor to determine which

format (print copy or electronic) he/she prefers.

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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 the Learner

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

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.

By the end of student teaching I will complete lessons based on student’s developmental level, their IEP goals and needs all while incorporating their interests.

I chose this goal because the main priority of teaching is the student or students the teacher is servicing. It does not matter if it is special education or general education the teacher needs to know the students. I also included including their interests because it helps build a relationship with the student if they know you are trying to make it fun for them and include their interests and to challenge myself a little.

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

Read all of the IEPs of the students on my caseload. Ask my cooperating teacher questions regarding the needs each individual

student has. Get to know the students on my caseload by asking them personal questions

about their disability, what I can do to benefit them, and things such as their favorite book, class, movie or color.

Implement their IEPs. Attend their IEP meetings. Create lesson plans that reflect their needs and goals and that match their

developmental levels.

e. Reflect on your progress/growth toward achieving this goal:I have read all of the students IEPs that I have been working with. I have also been asking students and the teacher about the needs of the students. I think that I have done a good job with the students and making progress towards my personal goal.

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Task II: Contextual Information (see rubric for scoring details)

Objective: Candidates gather contextual information and discuss factors that may influence the teaching and learning process.

Resources: Use a variety of resources to gather contextual information including Census data for the community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school counselor, Infinite Campus, student files (with administrative approval), school data available online.http://doe.sd.gov/reportcard/listnew/

**The below information and resource is take, in part, from Educational Testing Service Praxis Performance Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.

Contextual Information: This chart is designed to help you understand the many factors that affect teaching and learning. Understanding these factors as they relate to your teaching will help you determine the instructional strategies and approaches that will support your students’ learning. In this chart, address any factors listed as they pertain to your teaching assignment. The subcategories listed under each category are just suggestions; there may be other subcategories that you would like to address, or there may be a subcategory listed that does not apply to your situation.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students Ages: 5-14

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http://doe.sd.gov/reportcard/listnew/

(All subcategories listed in this box are required.)

Students’ grade and developmental levels; the age range of students; the content area being taught; any other factors that are pertinent to understanding your class assignment

Developmental Levels: Preoperational, Concrete Operational, and Formal Operational.Content Area: Social Skills, Study Skills, Math, Language Arts, and Reading.Disabilities: Developmental and Cognitive Disabilities, Autism Spectrum Disorder, Other Heath Impaired, Learning Disabilities, Emotional and Behavior Disorder, Speech and Language Impaired, Hearing Impaired, Mild-Moderate

Community(e.g., whether the area is urban, suburban, or rural; socioeconomic information; census data for the community)

Population: 2,576Mean Income: 52,100Property Value 156,600Poverty Rate: 10.6%Community: Urban

District(e.g., enrollment; percent of students receiving free or reduced-priced lunches; graduation rates; ethnicities; percent of students with IEPs; percent of students who are ELLs; per-pupil expenditures)

District: 1500Free and Reduced Lunch: 384 25.6%Special Education: 187 12.5%ELL: 15 1%Graduation Rate: 97.9%

School(e.g., enrollment; percent of students receiving free or reduced-priced lunches; ethnicities; percent of students with IEPs; percent of students who are ELLs; teacher-to-student ratio)

Elementary: 581 StudentsFree and Reduced Lunch: 168 28.9%Special Education: 72 12.4%ELL: 11 1.9%

Middle School: 483 StudentsFree and Reduced Lunch: 120 24.8%Special Education: 71 14.7%ELL: 4 8%

Task III: Instructional Design and Implementation Objective: Candidates design, implement, and assess a minimum of five lessons from multiple subject and/or content areas. (see rubric for scoring on each component)

Complete this task using the Common Lesson Plan Template (below) for 5 different lessons.

3 of the lessons must have been observed by your university supervisor Remaining two lessons should be lessons you have taught

Lesson #1

Millicent Atkins School of Education: Common Lesson Plan Template

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Teacher Candidate Name: Andrea OvermanGrade Level: 2nd

Subject: ReadingDate: 9/21/2018

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.2.1.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

List the Rationale (cite theories or theorists):Student will be given direct instruction with feedback and plenty of options to practice the material. The teacher will be modeling the material along with using scaffolding when the student is given practice. These practices or theories are based on Vygotsky and Anita Archer.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”Students will be able to read a passage and answer basic comprehension questions based on who, what where when and why. Student will be primarily focusing on who, what, where, and when at this time in their education.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.

Student is currently below grade level at this task, however to be able to comprehend basic information, stories and passages, they will be closer to being at present grade level standards. Being able to complete this task is also an appropriate skill to have as it is a preliminary skill for future endeavors that will occur as the student gets older.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).

Student is the only student in the classroom receiving services at the time. She is a white female in the 2nd grade and receive services under Autism Spectrum Disorder and a second disability of Speech and Language Impaired. Besides the student’s primary services, the student also receives services under occupational therapy, speech and language and Adaptive Physical Education. Describe your Knowledge of Students: (in terms of the whole class and individual students)(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).The student qualifies under Autism Spectrum Disorder and a second disability of Speech and Language Impaired. Besides the student’s primary services, the student also receives services under occupational therapy, speech and language and Adaptive Physical Education. The student works with a para professional throughout the day and uses a few different forms of behavioral chart to motivate them to work hard and stay focused during the day. List the materials/resources you will need to teach the lesson.

News to You article of the week, comprehension questions, pencil, stickers for reward, and behavior chart.

Technology

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Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.This lesson will be completed on the smart board. The student will be able to interact more and get up for a small sensory break if they walk up to the board. They will also stay more engaged. Student will also have the article read to them from the smart board. .

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Student will get the text read aloud to them. The student will also be given a comprehension work sheet that gives three options provided to them to assist on developing comprehension skills. Student will also be able to look back in the story as receptive language skills are still developing or are difficult for the student. Student will work behind a curtain if they are distracted by their surroundings.

Pre-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.

Student will read the previous week’s News to You article and complete the comprehension questions.

Pre-Assessment: 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. (Include charts, graphs if applicable)The information from the pre-assessment will determine how much the student knows about who what where and when. From there the teacher will present as many example questions needed for the student to understand. The more they get wrong the more questions they will need.

Classroom 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.

Teacher will sit across from the student to keep the student engaged in the instruction. Teacher will ask questions during instruction and also use the behavior chart that student uses throughout the whole day to keep student motivated. Student will also be relocated behind a curtain in the room if needed to keep from being distracted by their surroundings.

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. First the teacher will welcome the student to class. The teacher and student will discuss how their day has gone thus far and then the lesson will begin. The teacher will first start by explaining that they would be doing something similar to the other day. The teacher will state that the student will read a News to You article and then they would work on some comprehension questions. The teacher will remind the student that first they will learn a few things to help them understand that task a little easier. The teacher willthen pull up the smart board document that explains who, what, when and where. The teacher will go into

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detail and explain each of those. Teacher will provide example sentences that they will model and identify the who, what, where and when. Teacher will then ask the student to try identifying who, what where and when in the examples. The teacher will help guide the student and continue to give reminders until the student is comfortable. After the student is comfortable with that task the teacher will prompt the student to follow along and listen to the News to You article. When the article is done being read the teacher will ask the student to complete the comprehension questions. The teacher will then close the lesson.

“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).Student will complete the who, what, when and where examples where they will identify who, what, when and where. The teacher will use scaffolding and provide support by reminding the student of the definition of who, what, where and when. The student then will listen to the News to You article with the teacher.

“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? Student will complete the comprehension questions based on the News to You article. Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).Teacher will tell the student that they are proud that they did such a great job listening. The teacher will then restate what we learned and that who, what, where and when will be a great tool to remember as they keep learning more about comprehension. The teacher then will move the student up on their chart if they did a good job and the student will earn a sticker for working with the teacher. 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.

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AnalyzePost Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video. If applicable, insert a table/chart/graph before your explanation.

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The student was able to gain knowledge from the lesson. The student understood the basis of comprehension and was making progress towards meeting the overall goal of the lesson. I feel as if the student did not quite meet the goal however did a spectacular job during the lesson and made tremendous gains from the pretesting scores.

ReflectReflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.

I think that I did a nice job interacting with the student and making things clear for the student. I gave her a lot of examples to practice so that she could master the skill we were working on. There was not much that I would change from the lesson. I think that overall it was instructed very well, and I did not receive much for feedback. The one thing I would maybe work on would be using different colored pens on the smart board to reiterate the importance of the difference between who what where and when. The student and I had been working together for weeks prior and I think that it had shown in the lesson.

Lesson #2


Teacher Candidate Name: Andrea OvermanGrade Level: 2nd-3rd GradeSubject: Math

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Date: 9/28/2018PLANNING

List the Common Core/State Standard(s) to be addressed in this lesson.Geometry and Measurement 2.3.3.1, 3.3.312nd: Use time and money in real world and mathematical situations-tell time to the quarter hour and distinguish between am and pm. 3rd: Tell time to the minute, using digital and analog clocks. Determine elapsed time to the minute.

Both second and third graders will be focusing on telling time to the quarter after on an analog clock.

Rationale (cite theories or theorists):Student will be given direct instruction with feedback and plenty of options to practice the material. The teacher will be modeling the material along with using scaffolding when the student is given practice. These practices or theories are based on Vygotsky and Anita Archer.List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”Following a warm up, students will be able to tell time to the quarter after.


Students of 2nd and 3rd grade should know how to read the clock to the quarter hour. This skill will allow the students to gain more independence and functional life skills. This is also a preliminary skill needed to accomplish grade level standards.


There are 5 students in math group. They are 2nd and 3rd graders; 2 girls and 3 boys. All of the students receive special education services and four of the 5 students are White and one is Hispanic.

Describe your Knowledge of Students: In terms of the whole class and individual students

(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).All of the students in the math group are working on functional math skills. They have behavior charts that they use throughout the day and also a chart for during math group. Students in math group are also motivated to have good behavior by earning a marble in a jar. When the jar is full they earn a party. The students in math group have para professionals that work with them in math group along with throughout the rest of the day. Students in this group also need some modeling, hand over hand for writing. Along with those services students also receive occupational therapy, physical therapy, adaptive physical education and speech and language services. The other chart that students use during math class is one that helps them practice raising their hand instead of blurting, following directions and answering questions to participate in class. These are all skills the students are working on to accomplish whole body listening which is something they are learning in social skills class. List the materials/resources you will need to teach the lesson.

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Smart board, work sheet, clock on board, smart board markers.

TechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.Students will use the smart board so then the material may be displayed for all of them to see. Students will also be able to come up to the smart board to participate in class.

Accommodations Base this on the information you provided for Classroom Demographics and Knowledge of Students above.Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Students will be using an aid in the class to provide them with all of the extra needs that they have. (ex: behavior, hand over hand writing needs, or extra modeling) Students will be given both pre and post-test during one on one times. Providing these tests during one on one times assures that the students will be focused and do the best that they can. All of the students are easily distracted by noises and their surroundings. The students will also be given a warm up before their post-test. The students have autism and other needs. These needs make receptive language difficult and having a visual again before the test makes sure that all directions are clear.


Students will be given a work sheet with analog clocks to the quarter after. Students will do the best that they can, and teacher will score the test with the hour and minute being one point each.

Pre-Assessment: 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. (Include charts, graphs if applicable)The results of the pre-assessment will determine how many examples the teacher will directly teach and how many examples each student will practice with the teacher.


Teacher will walk around the classroom and use proximity to keep students engaged. Students will also be practicing all of the problems, so they are always engaged and not going off task. Students will also use a behavior chart and will be moved back into yellow or red if they are not using whole body listening. Students will also be asked to come up to the board and will be called up to the board to keep engaged.

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. Teacher will welcome the students to class. The teacher will ask them how they are feeling today and

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maybe ask them what zone they are in. The teacher will then ask who will remind them of the marble for the jar. (Behavior Program) After the teacher chooses someone for the marble they will proceed with the math lesson. The teacher will remind the students that they have been working on time to the hour and half hour and today they would be expanding on that. The teacher will tell the students that they are going to learn how to tell time to the quarter after or the 15 min. The teacher will first go over the little hand and big hand and that they are also called the hour hand and the minute hand. The teacher will then talk through and remind the students that when the big hand is on the 12 that we say o’clock and when it’s on the 6 we say 30. The teacher then will talk through what we say when the big hand is on the 3. Teacher will count by 5’s to the three until they hit 15. Teacher will review these tasks a few times. After that the teacher will go over a few examples of telling time to the quarter after. After modeling it a few times the teacher will ask the students to do some with them.

“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).The teacher will first model many examples first and then will ask the students to participate in practice. The teacher will have the students first work out each problem on their own paper and then put their thumbs up when they are done. The teacher will then come around and check each student’s work. When that process is complete then the teacher will go over it on the board or have the students come and work it out on the board with them. Each student will have several times to practice. There are also aids in the classroom who will be assisting the teacher.

“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? Students will complete the you do portion of the lesson in one on one time the following week with a few examples. (explained in the accommodations). Students will complete a work sheet with a few problems on it. Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).Teacher will explain that now the students know time to the hour, half hour and to the quarter after hour and they are one step closer to telling time all together.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.

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The students really excelled with this lesson. They grasped the materials and completed the lessons expectations. It was really exciting to see the students excel. Almost all students got 100% on the post test so I would have to say the students did meet the goal of the lesson.


I thought that overall the lesson went very well. I again did not have much for feedback on things to focus on. I think that I had a great relationship with the students and they really understood my teaching style from previous weeks working with them. I think that overall behavior planning, and management was where I had really grown in this lesson from previous lessons. I liked giving a small group lesson rather than a one to one. The one thing I could have changed and improved on during the lesson was counting out and explaining why quarter after was 15. I should have explained more about how we count by 5’s around the clock etc. I think that this lesson was good overall and really exemplified Anita Archer’s explicit instruction model.

Lesson #3


Teacher Candidate Name: Andrea OvermanGrade Level: 5th and 8th Subject: Functional MathDate: 10/23/2018

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PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.5.1.3.4 Solve real-world and mathematical problems requiring addition and subtraction of decimals, fractions and mixed numbers, including those involving measurement, geometry and data.

5.1.3.1 Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms

Rationale (cite theories or theorists):Student will be given direct instruction with feedback and plenty of options to practice the material. The teacher will be modeling the material along with using scaffolding when the student is given practice. These practices or theories are based on Vygotsky and Anita Archer.List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”Students will be able to identify pennies, nickels and dimes; find the value of a group of these coins, up to one dollar.


Students in this class have developmental and cognitive delays and specific learning disabilities. Students in this class have IQ’s of 65, 56 and an 85. These students are performing well below grade level and have academic IEP goals to identify pennies, nickels and dimes; find the value of a group of these coins, up to one dollar. They also need to be able to count basic money for their future functional life skills.


Students in this class are all girls and all white. They are under the disability categories of developmental and cognitive delays and specific learning disabilities.


(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).Students in this class need things brought down to a simple level and are working on functional math goals. The students would benefit from explicit instruction of this lesson and would really benefit from the repetition the lesson will provide. The students work well with manipulatives so the teacher will allow them to use them during this lesson as well. List the materials/resources you will need to teach the lesson.

Smart Board lesson on money. Money manipulatives and worksheet.

TechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.

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Students will use the smart board so then the material may be displayed for all of them to see. Students will also be able to come up to the smart board to participate in class.

Accommodations Base this on the information you provided for Classroom Demographics and Knowledge of Students above.Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Students will be using manipulatives and touch points to help them understand and scaffold until they can complete this task concretely.


Students will be given a work sheet to help the teacher identify where the needs of the students are. They will need to identify how much each coin is worth and then also add up the total and write it on the paper.

Pre-Assessment: 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. (Include charts, graphs if applicable)The results of the pre-assessment will determine how many examples the teacher will directly teach and how many examples each student will practice with the teacher.


Teacher will walk around the classroom and use proximity to keep students engaged. Students will also be practicing all of the problems, so they are always engaged and not going off task. Students will also be asked to come up to the board and will be called up to the board to keep engaged.

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. Teacher will welcome the students to class and ask them how their day is going. The teacher will then remind the students that they have all been working really hard on identifying coins and adding mixed coins but they would keep earning those skills some more today. The teacher will first review with the students all of the coins and how much they are worth. Then the teacher will slowly start to model how to add change together with the touch points on them. The examples will then keep getting to be bigger and also then eventually take off the touch points. The teacher will keep modeling how to count the coins using the touch point strategies even though the touch points will not be present.

“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).As the teacher keeps modeling how to count mixed change the teacher will then begin to call on students

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to help demonstrate how to count the change up on the board. The students will also have the worksheets, so they can follow long and practice the problems as the class goes along. The teacher will begin to decrease the support that the students need as they show they are starting to grasp the lesson.

“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? The students will be asked to complete a few problems on their own as the teacher goes around and checks the work of the students. The students will then complete a posttest work sheet that they will turn in for a grade at the end of the lesson. Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).The teacher will explain to the students that they all did a wonderful job and that they will be continuing these skills throughout the next coming weeks and then hopefully be able to add on to those same skills with adding dollar bills and change. The teacher would then dismiss the students. 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.

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This lesson went well overall. I think that the students were working hard trying to understand the knowledge presented. The goal was to be able to count mixed change to a dollar however they did not meet this goal. The students who participated in the lesson improved from the pretest to the post test however they improved their skills on coin recognition more than they did counting the change.


I think this lesson went well. Some of the positive feedback I received was that I was very patient, and I provide good wait time for the kids. I also was complimented on how well I did with a student that had a really slow processing speed and one with a really fast one. This lesson did not turn out exactly the way I wanted it to but they did improve skills form the lesson. Counting mixed change is a skill these girls will not have mastered probably this year even. I think they showed great gains on identifying coins however did not improve of the goal of the lesson which was to be able to count mixed change. One thing I would change would be not to say the word dumb. I was trying to get a point across and I did not mean that however it did come out. So I would be more conscious about what comes out of my mouth.

Lesson #4


Teacher Candidate Name: Andrea Overman

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Grade Level: 5thSubject: MathDate: 11/5/18

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.5.3.2.2 Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Example: Measure the volume of a cereal box by using a ruler to measure its height, width and length, or by filling it with cereal and then emptying the cereal into containers of known volume.

Rationale (cite theories or theorists):Student will be given direct instruction with feedback and plenty of options to practice the material. The teacher will be modeling the material along with using scaffolding when the student is given practice. These practices or theories are based on Vygotsky and Anita Archer.List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”By the end of the lesson the student will be able to measure line segments to the nearest inch.


Student will be measuring lines to the nearest inch. This task is age appropriate and is also developmentally appropriate. Being able to measure lines will strengthen their ability to understand measuring in the unit of inches so they are able to maybe become a construction worker or an assistant etc. This is a good life skill and is great for students to learn at this age/level.


This student is a white male and has down syndrome. That student is a fifth grader and is working on some functional and academic goals. This student uses a behavior chart and moves up on the chart when expectations are met and moved back when expectations are not being met. This student uses a lot of terminology from the Zones of Proximal Development Curriculum. This student also receives speech and adaptive physical education services. Describe your Knowledge of Students: In terms of the whole class and individual students

(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).Student receives speech and adaptive physical education services. The student has academic and functional goals and is almost proficient in all of his math academic goals. The student uses a behavior chart during the day and has a paraprofessional in every class. List the materials/resources you will need to teach the lesson.

Ruler, paper with line segments, test.

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Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.Student will not need any assistive technology at the time of the lesson. Student will receive the instruction in a quiet place in the classroom to enhance focused learning.

Accommodations Base this on the information you provided for Classroom Demographics and Knowledge of Students above.Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Student will receive the instruction in a small space and will be taught in a one to one setting. They will also be instructed with a lot of repetition and a lot or opportunities to practice.


Student will measure line segments with a ruler on a piece of paper.

Pre-Assessment: 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. (Include charts, graphs if applicable)The teacher will use that data from the test to decide how much practice the student will need.


Student will be in a quiet area, so distractions are limited. The student also uses a behavior chart that they move up on when they are following the expected behaviors and they move back when they are not following them. Teacher will also be in close proximity to the student and able to redirect quickly if necessary.

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. Teacher will welcome the student to class and ask how the student is doing. The teacher will then remind the student that they have been working on measuring skills and that they would continue learning more about measuring. The teacher would review what a ruler is and explain that it is the tool they would be using to measure a line segment. The teacher will explain that a ruler is used to measure in inches. The teacher will then move on to modeling some examples for the student. The teacher will explain that to measure a line you must line the end of the ruler up to the edge and then count how long it is. The teacher will explain that you count until the line ends. The teacher will then write the answer down and then they will explain that you must label it inches. The teacher will model how to measure a line a few times and then allow the student to practice the skill.

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“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).The student would then practice measuring different lines provided to them by the teacher. The teacher would use scaffolding and give guidance to the student while they are practicing. The teacher would continue to monitor and give support until they felt as if the student could complete the activity of measuring on their own.

“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? The student will complete their post test assessment as the you do activity. The teacher and the student will complete one problem together and then the student will complete the rest on their own. Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).The teacher will tell the student that they did a great job and then that they would keep practicing how to measure more things the rest of the week. 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.

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The student achieved the objective for the lesson. He only made one mistake and only lost one point on the post assessment. His dad told me he wanted to measure things at home that night. The student went from a score of 1/14 to a score of 13/14. The student completed the goal and was able to measure lines to the nearest inch.


I feel as if I gave a very effective lesson. The student was engaged the entire time and I think that I used scaffolding properly.

Lesson #5


Teacher Candidate Name: Andrea OvermanGrade Level: 2ndSubject: MathDate:

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

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2.4.1.1 Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units.

Rationale (cite theories or theorists):Student will be given direct instruction with feedback and plenty of options to practice the material. The teacher will be modeling the material along with using scaffolding when the student is given practice. These practices or theories are based on Vygotsky and Anita Archer.List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”By the end of the lesson students will be able to graph data as a bar graph.


Students at this age level are working on this as one of their state standards and it will be something that is assessed on their state assessment.


There are 5 students in math group. They are 2nd and 3rd graders; 2 girls and 3 boys. All of the students receive special education services and four of the 5 students are White and one is Hispanic.


(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).All of the students in the math group are working on functional math skills. They have behavior charts that they use throughout the day and also a chart for during math group. Students in math group are also motivated to have good behavior by earning a marble in a jar. When the jar is full they earn a party. The students in math group have para professionals that work with them in math group along with throughout the rest of the day. Students in this group also need some modeling, hand over hand for writing. Along with those services students also receive occupational therapy, physical therapy, adaptive physical education and speech and language services. The other chart that students use during math class is one that helps them practice raising their hand instead of blurting, following directions and answering questions to participate in class. These are all skills the students are working on to accomplish whole body listening which is something they are learning in social skills class.List the materials/resources you will need to teach the lesson.

Data sheet, smart board, pencils and worksheet.

TechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.Students will use the smart board so then the material may be displayed for all of them to see. Students will also be able to come up to the smart board to participate in class.

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Accommodations Base this on the information you provided for Classroom Demographics and Knowledge of Students above.Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Students will be using an aid in the class to provide them with all of the extra needs that they have. (ex: behavior, hand over hand writing needs, or extra modeling) Students will be given both pre and post-test during one on one times. Providing these tests during one on one times assures that the students will be focused and do the best that they can. All of the students are easily distracted by noises and their surroundings. The students will also be given a warm up before their post-test. The students have autism and other needs. These needs make receptive language difficult and having a visual again before the test makes sure that all directions are clear.


I will provide the students with the data and a blank graph that they need to graph the data onto.

Pre-Assessment: 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. (Include charts, graphs if applicable)The results of the pre-assessment will determine how many examples the teacher will directly teach and how many examples each student will practice with the teacher


Teacher will walk around the classroom and use proximity to keep students engaged. Students will also be practicing all of the problems, so they are always engaged and not going off task. Students will also use a behavior chart and will be moved back into yellow or red if they are not using whole body listening. Students will also be asked to come up to the board and will be called up to the board to keep engaged.

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. Teacher will welcome the students to class. The teacher will ask them how they are feeling today and maybe ask them what zone they are in. The teacher will then ask who will remind them of the marble for the jar. (Behavior Program) After the teacher chooses someone for the marble they will proceed with the math lesson. The teacher will begin by talking about how data is the numbers we collect from something. It could be how many people are 6 years old or 7 years old. It could be how many of each color skittles there are in a bag. Then the teacher would move on to showing and modeling how to graph the data onto the bar graph. The teacher would model that until needed.

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“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).The teacher would begin to ask the students to come up and show the class how to graph the data onto the graph. The teacher would use scaffolding as needed until the students needed it.

“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? The teacher would hand out a worksheet that the students would complete as the you do portion. This would also be the post test that the students complete. Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).Teacher would tell the class they did a great job and explain what they would be working on tomorrow. The teacher would then let the person with the clothes pin pick a marble for the jar. 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.

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Students in this class all made gains toward their goal and they all accomplished the goal of the lesson to one hundred percent.


I think that my instructional strategies were very clear and concrete. I think that it was easy for the kids to catch on and they all made great progress towards their goal of graphing their data.

Teacher Work Sample Scoring RubricStudent Teaching Experience

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

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

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

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

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

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

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

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

AssessmentIncorporates a well-aligned pre-assessment to measure students’ prior knowledge of

Incorporates a pre-assessment to measure students’ prior knowledge of

Incorporates a pre-assessment which partially measures

Does not incorporate evidence of a pre-assessment to measure

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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.

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.

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.

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.

Accommodations

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.

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

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

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.

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

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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).

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).

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).

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

require re-teaching (if any)

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:



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

teaching (if any)

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-

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.

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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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