lschlotterback.weebly.com · web viewmy goal is to be able to effectively organize and manage my...

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 (five 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.

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

● Your university supervisor (discuss the format)● D2L for Student Teaching (488) course● Your electronic portfolio/professional website (please remember to remove the cover page

with identifying information before posting).

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Task I: Professional Goal Setting (Goal Statement and Action Plan due week 2; Goal Reflection due week 10).

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

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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.

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

a. Identify the Framework Category to which your goal aligns:i. Knowledge of Pedagogyii. Knowledge of Self as an Individualiii. Knowledge of the Learneriv. Knowledge of Contentv. Knowledge of Self as a Teacher and Member of the Learning Community

b. Identify the specific Category Outcome you will use to determine your goal:i. Classroom Management and Organizationii. Respect and Concern for Studentsiii. Developmental Needsiv. Understanding Subject Matterv. Parent and Community Involvement

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.

i. My goal is to be able to effectively organize and manage my classroom so that lessons and activities can flow easily. I would like to accomplish this goal because I believe that classroom management and learning how to transition is one of the hardest things to learn and do effectively. By striving to do this right from the beginning I believe that it will give me time to learn from my mistakes and learn a different way to do classroom management and organization.

ii. My goal is to be able to connect with students and gain their trust. This goal, I feel, has a great impact on everything else going on in the classroom. If students do not have a trusting relationship with the teacher then they will not want to follow directions or participate.

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iii. My goal is to be able to meet every child’s needs. This is very important to accomplish because each student learns differently. As a teacher you need to be able to understand this and help students learn to the best of their ability.

iv. My goal is to try new subject matter that I am not familiar with. This allows me to try something new and know how I can decipher new material. When I have my own classroom everything is going to be new so being able to have already gone through that before can be a great advantage.

v. My goal is to effectively communicate with parents about their students. This seems like a very basic thing but can make a huge impact on how the year goes. If you have parent support from the beginning then the students know that everyone is on the same page.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:i. I will first be observing and talking to my cooperating teacher about different strategies

that she has done and how to carry them out effectively in the classroom. I will also be observing other teachers in their classroom to get multiple ideas of how to manage and organize classrooms in different ways. Then once I have different strategies available from observations and discussions I will be choosing a couple to introduce in the classroom. This will allow me to slowly see which strategies may work with the students and which ones may need to be altered or used differently. Then I will narrow done the strategies to a couple and use them consistently in the classroom.

ii. I will be communicating with students and making myself available if they need to talk about anything. Asking students about things they are doing in the classroom or out of the classroom shows them that you care about what they are doing and are not just there to teach them information.

iii. I will be talking with my cooperating teacher about students who have accommodations and what can be done to help them. This lets me know what students to keep an eye from the beginning of the year. To help other students in the class I will make sure that I explain and present things in different ways so that different learning styles are available for them.

iv. I will be asking my cooperating teacher if there is content I can look at or different materials available for different subjects. I will also try teaching different topics and subjects so that I am exposed to many new materials and how I can present them.

v. I will be talking with my cooperating teacher about different ways that she communicates with parents. I will also be using the Class Dojo app in the classroom that parents can connect with on their devices. I will also be sitting in on the conferences for this semester to see how different situations are brought up and addressed.

e. Reflect on your progress/growth toward achieving this goal (this section due by week 10):i. I feel like I have learned many new strategies for classroom management. The biggest

thing that I have learned throughout this semester is to be consistent and concise with management. These need to be started at the beginning of the year and carried

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throughout. I feel like the students respect me and will follow directions even if my cooperating teacher is not there.

ii. Many students have come up and shared things that they are hurt about, excited about, or something they just want to share. I feel like the students trust me enough to come up and tell me if there was an issue going on at recess or if they did something really fun over the weekend.

iii. I have grown a lot in this goal over the semester. I now can see students who are struggling and know what needs to be done to help them. I already know what changes I need to make for the students with accommodations on certain tasks or projects.

iv. I have gotten to experience many different situations with parents both positive and negative and have seen the different ways my cooperating teacher has handled them. In the spring I will get the opportunity to lead some of the conferences for some of the students.

Task II: Contextual Information (due week 2); 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 taken 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. Such factors include the community, classroom procedures, student demographics, and the physical environment in which teaching takes place. 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

(All subcategories listed in this box are required.)

Students are in the third grade between the ages of 7 and 8 years old and are in the concrete operational stage according to Piaget. The content area that is being taught is science, math, and

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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

reading.

Community

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

My placement is located in an urban school setting in the Midwest region of the United States. The urban city that I am located in has a population of 173,000 people and is the largest city in the state. School X is one of 23 elementary schools, along with five middle schools and four high schools.

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 X for elementary schools has 12,067 students enrolled in the 2014-2015 school year. In the school there are 50.6% of students that are eligible for free or reduced lunches. In District X there are six different ethnicities: Caucasian, American Indian, African American, Asian, Hispanic, and Pacific Islander. With those different ethnicities there are 65.4% Caucasian, 4.6% American Indian, 11.1% African American, 3.2% Asian, 10% Hispanic, and 0.2% Pacific Islander. There are 1,880 students with Individualized Education Plans or IEPs. There are also 1,337 students enrolled in ELL. At District X the teacher-to-student ratio is 1 to 13.4.

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)

School X has 928 students enrolled in the 2016-2017 school year. In the school there are 18.7% of students that are eligible for free or reduced lunches. In School X there are five different ethnicities: Caucasian, American Indian, African American, Asian, and Hispanic. With those different ethnicities there are 87.7% Caucasian, 0.7% American Indian, 4.2% African American, 1.6% Asian, and 1.9% Hispanic. There are 107 students with Individualized Education Plans or IEPs. There are also 37 students enrolled in ELL. At School X the teacher-to-student ratio is 1 to 18.

Classroom Demographics In the classroom there are two different ethnicities,

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(e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students physical needs, and those due to cultural characteristics).

Caucasian and African American. Within those two ethnicities the classroom is 91.3% Caucasian and 8.7% African American. The classroom has 11 girls and 12 boys. This classroom also has two students with Individualized Education Plans or IEP’s. One student in the class also has a health plan for food allergies. One other student is enrolled in the ELL program as well.

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).

This classroom has a wide variety of needs that need to be met. There are students that are at grade level with reading, some that are below, and some that are above grade level. Because of these differences students are put into reading groups with other students that are at the same level as them. This allows for the groups to read and learn together and grow together. There are two students in the classroom that require extra assistance during the day. One has an aid that helps at certain times of the day for reading and math. Another student becomes distracted easily and has a hard time staying on task so has to have reminders throughout the day. In the classroom there are seven students that favor reading and writing, six students that favor math, seven that favor science, and three that favor social studies.

Task III: Instructional Design and Implementation (due week 10)

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)

To complete this task refer to the Common Lesson Plan Template. You will complete the Common Lesson Plan Template (below) for 5 different lessons, 3 of which must be lessons that were observed by your university supervisor.

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Teacher Candidate Name: Leann Schlotterback

Grade Level: 3rd Grade

Subject: Physical Science

Date: Wednesday, October 12, 2016

Millicent Atkins School of Education: Common Lesson Plan Template

PLANNING

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

3-PS2-1 Plan and carry out an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

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

Students will be able to show and explain different examples of force.

Students will be able to explain the difference between balanced and unbalanced force.

Describe how the objective is relevant to students’ lives.

This relates to the students life because they do many different tasks throughout their life that relate to balanced and unbalanced force. It is important for them to know that when they do something there is a reaction to that action as well.

According to Charles Bonwell students need to be actively engaged in their learning experience. It has been shown that students learn and retain more information if they are having the opportunity to learn in different styles. The information needs to be portrayed in 8 | Page

more than just one way.

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

● Force● Unbalanced● Balanced● Motion

List the materials you will need to teach the lesson.

● Tug of War equipment borrowed from the PE teacher

ASSESSMENT

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.

Students will be watching videos a couple of days before this activity to see different examples of balanced and unbalanced force. During this time we will talk about why they are different and their reasoning behind their answer,

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

Is your pre-assessment included at the end of this lesson plan?☐

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No

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 plan to watch the videos and have our discussion on Monday, October 10.

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

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.

Students showed great understanding of both balanced and unbalanced force. I feel that since they almost fully understand the concept it is time for them to be the ones experiencing balanced and unbalanced force. This will allow them to explain the process in detail.

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

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the lesson.

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

No

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?☐

No

TECHNOLOGY

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

● Smartboard● Doc Cam● Youtube for videos

ACCOMMODATIONS

Describe 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).

Input

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● Examples will be provided.● Exact directions will be given and vocabulary words will discussed thoroughly. ● Extra discussion time can be provided as needed.

Guided Practice

● More explanation and support will be given as needed.● We will do one thing at a time to eliminate confusion and the content will be

demonstrated and modeled.Independent Practice

● Provide more one-on-one support with students that need help.● To ensure students are on task I will walk around the room.

Assessment

● Extra support/guidance will be given to those who haven’t grasped the content during the next lesson when we build upon the new skills we just learned.

MANAGEMENT

Identify 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.

Since this lesson will be hands on and more active it is very important to give clear and concise directions before any of the students become involved in the activity. Therefore, all students will hear the directions before heading outside. Since not everyone can be using the tug of war at the same time students who are watching will be asked to look for observations and form their opinion of why something occurred. This makes sure that each student has a task to do even if they are not using the tug of war equipment.

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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).

Students will be shown different video examples of balanced and unbalanced force to review what we have been learning about since Monday. I will share with the students how we will be able to experience these types of forces for ourselves today.

Describe how you will communicate (to students) how the objective is relevant to their lives.

I will be talking with the students on how we need to take all of the information that we have talked about and learned about and apply it to the activity that we will be doing today.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists)

According to Charles Bonwell students need to be actively engaged in their learning experience. It has been shown that students learn and retain more information if they are having the opportunity to learn in different styles. The information needs to be portrayed in more than just one way.

Describe how you will check for students’ understanding before moving on to guided practice.

I will ask students if there are any questions about the topics before we move onto directions for our activity.

“We Do”

(Teacher engages students in guided practice)

Describe the learning activities you will use to provide students multiple opportunities to

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practice the skills and content needed to meet the learning objective(s).

Students will be given directions on the Tug of War activity that we will be doing outside for part of the class time. The directions are:

1. When we go outside stay on the sidewalk until everything is set up.2. Everyone that wants a chance to participate in the activity will be able to and if you do

not want to then just say pass when your name is called.3. If you do not have self control then you will not the chance to participate.4. When it is your turn to come up you do not pull until I say go and you need to stop when

I say stop.5. All of these things are for everyone’s safety so if we cannot follow them then we will

come back inside.

Next, we will go outside and get the Tug of War set up and I will call the first group up for each side of the rope.

Describe how you will check for students’ understanding before moving on to independent practice.

I will ask students if there are any questions before we start the Tug of War.

“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)

Students will get the chance to come up and participate in being on either side of the rope. They will get to experience either being a part of balanced or unbalanced force. The students that were at the rope for that round will explain what it felt like and why they thought it was balanced or unbalanced force. The rest of the class that was watching will give their observations and why they thought it was balanced or unbalanced force based on what they saw.

APPENDIX: Include a blank copy of your post-assessment.14 | Page

Is your BLANK COPY of the post-assessment included at the end of this lesson plan?☐

No

Lesson Closing

Describe how you will reemphasize the lesson objective and any skills/content that were taught in an interactive manner (whole/small group, etc.).

Students will head back inside and we will discuss as a class what observations that they made. Then we will also discuss some real life examples of balanced and unbalanced force and differences between the two ways.

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.

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Description:

REFLECT

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

I felt like I showed good examples of balanced and unbalanced force and was able to get the students start thinking about different examples.

Another thing that I thought went well was the directions that I gave to the class. Everyone was on the same as we went out to do the activity.

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

One challenge throughout the activity was to make sure that the students that were grouped together were able to follow the directions.

Another challenge was to keep the students watching engaged in the activity.

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List and describe two ideas for redesign you would make if you were to teach this lesson again.

One idea that I would use for the next time I do this lesson would be to have the students watching have a task they needed to so on the side.

Another idea for next time is to have specific groups set for the activity so that it is planned out already.



Subject: Reading

Date: Friday, October 21, 2016


PLANNING


RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.3. Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

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Students will be able to understand a text and give exact examples from the text.

Students will be able to describe characters and how they impact what happens in the story.


Students can learn from other people and other their opinions. By listening to others they can get a different look at the text and uncover something that they might have not seen before. Students learn that working together can help them instead of hold them back.


● Characters● Plot● Theme● Setting


● Reindeer Do Wear Striped Underwear by Debbie Dadey and Marcia Jones● Plickers Cards

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ASSESSMENT


Students will be talking about what they think the book is going to be about looking at the cover and reading the back. By just looking and reading those things students will talk about possible characters, setting, theme, and plot. Students will be taking the Plickers quiz based on the information that we just talked about for the book.



Yes



This will be done the first day we meet for this reading group which will be Monday, October 10.


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Students had a pretty good understanding of characters and setting. The main things that we will be focusing on throughout the next two weeks is plot and theme.

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.


Yes

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

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model of the desired outcome.


Yes

TECHNOLOGY


I will be using the Plickers app for the post assessment to see students and their understanding of the book and all of its components.

ACCOMMODATIONS


Input


Guided Practice


demonstrated and modeled.

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Independent Practice


Assessment


MANAGEMENT


Students will be told at the end of the activity that whoever wins will get to choose what they do for their last station for reading groups. This will be an incentive for students to try their best and use their book as a resource to answer the questions. Students will also be responsible for giving their own answer so I will then know who understood different components of the book and who might still need some help.


“I Do”



I will begin our reading group meeting time by explaining how Plickers works. I will give each

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of them their card to answer the questions and show them how to hold them so that they answer correctly for each of the questions. We will be doing a practice question so that if there is any confusion we can work it out before the questions about the book.


I will be telling students that when they are answering the questions to remember what others in the group said and items that they pointed out in the book. By remembering your thinking and others it can give you that whole picture that you need to understand a book.


According to Vygotsky’s Zone of Proximal Development students can learn by working with others. Students might learn or accomplish something that they would not be able to on their own. This means that students are learning while working with others and gaining or retaining that information for future use in the topic.


I will ask students if their are any questions before we move onto guided practice.

“We Do”


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).

Students will each get their own Plickers card to answer the questions about the book. The questions that will be asked are:

1. What did Eddie want to do when he arrived at the zoo?2. What three things did Liza imagine that might happen to her at the zoo?3. What scared Liza?

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4. What was unusual about the reindeer?5. Who do the kids think the man is?6. What was Eddie going to ask the man for?7. Who is Mr. Zep?8. What reason did Howie give for Santa not delivering presents this year?9. What does Eddie have to do to be on the good list?10.What do the check marks mean?11.What were three things that Liza thought might happen is Eddie messed with the

Naughty List?12.What does Eddie do to get off the Naughty List?13.How was Christmas saved?


I will ask after each question is answered if there are any questions so that no one does not understand a certain part of the book.

“You Do”



Students will think for about a minute to decide what their favorite part of the book was and why. Then they will each share with the group their reason and why.

APPENDIX: Include a blank copy of your post-assessment.


Yes

Lesson Closing


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Students will discuss as a group what the plot, setting, theme, and characters were and how they impacted the book.

ANALYZE







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Description: This shows the difference between how each student did on the pre and post assessment. The assessment had all of the same questions about the book.

REFLECT


One thing that I felt I did well was ask different questions where students had to think back into the book and remember what occurred.

Another thing that I thought I did well was explain how the Plickers app worked so that each student could answer to the best of their ability.


One thing that was a challenge was having enough time to include everything that I wanted to include in the lesson.

Another thing that was a challenge was making sure students thought about each answer before just choosing one and not considering the others.


One idea that I would make to change the lesson is to show students how far they came from the first time they took the quiz to the last time they took it.

Another idea that I would do is to have students back up their answer with their text and why they thought it was that answer.

Pre/Post Assessment Questions1. What did Eddie want to do when he arrived at the zoo?2. What three things did Liza imagine that might happen to her at the zoo?3. What scared Liza?4. What was unusual about the reindeer?

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5. Who do the kids think the man is?6. What was Eddie going to ask the man for?7. Who is Mr. Zep?8. What reason did Howie give for Santa not delivering presents this year?9. What does Eddie have to do to be on the good list?10.What do the check marks mean?11.What were three things that Liza thought might happen is Eddie messed with the Naughty

List?12.What does Eddie do to get off the Naughty List?13.How was Christmas saved?

Pre/Post Assessment Answers1. What did Eddie want to do when he arrived at the zoo?

a. Run 2. What three things did Liza imagine that might happen to her at the zoo?

a. Scared, eaten, and get bite3. What scared Liza?

a. Everything4. What was unusual about the reindeer?

a. It was wearing striped underwear5. Who do the kids think the man is?

a. Santa6. What was Eddie going to ask the man for?

a. More presents7. Who is Mr. Zep?

a. Their teacher8. What reason did Howie give for Santa not delivering presents this year?

a. His reindeer are sick9. What does Eddie have to do to be on the good list?

a. Do something nice10.What do the check marks mean?

a. Santa is checking his list twice11.What were three things that Liza thought might happen is Eddie messed with the Naughty

List?a. He would stay on it, Christmas would be ruined, and he would get coal

12.What does Eddie do to get off the Naughty List?a. He writes cards for Liza and the reindeer

13.How was Christmas saved?a. Eddie’s letter makes the reindeer feel better to fly



Subject: Physical Science: Electromagnets

Date: October 27th, 201627 | Page


PLANNING


3-PS2-3 Ask questions about cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

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

Students will be able to explain, predict, and show how an electromagnet is built and how it can be used.


Students will be using their prior knowledge of magnets and force and apply what they know to successfully create an electromagnet.

This relates to students’ lives because it allows them to see different ways that magnets can be useful in everyday obstacles or situations.

Vygotsky’s theory supports the zone of proximal development and by allowing children to have social interactions this will be better developed. During this lesson students will be given opportunities to be social with their peers.

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● Electromagnet● Force● Attract


● Paper clips● 1 Bolt for each group● Wire● 1 D battery for each group● 1 battery holder for each group

ASSESSMENT


I will be asking students questions about different magnets they have seen, purposes that magnets are used for, and if they have worked with magnets before.




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I will be administering the pre-assessment on Tuesday, October 25, 2016. This is when we start the magnets lessons.




The questions that I asked the students showed me that the students knew basic knowledge about magnets and what they can be used for. Since I now know this then I know exactly where to start with my instruction and I can go further into how magnets can be used and made and observations that they make about all of these items. After teaching all of us the students will be able to show on their post assessment different observations that they have learned and why the magnet might be doing those things observed.

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

Yes



Yes

TECHNOLOGY


I will be using a Doc cam to help the students see how the items can be connected. This will be shown up on the SmartBoard in the classroom.

ACCOMMODATIONS

Describe 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 I).

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Input


Guided Practice




Assessment


MANAGEMENT


I will be walking around the classroom to assist with any issues and to make sure that everyone is staying on track. Another way to keep the students engaged is by telling them to work with their group and problem solve before just asking the teacher. Students will be able to decide how many times they want to wrap the wire after they finish the 2 required numbers. This will motivate the students to work together to get the best results for the activity.

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“I Do”



Students will be watching a short clip of an electromagnet in real life. Then I will ask questions such as:

● What type of force was used in the video?● How does this relate to magnets that we learned earlier in the week?● How could this be helpful?


I will explain to students that this can help with different tasks that can be used in a job. If there are electromagnets then it is easier for people to move big and heavy metal.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.

I will be using direct instruction on how to set up the electromagnet so that students can correctly use it to find their data. I will also be using discovery learning where they need to find out the best way for their electromagnet to work at its strongest point. I will also be using formative assessment throughout the lesson to see how the students are progressing throughout the activity and see if there is anything that needs to be readdressed.

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I will check for understanding by asking students if there are any questions before moving onto the next part of the lesson.

“We Do”



● Students will be split up into small groups to do the activity together.● In the small groups they will get some paper clips, 1 bolt, 1 D battery, a wire,

and 1 battery holder.● As a class I will be showing the steps of how to put together the electromagnet.

The steps are as follows:1. Take the wire and the bolt.2. Leave about 10 cm on wire on one end of the wire wrap the wire about

15 times around the bolt. (Make sure the wire does not overlap)3. Attach each end of the wire to the battery holder by connecting it to the

metal pieces on each end.4. Put the D battery into the battery holder.5. Test the electromagnet by trying to pick up one paper clip.


I will walk around throughout the constructing process to see if there are any questions or problems that need help being fixed. Once everyone has their electromagnet constructed then I will ask if there are any questions before explaining what they need to do on their own.

“You Do”

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Students will be shown and told what they need to do with their electromagnet.

1. Test how many paper clips the electromagnet can hold by being wrapped around 15 times.

2. Record your observations.3. Next wrap the wire around 25 times and test the electromagnet strength.4. Record your observations.5. Wrap the wire around 35 times, test, and record your observations.6. If time allows, choose the number of times the wire is wrapped and test and

record your observations.


Is your BLANK COPY of the post-assessment included at the end of this lesson ☐plan?

Yes

Lesson Closing


We will come together at the end of class to talk about different observations that everyone saw in their experiment. I will collect their data tables at the end of the discussion. Questions that may be asked are:

● What differences did you see?● What force was being used?● Was it stronger or weaker when the wire was wrapped around more times?

ANALYZE



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✓ 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.


Description:

REFLECT


I felt like I did a good job of representing each step to the students on how to create their electromagnet.

I also felt like I altered my instruction so that the students could share and learn from one another when they found out something or observed something with their electromagnet.

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One challenge was to make sure that all the students had their electromagnet connected and assembled correctly while showing them how to do it.

Another challenge was time management and getting all the students to fill out their worksheet at the end of the lesson.


One way I would do differently next time I teach this lesson is show how to completely assemble my electromagnet so that students can see the end product and then go through the steps.

I think that I would have students spend about 5 minutes talking as a group some observations they noticed and then sharing to the class instead of having each student write their own.

Post Assessment

Electromagnet Data Name: .

Number of times the wire is wrapped around the bolt

Number of paper clips picked up

Something you noticed

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What were some things you noticed during the activity?

Example Post Assessment

Electromagnet Data Name: .

Number of times the wire is wrapped around the bolt

Number of paper clips picked up

Something you noticed

15 2 The battery is warm.

30 6 The more times you wrap the wire the stronger the magnet is.

50 15 If you connect the paperclips then you can pick up more of them.

What were some things you noticed during the activity?- Answers may vary

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Subject: Math

Date: Tuesday, November 8, 2016


PLANNING


3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units- whole numbers, halves, or quarters.


Students will be able to define the word inch.

Students will be able to effectively make a line plot using the data that is collected.


The objectives are relevant to students’ lives because they are collecting data and turning it into a piece of information that can be used to answer different questions that might be asked

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to them. This also shows them that not everyone has the same size feet.


● Inch● Feet● Line Plot


● Ruler● Paper● Pencil● Crayons● Colored Pencils● Markers

ASSESSMENT


Students will be asked about line plots and have to compare and contrast them to the other types of graphs and plots that have been already addressed and taught.


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Yes



I will be administering the pre-assessment on Friday, November 4. This will allow me to see what the students know and change the lesson accordingly based on their knowledge.

The assessment is used from CommonCoreSheets.com.



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There are some students that have a very good understanding of the topic that is being presented. Therefore these students will need to be challenged in a different way throughout the lesson. I will be using both simple and specific questioning for those students who need to grow their knowledge on this topic. Students will also be getting the chance to create their own graphs so those who have an understanding will be able to make a different graph or expand on it. I will be using the same post assessment to see the growth in the students.



Yes



Yes

TECHNOLOGY


I will be using a Doc cam and Smart Board during the lesson. This will ensure that all students can see the data that they will need to complete their line plot. This will also allow students to

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follow along if there are any issues creating the line plot.

ACCOMMODATIONS


Input

● Examples will be provided.● Exact directions will be given and vocabulary words will discussed thoroughly.

Guided Practice




Assessment


MANAGEMENT


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Students will be working on different math programs on their chromebooks while data is being collected. Then once the data is collected students will be either working together and discussing how to solve problems with a line plot or while be following along with instruction on the board. I will be walking around the classroom and assisting students and making sure that they are one task. Another item that will help with management is the Class Dojo. This is where students can earn either positive or negative points depending on their choices. This has been used in the classroom since the beginning of the year.


“I Do”



Students will be watching a video on Youtube called How Big is a Foot. This will introduce what our topic will be about and we will discuss as a class what is happening in the video.


I will be communicating how the objective is relevant to students by explaining how data can help us understand different things in the world that we might not understand or if it needs to be broken down. This also shows them that everyone is different but we all need to know how to measure the same way so that items can be made accurately.


I will be using direct instruction during this lesson. According to Piaget, students are in the

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concrete operational stage. This means that students can understand and recognize numbers and use operations with physical items. By applying data to something that students understand it will be easier to apply what they know in a new way and be able to show it on a line plot.


I will be asking students if they have any questions about the video and what is expected of them.

“We Do”



Students will be practicing different math skills on their chromebooks. While this is occurring one-by-one students will be coming up and measuring their foot to use for our data. Students will be working together as a class to work on different ways of measuring items so that the information is accurate. When all of the data is collected students will be getting out a pencil and their art supplies. Paper for the line plot will be provided and passed out to the students. As a class we will be using the data to construct the line plot together. We will decide together what ½ inch marks to use on the line plot and what the title of the line plot should be and why. Then we will use our data to fill in the line plot correctly. At the end of the lesson students will be putting in the vocabulary word inch into their vocabulary notebook.


I will be asking students if there are any questions before moving onto the last part.

“You Do”


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Students will be answering different questions about the line plot like:

● What is the most common length?● What is the least common length?● How many people have a foot smaller than 8 ½ inches?● What two groups have an equal amount of people?



Yes

Lesson Closing


As a whole group we will be discussing what they noticed about the line plot. What was different from a line plot to other graphs and plot we have done already? How do we know how to measure something?

ANALYZE






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Description: This shows the difference between the pre and post assessment results. The results are showed in percentages.

REFLECT


I successfully represented how to interpret data.

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I successfully modeled how to take data and convert it into a line plot.


A challenge that occurred was keeping a pace where students were still involved and not distracted.

Another challenge was to have students correctly label ½ inches on the line plot.


If I was going to teach this lesson again I would allow students to have more freedom on finishing their line plot.

Another idea that I would do is to gather their own data and be able to organize so that they are able to put it into a line plot.

Appendix:

● Below is a copy of the Pre/Post Assessment. The key is attached below this as well.

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Subject: Writing

Date: Tuesday, November 29, 2016


PLANNING


W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

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

Students will be able to collect informational data.

Students will be able to organize their data and be able to transfer that into complete sentences.


This relates to a student’s life because you always want to collect information or learn about something before you talk about it or write a paper. This shows them that it is good to do research before writing what you think you know about the topic.

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● Data● Facts● Informational


● Hamburger Writing Worksheet● Pencil● Writing Journal● Writing Rubric

ASSESSMENT


The week before this lesson students had multiple days where they looked up facts and information on different topics. They either did this by themselves or with a partner.



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The week prior to Thanksgiving break so, November 14 to the 18, was when the students looked up different facts and information on different topics.




By observing the students and seeing their work it shows me that they understand how to take facts out of a text. Because of this I know that the students can move to the next level of compiling information on their own and putting it into a graphic organizer to help with their writing.

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

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the lesson.


Yes



Yes

TECHNOLOGY


● SmartBoard● Doc Cam● Chromebooks

ACCOMMODATIONS


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Input

● Examples will be provided.● Exact directions will be given and vocabulary words will discussed thoroughly.

Guided Practice




Assessment


MANAGEMENT


Students will be given an example to help show them what is expected of them. Since there are students who can grasp the concept and assignment quickly they will be able to start working on taking their information and start writing their informational writing piece. Other students will be able to ask questions, since I will be walking around to help. If there are students who complete their work they will be assigned to do other tasks so that other students can still focus on their work.

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“I Do”



Students will be sitting in front of the SmartBoard and I will be showing them the Hamburger Writing organizer that I have filled out about my animal. I will then show them how you take that information and transfer it into informational writing. This will allow them to see what steps they need to do in their own writing later on during the lesson.


Students have and will be told that to be able to make an informed decision or to fully understand something you need to do research. By doing this you are educating yourself to always make an informed decision about that topic.


Students will be learning many new facts and different strategies that they use in the classroom. In Erikson’s stages of development the students are at the Industry vs. Inferiority stage. This means that the students are learning something new possibly everyday and some can take the information and others have a hard time of moving along. At this stage many students are aware of their peers and how they compare. So by having everyone use the same rubric then the students know what they need to do to get the 3 or 4 they want on their writing.


Before moving onto guided practice I will be asking students if they have any questions or if there is something they do not understand.

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“We Do”



Students will already have their Hamburger Writing organizer with them that includes the information about their animal.

Students will be able to set up their writing how they would like either by:

● Organizing on a different piece of paper● Figuring out the title first● Checking their facts

Once they have everything collected then they will start their informational writing piece following what was modeled for them on the SmartBoard.


I will ask for any questions and let students know that I will be walking around if they have questions or need help with anything.

“You Do”



Students will then be working on their informational writing piece. They will have time today to finish as well as tomorrow if they do not finish. Students will be checking their work and looking at the rubric to see if there is anything they need to change to do their best.


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Lesson Closing


If students are finishing their writing piece I will be going around and telling them to check with the rubric and to look over their work to make sure that it is the best they can do. Once there are a couple of students done then I will announce to the class to check with the rubric as well so everyone has the same reminder.

ANALYZE







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Description:

REFLECT


I felt that I did a good job of giving a model to the students about how to fill out their graphic organizer and how their final product should look.

Another thing that I thought I did well was give students time to work on their writing without interrupting and giving them more directions.


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One challenge during the lesson was figuring out a way to explain how I want them to transfer their findings.

Another challenge was showing them how to add in different transitions or explain how I thought of them.


One idea that I would do differently next time is to take out a specific beginning and ask students how I got this or why I put it there.

Another idea that I would do next time is show multiple examples from other people so that students can see many different ways to include their data.

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References/Credits

Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. 1991

ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The

George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.

Cole, Michael and James V. Wertsch. "Beyond The Individual-Social Antinomy In Discussions Of

Piaget And Vygotsky". Human Development 39.5 (1996): 250-256. Web.

Erikson's Psychosocial Stages Summary Chart." Psychology - Student Resources - Psychology

Articles. N.p., n.d. Web. 4 Dec. 2016.

Teacher Work Sample Scoring RubricStudent Teaching

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

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Task I: Professional Goal SettingComponents Advanced/Excellent

4

Proficient/Competent

3

Basic/Developing

2

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 InformationComponents Advanced/Excellent

4


3

Basic/Developing

2

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 Proficient/Competent Basic/Developing Below Basic/

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4 3 2 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.

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, Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust

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Accommodations, and Modifications

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.

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.

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.

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 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.

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

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

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

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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).

developmentally appropriate (claims are somewhat supported by relevant theory/research that is cited).

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).

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.

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.

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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 Sample

Components Advanced/Excellent

4


3

Basic/Developing

2

Below 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.

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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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