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Running head: TEACHER WORK SAMPLE Teacher Work Sample Kelley Abraham EED/490 & EED/495 May 06, 2012 Wendy Kelly 1
Running head: TEACHER WORK SAMPLE
Teacher Work Sample
Kelley Abraham
EED/490 & EED/495
May 06, 2012
Wendy Kelly
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TEACHER WORK SAMPLE
Teacher Work Sample: Standard One
Pooler Elementary School is located in Pooler, GA, which is in Southeast Georgia near the
coast and border of South Carolina. It is a suburb of Savannah and part of the Savannah-
Chatham County Public School System. The small city has approximately 20,000 residents and
is an area of tremendous growth in the past several years (City-Data, 2012). The majority of the
population (66%) is married and the most common trade is manufacturing. Pooler Elementary
consists of approximately 500 students, of which 70% are White, 20% Black, 4% Hispanic, and
3% Asian. The student population also consists of 1% Limited English Proficient (LEP), 55.7%
economically disadvantaged, and 14% students with disabilities.
Implications of and Considerations for Classroom Demographics
The community, district, and school factors may impact student learning. “Research indicates
that children from low-SES households and communities develop academic skills more slowly
compared to children from higher SES groups” (American Psychological Association, 2013,
para.3). A focus on improving teaching and learning, continuous professional development,
involving parents, and increasing funding and resources are some factors that have been found to
improve the quality of schools in low socioeconomic status areas. The class in which I student
teach is an inclusion classroom, consisting of 26 students. Nine students are diagnosed as having
special needs including Autism, ADHD, and learning disabled. They receive modified spelling
lists and tests and individual instruction and assistance as needed. Gifted students are pulled out
of the class for instruction daily. As I plan my lessons, I will consider each student’s strengths
and weaknesses so that I can ensure learning is at an appropriate level for the individual’s ability
level. However, as my Cooperative Teacher and Special Education Teacher recommend, I will
help students recognize their full potential. Grouping is an issue I will also take into
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consideration when planning lessons and activities. Heterogeneous grouping works well in this
classroom, as the gifted students are eager to help the students with special needs.
The Cooperative Teacher, Mr. Waters, team-teaches with Mrs. Quarterman; therefore there
are two classes of students. The schedule is full and busy, but manageable with planning.
Students are seated in “pods” of five to six students with their desks facing one another. This
arrangement works well for cooperative learning assignments and activities. The classroom is
equipped with a Promethean Board, which I use to teach lessons. The students enjoy the
interactive learning capabilities, also. The school provides Computers on Wheels (COW’s),
which are various quantities of laptops on a rolling cart. Students are truly engaged in learning
when using the Promethean Board and laptops so they will be included in my lesson plans.
Currently the classroom routine consists of students putting their things away, putting their
heads on their desks, and waiting to be called to line up for specials, lunch, or recess. When
entering the classroom, students immediately place their homework in the basket, put their things
away, and begin working on the morning work, which is already on their desks. I will continue
this routine, and consider adding a routine for moving around for cooperative grouping activities.
Standard Two: Learning Goals and Objectives
The learning goals that will be met during the teaching of this unit are as follows:
Learning Goal One (LG1): Students will be able to use details and examples in a text when
explaining what the text says explicitly and when making inferences from the text.
Learning Goal Two (LG2): Students will determine a theme of a story from details in the text
and summarize the text.
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Learning Goal Three (LG3): Students will demonstrate an understanding of figurative
language (similes, metaphors, idioms, and personification), word relationships, and nuances in
word meanings.
Learning Goal Four (LG4): Students will demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing including using commas and
quotation marks.
Learning Goal Five (LG5): Students will draw evidence from a literary text to support
analysis, reflection, and research. They will apply reading standards to literature to include
describing in depth a character, setting, or event in a story or drama, drawing on specific details
in the text.
Justification for Learning Goals and Objectives
The learning goals and objectives selected for this fourth-grade unit are aligned with
Georgia’s Common Core Performance Standards. They address language arts, reading, writing,
and listening and speaking skills. The unit theme is Responsibility and will encompass the book
Shiloh. The lessons are based on suggestions posted by teachers and other professionals on the
Georgia Department of Education Website. Instruction, activities, assignments, and assessments
are based on Georgia’s curriculum goals and states standards. The goals and objectives are
easily adaptable to fit all levels of learning, especially when using cooperative and interactive
learning. Students with special needs can receive individual attention from the Paraprofessional
on a daily basis, or as needed. Gifted students will pair with special needs students to stay on
target and complete assignments.
Prior to reading the book, students will view the cover to infer what it is about. Throughout
or reading, we will stop to infer meaning and the plot and identify explicit information that led us
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to the inferences. The writing assignment will be used to assess the students’ achievement of the
conventions of Standard English learning objective. Students will determine that the theme of
responsibility ties into the book as they boy takes care of his dog. They will identify figurative
language as we read the book, especially specific selections.
By the end of the unit, students will be able to identify and name types of figurative language.
They will successfully write a summary of parts of the book using correct punctuation,
capitalization, and spelling. Their summaries will identify the theme of the story and include
supporting details from the text. Students will also use a Word Wall to identify and learn
vocabulary throughout the story.
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Standard Three: Assessment Plan
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Learning Goals Assessments Format of Assessments AdaptationsLG1:Students will be able to use details and examples in a text when explaining what the text says explicitly and when making inferences from text.
Pre Assessment - Inference chart based on book cover, title, and synopsis on the back cover of the book.
Some students have read the book or seen the movie previously so they know a lot more than their peers. All students will make connections through interjected class discussions. Inferring is a review concept. Students who have difficulty making inferences will partner with a higher ability student for guidance.
Formative Assessment
- Morning work- Class discussions- Homework
Post Assessment - Inferences worksheet for a grade.
Self-Assessment - Complete the inference chart to determine if their inferences where correct.
LG2:Students will determine a theme of a story from details in the text and summarize the text.
Pre Assessment - In class activity/discussion about the theme of various well-known books or stories.
- Write a paragraph about what responsibility means to them with examples of a personal responsibility.
Students who struggle with the summarizing the text are given sentence starters or work with a teacher to discuss the book so that they can put their thoughts to paper.During the self-assessment, students with special needs are partnered with gifted students or a teacher for additional support.
Formative Assessment
Worksheets – Discover the Theme.- Begin Story Map of
Shiloh for project (theme of responsibility).
- Vocabulary introduction –ppt. and homework.
Post Assessment - Summarize the first 3 chapters of the book in at least 3 paragraphs (one chapter at the time).
- Vocabulary quiz (matching and fill in the correct word in the sentence from the book).
Self-Assessment - Students share their summaries with a partner.
- Discuss any discrepancies and share group thoughts and ideas with class.
LG3:Students will demonstrate an understanding of figurative language (similes, metaphors, and idioms), word relationships, and nuances in word
Pre Assessment - A worksheet to identify similes, metaphors and idioms.
- Whole group discussion to identify and understand figurative language in the book, Shiloh.
Figurative language is a very difficult, abstract concept for the students with Autism in the class. They are grouped heterogeneously so that they are included. The activity is broken into small steps so that
Formative Assessment
- Whole group discussion to identify and
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Assessment Plan
Pre-assessment Results
The class consists of 23 students ranging from students with special needs to gifted students. I
knew that the pre-assessment for LG2 would show a wide range of scores because of the varying
levels of abilities. Several of the figurative language concepts were learned in the previous
school year and reviewed earlier in the current school year. However, students with Autism
generally demonstrate difficulty using figurative language, as they tend to operate on a very
literal level. Of the 23 students in the class, three are identified as Autistic; five students are
identified as ADHD, and one with a learning disability. Six students are identified as gifted. Of
the 23 students, 9 passed the pre-assessment (39%), which consisted of a simile, metaphor, and
idiom worksheet. The figurative language quiz will serve as the post-assessment.
39%
61%
Figurative Language Pre-As-sessment
Pass - 9Fail - 14Category 3Category 4
Alignment with Learning Goals and Instruction
The table clearly shows the alignment between the learning goals and assessments. Each
learning goal includes assessments, which are congruent with content and complexity. They are
developed to be a direct and complete measure of a student’s knowledge and/or skills learned
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throughout the unit. As they are based on the Common Core State Standards and
recommendations by the Georgia Department of Education, the learning goals and assessments
are both challenging and appropriate.
Clarity of Criteria and Standards for Performance
All learning goals and assessment criteria are clearly stated. They are meaningfully
connected to the theme of “Responsibility,” while incorporating language arts and reading skills.
The learning goals developed were in congruence with Common Core State Standards and the
Georgia Department of Education’s pacing guide. Students will be provided with all scoring
guides and rubrics prior to completing an assessment so that have a clear understanding of the
standards of performance and expectations for each assessment.
Multiple Modes and Approaches
There are several different types of assessments within this assessment plan and their levels of
difficulty vary. The activities require different skills and a more complete understanding of the
text, its language, and literary elements. Varying the assessment type allows the instructor to test
different types of skills and knowledge deemed significant by education standards. Students
with special needs are also accommodated by a variety of assessments and modifications. Gifted
students benefit from assuming the teaching role with students who require additional clarity or
support.
Technical Soundness
The included assessments directly test the knowledge and skills that students apply during
instruction. The pre-assessments correspond to the post-assessments, which provide a clear
indication of what students have learned and what they are able to do with their newly acquired
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knowledge. Students have completed the pre-assessments for figurative language, beginning
story mapping, inferring, and convention of Standard English. Their progress will be monitored
and data will be collected and graphed throughout the unit.
Adaptations Based upon Individual Needs of Students
Much of the work contained within this unit is completed during class time. Read-alouds,
discussions, and question and answer for deeper understanding are done in class, and we will
spend time in class watching the movie, Shiloh, after completing the book. The Promethean
Board is used for vocabulary introduction and review. It is also used to display various covers of
the book for making inferences. The cooperative activities are completed in class and students
are grouped heterogeneously so that every individual participates to their highest ability. The
Special Education Teacher and Paraprofessional will assist students with special needs, as
necessary. Any other needs that students have will be accommodated accordingly.
Opportunities for Students to Self-Evaluate, Set, Monitor, and Adjust Learning Goals
Students have opportunities to evaluate themselves throughout the unit using proofreading
skills and rubrics. Their self- and group-evaluations will count as part of the grade along with
the cooperative activity rubric for LG5. Learning goals and essential questions are displayed in
the front of the room so that students are constantly aware of expectations for their work. I will
stress the importance of the material, its relevance to the unit, and guide students to making
personal connections to the content.
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LG2: Vocabulary Quiz (Modified)
Name ________________________ Date______________________
Use the word bank to fill in the correct words in the blanks after the definitions.
1. A tool with a curved metal blade attached to a short handle that is used for
cutting grass, grain, etc. _________________________.
2. To treat someone with too much respect or fear in a way that shows
weakness in order to be forgiven or to gain approval or favor. _____________________.
3. A bloodsucking invertebrate arachnid that attaches itself to warm-blooded animals to feed,
and a carrier of infectious diseases. ___________________________.
4. Begins. ______________________.
5. Loose flesh on the cheeks, lower jaw, or throat. ________________________.
6. To take away protection, support, or help from something or someone.
Word Bank
Commences grovel sickle
Tick abandoned jowls
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Grading Rubric for Cooperative Activity in LG5
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Figurative Language Quiz
Name _____________________________ Date __________________________Write the letter of the correct answer in the blank.
1. Simile _______ A. A figure of speech that compares two unlike things using a form of the verb be. It does not use as or like.
2. Idiom _______ B. An amusing story.
3. Pun C. A play on words. A joke showing the different possible
meanings of a word, or that there are words that sound the
same but have different meanings.
4. Joke D. A form of speech in one language that cannot be matched or completely translated word-for-word in another language.
5. Metaphor E. A figure of speech used to compare two unlike things using the words like or as.
6. Alliteration F. A creative way that a writer uses words or expressions with a meaning that is different from what is written or said; a figure of speech.
7. Proverb G. Repetition of the same consonant sound at the beginning of words or within words.
8. Figurative language H. A short saying stating a general truth or piece of advice.
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Write the type of figurative language next to each example.
9. A bird in the hand is worth two in the bush. _______________________________
10. The road was a ribbon wrapped through the desert. _______________________________
11. The painter was hospitalized due to too many strokes. ________________________________
12. She has a bee in her bonnet. ___________________________________
13. Teacher: Why does the Statue of Liberty stand in New York Harbor?
Student: Because it can’t sit down! ________________________________
14. The muscles on his brawny arms are strong as iron bands. _____________________________
15. She was wide-eyed and wondering while she waited for Walter to waken.
_______________________________
Standard Four: Student Characteristics and Needs
Word Bank
alliteration pun metaphor
idiom
simile joke proverb
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The reading unit instruction is related to the unit goals and objectives through alignment to
standards and relevant activities. Students’ characteristics and needs shaped the structure of the
types of activities, especially those requiring cooperative work. The inclusion classroom consists
of nine students identifies as having special needs, six gifted, and seven general education
students. Considering the range of special needs, learning styles, and ability levels, the plans and
associated activities were created to be easily adapted and modified. Heterogeneous grouping is
effective, as the gifted students work well with the students with special needs, who already seek
out their peers’ assistance. The theme of the lesson is responsibility with a heavy concentration
of English/Language Arts including figurative language and conventions of Standard English.
Figurative language is difficult for students with Autism; therefore their quiz will be modified to
include only multiple-choice questions with fewer choices.
Instructional Unit Block
Monday Tuesday Wednesday Thursday Friday
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Identifying main ideas and supporting details worksheet– LG1
Introduce book, Shiloh.
Inference chart based on title, cover, and illustrations– LG1
Read aloud chapters 1-2 of Shiloh.
Write brief summary of chapters 1-2 in reading notebooks – LG2
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Pre-assessment quiz – figurative language. – LG3
Figurative language ppt. – LG3
Interactive Slate activity identifying types of figurative language. – LG3
Read aloud chapters 3-5 of Shiloh.
Introduce vocabulary words -ppt.– LG3
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Write summaries of chapters 3-5. Check for capitalization, grammar, and punctuation.– LG2, 4
Conventions of Standard English – ppt. – LG4
Interactive Slate – Students correct sentences on Promethean Board. – LG4
Edit summaries with a partner. – LG4
Homework- write sentences with vocabulary words
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Identifying literary elements worksheet. – LG5
Class discussion – Literary elements of Shiloh – LG1
Reading notebooks- write one paragraph about what responsibility means to them (book theme)– LG2
Class discussion about themes of well-known literature. – LG2
Begin Story Map of Shiloh for project.– LG5
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Inferences worksheet – LG1
Class discussion – identifying examples of literal and figurative language in Shiloh text. – LG3
Post assessment -Vocabulary quiz- LG3
Read, summarize, and edit chapter 5 with a partner- LG2, 4, 5
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– LG3
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Writing good sentences worksheet – LG4
Alliteration – group project – LG3
Self- and group evaluation rubric.
Introduce new vocabulary words – Infer meanings from usage in Shiloh _ LG1, 3
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Post-assessment -Figurative language quiz – LG3
Read chapters 6-7 aloud.
Complete setting, and problem sections of story map – LG5
Show vocabulary ppt.– LG3
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Review inference charts, add 3 new inferences – LG1
Write definitions of vocabulary in their own words – LG2, 3
Read chapters 8-9 aloud.
Begin filling in literary elements for rough draft of Shiloh project with partner (main characters) – LG5
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Proofreading marks worksheet – LG4
Summarize and edit chapters 8 & 9 – LG2, 4
Discuss summaries.
Read chapters 10 & 11 aloud.
Shiloh project rough draft with partner – discuss and write the problem – LG5
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Study vocabulary with a partner.
Vocabulary quiz - LG3
Summarize chapters 10 & 11 in reading notebooks – LG2
Read chapters 12 & 13 aloud.
Review inference chart and add to it- LG1
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New vocabulary words- infer meanings – LG1
Class discussion and review of chapters12 & 13 – LG2
Shiloh project- partners discuss and write rough draft of solution section – LG5
Read chapter 14 aloud.
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Vocabulary ppt. and note-taking– LG3
Read chapter 15 aloud – book finished.
Shiloh project- partners write conclusion of rough draft – LG2, 5
Partners begin to edit first draft of project – LG4
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Vocabulary matching activity-LG3
Shiloh project – partners complete editing of all sections – LG4
Partners begin to write final draft on the project template – LG5
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Quick-write about favorite part of book in reading notebooks – LG2
Vocabulary quiz– LG3
Shiloh project – partners finish final draft and begin to put the project parts together to form the dog – LG5
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Watch Shiloh movie.
Compare the literary elements in book and movie – LG5
Relevance of Instructional Activities
Students will begin the unit reviewing inferences by applying their skills to the book, Shiloh.
The inference chart will be reviewed and added to several times throughout the unit to check for
understanding of the concept and the text. Vocabulary words are introduced each week as
students reach specific milestones in the book, and quizzes are given weekly to check for
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understanding. Students must also learn and demonstrate an understanding of the conventions of
Standard English including punctuation and capitalization. This is a review, but many students
in this class continue to struggle with these concepts. The summaries, which address Learning
Goal Two (LG2), also serve as practice for these concepts through editing their work. The
conventions of Standard English are taught using an interactive activity on the Promethean
Board, in which the students correct mistakes in sentences.
A pre-assessment quiz was given to students prior to the lesson, with 61% of the class failing
to demonstrate an understanding of the concept. Figurative language is taught using an
interactive PowerPoint on the Promethean Board. The interactive activities engage students and
create an eagerness to participate. Students will complete a quiz on the types of figurative
language. A cooperative activity involving alliteration helps students prepare to work
cooperatively and teaches them how to create alliterations. The students with special needs work
one-on-one and in small groups with the Special Education teacher and Paraprofessional to aid
their understanding of this concept. A rubric is used to grade this project, which mainly consists
of learning to work cooperatively to complete a task effectively.
The Shiloh Project is the main activity in the unit. Students are heterogeneously partnered to
discuss the literary elements of the Shiloh text throughout the reading. They will work
throughout the weeks to complete the sections of the project, which ends with a group-evaluation
rubric completed by the students and teacher. The rubric consists of grading for cooperative
work (participation, getting along), content, correct information, grammar, punctuation,
capitalization, and design.
Standard Five: Modifications
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Teaching an inclusion class requires that I continually assess and modify activities, classwork,
homework, and quizzes. The class includes five gifted students, three diagnosed with Autism,
and five diagnosed with ADHD, with the remaining 11 being general education students.
Throughout the reading lesson covering the book, Shiloh, I had to modify various parts of the
project and related activities to accommodate students diagnosed with disabilities. The project,
which took place over two and one-half weeks, involved students discussing chapters, oral
retelling, summarizing in writing, inferring meaning, learning new vocabulary, and identifying
literary elements and figurative language.
Many elements of the story and concepts including figurative language are difficult for
students with Autism to grasp therefore; I tried to plan multiple means for enabling them to
derive meaning and make connections to the readings. A shortage of books created my first
dilemma since the book is part of the suggested standards-based curriculum. Having only 10
books and 24 students meant that I could not assign students to read chapters individually,
although I did not anticipate this being a productive method in a classroom with a wide range of
reading abilities. Several students with disabilities are reading several grade levels behind some
of the gifted students. Shiloh is at the fourth-grade reading level and taking into account the
shortage of books and discrepancies in reading levels, I chose to read the book aloud so the class
could stay together to work on the project at the same pace. Doing so also allowed me to stop at
specific points in the story to discuss key vocabulary, figurative language, and literary elements.
Because many students had no background knowledge of the vocabulary words such as sickle,
commence, and grovel, I created a PowerPoint presentation with the word, part of speech,
definition, and a picture that helped define the word. The Promethean Board allowed me to
control the pace and highlight specific information for each word. I chose to introduce the
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vocabulary after we read the text in which it was contained so students could have some context
for the definitions. As the class viewed the vocabulary PowerPoint, I read the sentences or
paragraphs that contained each word, we discussed how the word was used in each sentence, and
I asked them to provide synonyms and their own sentences for each.
Figurative language was the easiest and most difficult concept I taught during the lesson.
Autistic students are very literal, therefore; figurative language is difficult for them to
understand. For one figurative language lesson, I heterogeneously grouped students to complete
a short poster project in which they wrote alliteration and illustrated it. Because the gifted
students work so well with and involve the students with disabilities, I thought this would help
develop their understanding while providing practice for the gifted students. I provided
examples in a PowerPoint with pictures and used various worksheets, but the concept proved to
be too difficult for the students with Autism. At this point, I involved the Special Education
teacher, who is an integral part of the classroom, to assist them in a small group setting, which
proved more beneficial.
One of the vocabulary homework assignments asked students to write one sentence of their
own with each vocabulary word. This helped me determine which students not only knew the
definitions, but also knew how to use words in their correct context. Based on the results, I
decided to create a modified vocabulary quiz for the students with disabilities, which omitted the
part of the quiz that asked students to complete the sentences from the book with vocabulary
words. Instead, I created two word banks of five words each, from which they chose the correct
word to write beside the definition. It was much easier, but several students definitely needed
this modification. The results proved that I made the correct decision, as one of the students still
failed the quiz, but the others scored much higher.
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At specific intervals throughout the book, students individually created parts of a story map to
be used as a guide during the final book project. While discussing the setting, I used the map of
the United States at the front of the room to provide a more authentic understanding since it is
based in an actual town in Virginia. I asked open-ended questions to foster students
understanding of the characters, setting, problem, solution, and conclusion, and it was obvious
they were paying attention. The Shiloh project involved partnering students to assemble and
describe elements of the story including the main characters, setting, problem, solution, and
conclusion. Students were partnered so that higher-ability students worked with students
demonstrating lower-level abilities. Prior to the Shiloh unit, I grouped the students this way for a
small project to see how they would work together. I was pleased to observe the gifted students
ensuring their special needs peers understood and contributed. To complete the project, they had
to assemble the dog. I used a rubric, which included a self-evaluation to grade their completed
projects. I provided students with the rubric and went over my expectations prior to beginning
the project. The projects were a success, and the students enjoyed completing each step to see
their final masterpieces.
Conclusion
Although I have encountered some difficulties, which created the need for modifications to
help students be successful, the unit was completed without any major issues. The modifications
to the figurative language quiz, providing concrete examples using comparisons for visual and
literal learners, and grouping students with differing abilities helped the students with special
needs learn and successfully complete the project. The shortage of books was the biggest
hindrance, but everyone enjoyed hearing the book read to them. I was able to stop at specific
places to discuss literary elements, figurative language, and key vocabulary. As they should,
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modifications in this unit helped all students understand the story and successfully participate in
the project.
Teacher Work Sample: Standard Six
Individual and Whole Group Assessment of Learning Goals
Student Learning Goal 1 Learning Goal 2 Learning Goal 3 Learning Goal 4 Learning Goal 5
% Pre % Post % Pre%
Post% Pre % Post % Pre % Post
% Pre
% Post
1 50 70 30 60 40 70 45 79 75 85
2 90 100 75 100 93 100 90 97 88 95
3 85 95 67 100 87 100 80 93 88 90
4 75 90 30 80 50 80 35 79 81 95
5 90 100 83 100 100 100 95 99 94 95
6 45 80 20 80 0 20 75 82 75 90
7 95 100 75 100 80 100 95 95 94 95
8 40 65 25 75 47 67 55 77 81 100
9 100 100 83 100 80 100 100 99 100 100
10 80 90 58 92 67 87 70 84 81 90
11 80 85 42 83 53 80 65 78 88 90
12 100 100 83 100 93 100 95 100 100 100
13 75 90 33 75 60 87 50 80 88 90
14 95 100 58 92 70 100 85 93 81 95
15 70 80 42 83 47 87 55 75 75 95
16 65 75 20 80 30 80 40 69 69 85
17 55 70 25 75 33 73 40 60 63 100
18 95 100 75 100 80 100 90 96 100 100
19 40 65 20 60 20 53 35 72 56 85
20 75 85 58 75 67 80 60 77 81 85
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21 65 80 20 80 20 80 70 82 88 95
22 90 100 75 92 73 100 85 92 94 95
23 60 70 33 58 27 60 40 63 75 85
24 55 80 42 92 33 87 55 65 81 90
Average 73.75 86.25
48.833
333333
3333
84.666
666666
6667
56.25
82.958
333333
3333
66.875 82.75
83.166
666666
6667
92.708
333333
3333
Summarization of Whole Class Instruction
LG1 LG2 LG3 LG4 LG50
102030405060708090
100
Whole Class Average Achievment on Learning Goals 1-5
Pre %Post %
Assessments of Learning Goals
Per
cen
t A
chie
ved
Comparing the pre-and post-assessment achievement percentages for the five learning goals it
is apparent that, as a whole, the class improved on every category. I anticipated this result, but
the variances were unexpected in several instances. The inclusion class consists of three Autistic
students, one learning disabled, five diagnosed as ADHD, six gifted, and nine general curriculum
students. With the vast differences in learning ability, I understood the outcomes would vary.
Assessments for each learning goal were modified for students with special needs as necessary
and after consulting the Special Education teacher. Learning Goal One, which dealt with
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inferring information from a text, was a review therefore the pre-assessment results were not
extraordinary. However, the class showed improvement on the post-test with an increase of 12
percentage points.
Learning Goal Two included vocabulary from the text, Shiloh. The vocabulary was meant to
help the class gain a deeper understanding of the text, including its theme. The vocabulary quiz
used for pre- and post-assessment included the theme and sentences from the text. The class was
able to identify the theme and related vocabulary words with 48% accuracy. As in other learning
categories, a large discrepancy exists between special needs and gifted students. The post-
assessment quiz class average was 86%, which demonstrated a class average increase of 38%.
From the data, I am able to conclude that the learning goal was met, as the class demonstrated
they were able to use vocabulary in context and connect the theme.
Learning Goal Three dealt with identifying figurative language in a text and understanding
the purpose and uses for the various forms. Although the class showed improvement, the
increase in achievement was not as high as I would have liked. Autistic students are very literal
thinkers therefore figurative language is a difficult concept to teach them. As a whole group, the
class showed a 23% increase in understanding.
Learning Goal Four had students demonstrate command of the conventions of Standard
English. The pre-and post-assessments used proofreading marks to locate and correctly mark
discrepancies in text and handwritten summaries of the story. This was a review for the class,
but one with which I was told many continued to struggle. The post-assessment proved there
was room for improvement in the class. Students increased their assessment score percentages
by 16%. Although this is not a huge gain, in a diverse classroom, it demonstrates progress in a
previously taught area.
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The whole class, pre-assessment average score was 83% for Learning Goal 5. The post-
assessment average score was 93%, which shows only a 10% average increase for demonstrating
understanding for analyzing and describing literary elements from a text. The pre-assessment
percentages show the class’s success rate for successfully completing a story map, and the post-
assessment demonstrates the class’s literary elements project average score. The data proves that
students had some prior understanding of the information and the class was able to grasp the
various elements fairly easily. Throughout the results of each learning goal, student achievement
is evidenced by the increase in percentages of whole class scores. This helped me measure what
the students knew before the unit and how much they had learned at the end of the unit.
Comparison of Subgroup: Special Needs vs. General Curriculum
Student Learning Goal 2 Learning Goal 3
Pre %Special Needs
Post %Special Needs
Pre %General
Cur-riculum
Post %General
Cur-riculum
Pre %Special Needs
Post %Special Needs
Pre %General
Cur-riculum
Post %General
Cur-riculum
1 30 60 75 100 40 70 93 100
2 30 80 25 75 50 80 47 67
3 20 80 58 92 0 20 67 87
4 58 92 42 83 70 100 53 80
5 58 80 33 75 30 80 60 87
6 20 60 42 83 20 53 47 87
7 58 75 25 75 20 80 33 73
8 20 80 58 75 73 100 67 80
9 42 92 33 58 33 87 27 60
Averag 37.3333 77.6666 43.4444 79.5555 37.333 74.444 54.8888 80.111
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e
Summarization of Subgroup Achievement
The above table and chart compare the average pre- and post-assessments and total, average
increase between inclusion students and non-inclusion students. I did not include gifted students,
but rather general education. I chose to do this because the gifted students did not have as much
room for improvement, therefore their averages between pre- and post-assessments would not
have shown a great variance. Their pre- and post-assessment data is presented in the table and
chart for learning goals one and two. Another reason I chose these subgroups is because each
group has nine students. I also wanted to understand how the gains differ from pre-instruction to
post-instruction within the groups. Special needs students receive one-on-one help from Special
Education teacher and occasionally from a paraprofessional, which may give them an
instructional advantage.
LG2 LG30
102030405060708090
100
41 3737
25
Subroup Average Achievement: Special Education and General Curriculum
Special Needs Gifted
Assessment of Learning Goals 2 & 3
Per
cen
t A
chie
ved
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TEACHER WORK SAMPLE
Learning Goal Two involves learning and using vocabulary from our text in the correct
context when reading and writing, and as it relates to the theme of the text. It is important for all
students to receive instruction that suits their individual learning styles and with which they can
connect. Special education students need additional help with connecting words and their
meaning and usage in the contexts of listening, reading, and writing. However, many of the
general education students have disadvantages at home that are keeping them from reaching their
potential.
The data for Learning Goal Three, which deals with figurative language, makes sense because
many of the special needs and general curriculum students are also behind the state average in
other reading areas. Several are lower socioeconomic status, which may put them at a
disadvantage for receiving help at home, especially with a variety of language usage skills.
Students in both groups who needed additional practice and one-on-one help received assistance
from the Special Education teacher, the paraprofessional, and myself. However, students with
special needs received the most attention for any problem areas because they have a designated
teacher to provide specific assistance. Figurative language is a difficult, abstract concept for
many students, especially difficult when they must explain and use it. Memorization is not a
difficult task for many students, including those in special education, but recognition does not
demonstrate understanding.
In a diverse classroom such as this, it is difficult to ensure that each student in each subgroup
is staying on track with his or her peers. My concern is that general education students are being
left behind, as the others receive separate, specialized instruction. It is evident from the average
achievement of both learning goals that the general curriculum students did not make as great
gains as the special needs students. I believe another reason special education students made
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TEACHER WORK SAMPLE
greater gains in both goals is because several are very high-functioning, which is evidenced in
their assessment scores.
Comparison of Two Students’ Performance: Numbers 8 and 9
Student Student 8 Student 9
Pre Post Average Pre Post Average
LG1 40 65 52.5 100 100 100%
LG5 81 95 088 100 95 98%
LG1LG5
0%
20%
40%
60%
80%
100%
Student 8
Student 9
25%
14%
0%0%
Individual Performance of Two Students
Student 8Student 9
Percentage Gains for Each Student
Per
cen
tage
Gai
n in
Ach
ieve
men
t
Summarization of Two Students at Varying Performance Levels
Students eight and nine were chosen for comparison because they are at opposite ends of the
spectrum for performance. Student eight is in the gifted program and consistently works hard,
studies, and performs well. Student eight is in general curriculum, and this is his first year at this
school. He moved from an inner city school, and has made great progress, but continues to act
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TEACHER WORK SAMPLE
out in class, draw pictures, and demonstrate difficulty understanding. An important reason I
chose these particular students is because I paired them for the cooperative project for the story
Shiloh, which makes up Learning Goal Five.
It is important to understand the learning of these particular students in relation to Learning
Goal One because inferring from text is a higher-level skill, which helps students obtain a deeper
meaning from the texts they read. Student nine did a better job on the post-assessment goal than
I anticipated he would. His mood changes quickly, which often affects his work. His SRI scores
have improved from 20 to 460 since the beginning of the year, but he still must score higher
before the end of the school year to pass. Understanding inferences can help him continue to
increase his reading scores having to do with comprehension, understanding the author’ intent,
and making personal connections to text. Student eight mastered this goal quickly so that there
was no room for improvement at her grade level. She is in the gifted program and may need to
be challenged with higher-level thinking skills that include texts with a higher Lexile score.
These individuals were grouped for the project for Learning Goal Five, which had students
fill in a story map for a pre-assessment as we read the book, Shiloh. Many students did well on
this because we discussed various aspects and elements in literature and connected them to our
text. Student nine did fairly well putting the story map together, but he worked harder than I
have ever seen him work to complete the project. His partner was called out to go to the gifted
program on a couple of occasions, but with a little nudge, he continued working. Literary
elements are especially important for him because they help him identify with the story. He can
use the information to help make sense of the text as he continues reading. Student eight is
patient, works well with others, and takes pride in doing her best work. Once again, she
mastered the learning goal prior to the post-assessment. Their relationship for the project was
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TEACHER WORK SAMPLE
symbiotic in that student eight learned through teaching, and students nine learned through
explanations, discussions, and hands-on activity. They were a great team.
Examples of Student Work
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TEACHER WORK SAMPLE
Standard Seven: Reflection
As John Dewey stated, “We don’t learn from experience. We learn from reflecting on
experience.” I have never agreed more with John Dewey’s words than at this point in my
education (Clements, 2013). While I recognize that I have learned much through creating my
Teacher Work Sample and implementing it during my student teaching experience, my
reflections on student understanding and performance, my planning, implementation, and
assessment of instruction, and the general outcome of the experience has taught me much more
than I could previously comprehend it might. It is through honest reflection that I am able to
recognize my triumphs and my shortcomings, in hopes that I might improve something about
each.
Most Effective Strategies and Activities
I consistently recognized that the instructional strategies and activities that contributed most
to student learning and which were most effective were those that provided opportunities for the
most student involvement. The lessons in the unit plan, although involving individual concepts,
enabled students to successfully complete the final product. Specifically, the most effective
strategy for comprehension was class discussion. It was the simplest strategy I implemented, but
planning appropriate times to ask open-ended questions, which caused students to use higher-
order thinking skills was extremely successful. It helped them create deeper meaning by
connecting to the characters in the story, imagining the setting, and inferring meaning from the
text, Shiloh. Of course, activities such as story mapping enabled students to organize
information from the text and organize their thoughts and opinions.
Cooperative learning was a very successful strategy for completing the final project. Students
periodically worked in groups of two or three throughout the final three weeks of the unit to
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TEACHER WORK SAMPLE
complete various components of the project. The class consists of students with very diverse
learning abilities; therefore I heterogeneously grouped those who would benefit most from such
groupings. The cooperative activity resulted from a culmination of learning throughout the book
so that students gathered information from whole group questions and discussion. As the class
progressed through the story, they used the information they learned to complete specific
sections of the project as a rough draft, after discussing them with their teammate(s). I reflected
on students’ progress as I checked for demonstrated understanding at each point of progress in
the project. I am very happy with their success, which proved their full understanding of the
literary elements of the story. My reflection on the enthusiasm with which they tackled the
project, both independently and as a team, along with their positive comments proved the success
of the strategies and activities.
Barriers to Achieving Learning Results
Although the unit progressed smoothly from beginning to end, I encountered several instances
that created bumps in the road to learning. In the beginning period of the unit implementation,
classroom management created a barrier to achieving learning results. At times, students would
become disengaged or led astray by one “funny” student’s comment. These instances caused a
lapse in learning in which the momentum of the lesson was lost. Fully understanding that I could
not teach without complete control of the classroom environment, I reflected on the times of day
I encountered the majority of student disruptions and off-task behavior. I also reflected on
positive strategies to motivate improved behaviors for the entire class, especially those that did
not involve lecturing and a complete halt to learning. I located an effective strategy in Wong &
Wong’s text, The First Days of School. After creating my “Give Me” Five poster, I explained
and modeled it to the class. They demonstrated their understanding as we walked through the
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TEACHER WORK SAMPLE
steps several time a day for a week. It worked wonderfully! It was only through reflection that I
was able to find an effective solution to my lack of control over instructional time.
The variances in levels of student learning were difficult to address for particular lessons in
the unit. Consisting of gifted, general curriculum, and special needs students, the student
diversity created challenges to achieving learning results. I had to ensure that gifted students
were being challenged, general curriculum students were on pace, and students with special
needs were provided with all the necessary resources to ensure their success. A lesson involving
figurative language proved to be very difficult to teach to all students. After reflecting on
students’ understanding through class discussion, a worksheet activity, and a cooperative
activity, it was evident that some of the general education students and most of the students with
special needs did not understand the various types of figurative language. At this point I felt it
was necessary to ask the Special Education teacher to intervene to help these students.
Improvements to Improve Student Learning
In reflection, I would do a few things differently to attempt to improve student learning.
Although I consulted with the special education teacher, it was brief, and I did a lot of the work
on my own. I know she was more than willing to help, if I had reached out to her more often. I
believe one student in particular would have benefitted from me doing so. Looking back, I
recognize it not as pride, but a sheer lack of time to consider every angle. I was still learning to
juggle all of my responsibilities at the point he needed the most help, and I feel as though I
should have helped him more.
Personal Strengths and Weaknesses in TWS Implementation
I met each of the five work sample standards I set for the unit based on the book, Shiloh.
Reflection is nothing, if I am not honest; therefore I must admit that near the middle of the unit I
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TEACHER WORK SAMPLE
did not feel as though I was completely doing anything well. I was stretched in many directions,
but within a week, the lessons began to come together to form a common purpose. During the
implementation of my teacher work sample, I learned that my general strength is my ability to
adapt to different situations and unexpected circumstances. For example, the copier broke down
one day that I needed to provide templates of the story map to the students. I went back to the
classroom, created a PowerPoint slide showing the template, gave students a blank sheet of
paper, and told them to draw the template. It worked perfectly and only took a few minutes.
I believe my detailed lesson plans enabled me to deliver lessons that evolved into a cohesive
unit, culminating in a project in which students showcased their understanding of the unit
components. However, at some points, I believe I over-planned because it was difficult to fit the
amount of instruction into the time allotted time period. I also address this as a weakness in the
next paragraphs.
In the beginning of implementing my TWS, time management was my greatest weakness.
After reflecting on ways to manage my time more effectively and discussing it with my
cooperating teacher, I began to monitor my progress every ten minutes or so. My cooperating
teacher would give me verbal cues, also, which helped train me to be aware of my time. This
was extremely important because I had to be able to deliver the complete lesson during the
designated times. Classroom management was also a concern during this time because student
disruptions were taking away from learning time. I was proud that I was able to control most of
the behavior issues by implementing a classroom procedure for gaining control of the class
quickly and quietly.
Professional Goals to Improve Performance
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TEACHER WORK SAMPLE
I believe that reflection and practice have greatly improved my teaching performance,
however a greater understanding of meeting the needs of such a diverse classroom of students
would be beneficial. Although my education has provided me with strategies for diversifying
instruction to meet the needs of individual learners, putting that knowledge to practice in a
classroom with students ranging from gifted to special needs is a more difficult task than a book
can teach. I would like to attend professional development workshops or attend meetings with
special education teachers to learn how to better meet the needs of special education students in
an inclusion setting. I have high expectation for each student, but the pace of learning varies
greatly between the students.
I would also like to develop better time management and organizational skills. I plan to
attend team planning meetings and request feedback and suggestions from professional educators
and administration concerning best strategies. I would also like to keep a daily log or journal for
personal notes throughout the day. Reflecting on them, I should see what other opportunities for
change, modification, or professional development might benefit student learning.
A Significant Insight from Teaching the Unit
I realized several significant insights or revelations throughout the implementation of
individual lessons and through the end of the project. One of the most important relates to
preparedness. I have learned that I must be prepared for my lessons including a good night’s
sleep. Classroom management is the key to effective teaching and successful learning. Without
clear expectations and procedures routinely modeled and reinforced, instruction does not occur.
I have also learned that classroom management procedures for everything that happens in the
school and classroom should be explicitly taught prior to beginning any lessons or activities.
Conclusion
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TEACHER WORK SAMPLE
Reflection is an integral part of the learning/teaching process. Students learn much more
from teachers than the subject matter they teach. They also learn from our behavior and
practices. If we are not willing to practice personal reflection and model it for students, we
certainly cannot expect them to reflect on their mistakes. Self-reflection enables us to learn more
about ourselves, how we learn, and what works best for students. In other words, it helps us
improve academic skills. I plan to continue to reflect on my lessons, units, behavior, attitude,
and every other aspect of myself that can influence student achievement.
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References
American Psychological Association. (2013). Education and Socioeconomic Status. Retrieved
March 1, 2013 from http://www.apa.org/pi/ses/resources/publications/factsheet-
education.aspx
City Data. (2012). Pooler Elementary School. Retrieved March 1, 2013 from
Clements, M. (2013). The importance of reflection in education. Retrieved May 4, 2013 from
http://www.edunators.com/index.php/becoming-the-edunator/step-5-reflecting-for-
learning/the-importance-of-reflection-in-education
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