Northern State University Pre-Student Teaching Experience

ELED/SPED/SEED 496Teacher Work Sample

Fall 2017

Candidate Name: Katherine Cosman

Candidate Website Address: https://cosmank.weebly.com/

Candidate ID Number: 7108451

Name of School where data was collected:

Subject/Content Area: Math

Grade Level: 3rd Grade

Date Submitted: November 17, 2017

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

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

Signature of Candidate Submitting the TWS: Katherine Cosman

1 | P a g e

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

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

Format

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

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

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

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

Submission

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

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

with identifying information before posting).

A paper copy of your TWS must be submitted to the Office of Field Experiences (Gerber 111)

2 | P a g e

Task I: Professional Goal Setting

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

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

NSU Conceptual Framework Categories

Potential Category Outcomes (You will choose one of these outcomes

as the basis for your goal)

Description

Knowledge of Self as an Individual

Respect and Concern for Students

Commitment to Health and Safety

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

Knowledge of the Learner Developmental Needs

Student Diversity

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

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

Knowledge of Pedagogy Planning Implementation Assessment Classroom Management and

Organization Instructional Materials and Technology

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

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

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

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

3 | P a g e

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

a. Identify the Framework Category to which your goal aligns:i. Knowledge of Content

b. Identify the specific Category Outcome you will use to determine your goal:i. Understanding Subject Matter

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 have a better understanding of third grade math and elementary math in general and be more confident in teaching the subject.

1. Math is a subject that I have always struggled with so my confidence in teaching math was low to begin with. Math is taught very differently today than when I learned it and it did not make sense to me yet when starting my Pre-Student Teaching. I would say teaching math was something that scared me. It scared me because I was not sure if it was something that I would be able to teach well enough so that my students would understand how to do it too.

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

i. Fortunately for me, my cooperating teacher absolutely loves math. The first day I was there we talked about any specific subject area that I would like to teach. I told her that I would like to teach a math lesson because I am not very confident in teaching it. At first, she would hand me lessons to teach that day and we eventually figured out that I needed more time to prep for lessons that I am going to teach. I am the type of person who likes to plan everything out so I do not do incredibly well being thrown on the spot. After I could start planning the lessons over the night before they went much better. My CT was great about answering any questions I had about the lessons. She also showed me some great methods that she uses to teach some of the content. I always made sure that I knew how to teach it to the students before getting up in front of them to teach it. Some other resources I used was the teacher’s edition math book. My CT says that she doesn’t use it but that I was more than welcome to. It explained everything that was going on in the lesson so that helped me to see how I could teach it and explain things to my students. I also used the math book that we have for Math Methods. It was helpful to have to look through.

e. Reflect on your progress/growth toward achieving this goal:i. I would say that I have come a long way from when I started my PSTE. I am

much more confident in not only teaching math, but teaching in general. Math

4 | P a g e

does not scare me like it used to. I really like some of the ways the students learn things now. I think some of the strategies we teach our students are much better than some of the strategies I learned as a student. The first lesson I taught during my PSTE did not go too well. It could have gone worse though and I was surprised it was not as bad as it could have been. My teacher took notes while I was teaching and gave me very helpful feedback as to what I can work on to improve. She also told me things that I did well, which made me feel better because then I knew that it wasn’t all horrible. The next math lesson went much better and she continued to give me feedback after each lesson. When I got back to the classroom from the three weeks where we were back in classes I got the chance to teach another lesson. This one was bad. I could tell as I was teaching the lesson that it was just not going well. As much as I hated how badly the lesson went, I was very thankful that it went so horribly because my teacher and I had a great talk afterwards. We decided that I should try another lesson on that Thursday but this time I would take the lesson home and prepare beforehand. At the time, she was handing me the lessons and I would teach them the day of. I went home and had two days to look over and prepare for the lesson. When Thursday came I did not feel as anxious about teaching. The lesson went so much better. It was by no means perfect, but it was a total improvement from the lesson that I had taught two days prior. I’m the type of person who likes to plan things out so it was helpful that I was now able to take the lessons that I was going to teach home a day or two early and prepare them. By the time I had to teach my lesson in front of my US, I was much more confident in what I was doing. At the end of m PSTE, I was a more had more confidence in myself and what I was teaching.

5 | P a g e

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

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

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

**The below information and resource is 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’ 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

Students’ Grade: 3rd Grade Developmental levels: Different range of

levels 2 students on IEP’s Age of students: 9 years old Content area being taught: Math

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

As of 2014, the urban population is 27,333 people.

The median household income for the area is $47,540.

The estimated per capita income is

6 | P a g e

$25,468.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)

Enrollment: 6,863 students Free or Reduced Lunches: 38% Graduation Rates: 4-year Cohort Graduation: 82.70% Ethnicities: 7% Asian: 98 Black: 76 Hispanic: 127 Native American: 252 Pacific Islander: 14 Multiple Races: 99 White: 3,788 IEP’s: 12.5% ELL: 3%

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)

K-5 Enrollment: 442 Free and Reduced Lunch: 27% Ethnicities: Asian: * Black: * Hispanic: * Pacific Islander: * Multiple Races: 17 White: 400 IEP: 13.3 % ELL Students: 0.06% Teacher to Student Ratio: 12.2

*Not enough to make a percentClassroom Demographics(e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students physical needs, and those due to cultural characteristics).

Total Students: 24 12 Boys to 12 Girls 2 Students on an IEP 1 student with Diabetes 1 student who has seizures (Nurse must

be with her wherever she goes)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).

There was a variety of experiences and interests in the classroom. Each student excels in different ways of learning. Some students enjoy hands-on activities, some enjoy working with others and others work better independently. Some of the students struggle to stay on task and remain quiet so they need reminders throughout the lessons. Overall, the students are nice, well-behaved, caring individuals.

Task III: Instructional Design and Implementation

7 | P a g e

Objective: Candidates design, implement, and assess one lesson. (see rubric for scoring on each component)

To complete this task use the Common Lesson Plan Template (see below). You will complete this template for the lesson that your university supervisor formally observes.

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Katherine CosmanGrade Level: 3rd GradeSubject: MathDate: October 2nd, 2017

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

I realize this is a second-grade standard but my CT told me that they still do money lessons in third grade because they still need the practice.

Rationale (cite theories or theorists):

Vygotsky believed that children learn through social interaction. I allowed the students to work in pairs in order for this social interaction to occur. They could talk through the work they were doing and help each other out. There is also a rule in the classroom where the students need to try three times before coming to the teacher for help. This allows them to ask a classmate for help instead of always coming to the teacher. Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.

Money is a part of our everyday lives. Students need to learn the value of money.

List the materials/resources you will need to teach the lesson.

Book: Pigs will be PigsMoney manipulativesScoop and Total worksheet

TechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.I will need the smartboard which will have my PowerPoint on it.

8 | P a g e

AccommodationsDescribe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * I will accommodate by following the child’s IEP. I will put the students into pairs. I will try to pair the students based on their levels of understanding. For example, one student who seems to have a better grasp on the subject will be paired with a student who may need a little more help. This way the students can help one another out during the activity.

I will accommodate Student A by allowing her to answer a fewer amount of questions the other students will have to answer on her worksheets. She will also be allowed to go to the resource room if need be.

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.

The students will complete a worksheet that will tell me if they know their coin values.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)The results of the pre-assessment will tell me how much I review of the coin values I need to do with the students at the beginning of the lesson.

Student A

student B

Student C

Student D

Student E

Student F

Student G

Student H

Student I

Student J

Student K

Student L

Student M

Student N

Student O

Student P

Student Q

Student R

Student S

Student T

Student U

Student V

Student W

Student X0

1

2

3

4

5

6

Pre-Assessment

# Correct out of 5

Classroom Management

9 | P a g e

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.I will use call back cues to keep the students engaged if needed.I will redirect off task behaviors.I will use a book to gain the interest of the students and to help gain their interest.

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. I will do a small review over the worth of coins. I will ask how much each coin is worth. Then we will talk about where a dollar sign and cent sign belong. Next I will hold up the book Pigs will be Pigs and do a picture walk. I will have the students predict what the story might be about.

“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).I will read through the book Pigs will be Pigs one time. I will then read through it again, pausing to let students think about the amount of money they heard on the page we are on and to write the amount on the worksheet they will have. The worksheet will have 4 different sections: Mr. Pig, Mrs. Pig, the Piglets, and Mrs. Pig and the Piglets. At the end, we will have to figure out how much money the pigs found altogether, how much money they spent at the restaurant and how much money they have left over.

“You Do” (Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? The students will be put into pairs and given a bag of money manipulatives. They will scoop some money out of the bag and write the amount they scooped out on the worksheet. If they get done with this and we still have time left, the students will have a different sheet they will be able to work on. They will roll a dice and find the question that goes with the number they rolled. They will write about the topic and show their work in their math journals. Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).I will have an exit slip to give the students. It has two questions that ask for two different ways to show a specific amount of money. I will also do a recap of what the students learned during the lesson. 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

10 | P a g e

lesson.

Here is the exit slip that I used for my lesson.

AnalyzePost Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video. If applicable, insert a table/chart/graph before your explanation. The results of the post assessment will show me my students’ understanding of the content they learned in this lesson.

11 | P a g e

Question 1 Question 20

5

10

15

20

25

Post Assessment Data

Correct Incorrect

ReflectReflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.Overall, I think this lesson went well. There are still areas I need to work on but I believe it is a great improvement from my last PSTE.

I need to improve on making my directions clearer for my students. I noticed that I was very wordy with my directions. I need to make them plain and simple for the students to follow. I also noticed that I said “yeah” and “yup” quite a bit. I need to start using proper words like “yes”. Another area I can improve on is how fast I talk. I talk very fast and I need to slow down. I always think that I need to get through everything that I have planned in my lesson but I have learned that it is okay to not get through everything. I also need to improve on utilizing teaching moments. This is something that I have improved on since last year but I know I need to keep working at it. After looking over the pre-assessment the students did, I believe that it would have helped them if the worksheet would have been in color. This is something that I will take note of and remember for next time.

While I still have things that I need to work on, I still feel that I have improved since my last PSTE experience. I have become more confident in teaching. Some things that went well in this lesson were that I when I read the book I made sure to speak clearly and loud enough for the students to hear. I read the book through one time without stopping and then I read it through a second time and stopped when one of the pigs found money. When the students were filling out the worksheet as I was reading I decided to stop and fill it out with them because I noticed that many of them were confused on where to write the answers. I have improved on noticing

12 | P a g e

when to change something in my lesson if it is not going as planned. I gave my students expectations before moving on to each activity that way they knew what I wanted them to do with the materials I was giving them. For example, I told my students not to touch the money that I was placing on their desks. It needed to stay where I set it. I repeated this a few times so they would remember. This is something that I still need to work on though because there were other times that I did not set my expectations or I did not repeat it enough for them. I learned that everything needs to be repeated at least 2 times for the students to remember what I told them. The phrase that I used to gather my students’ attention worked well with this class. I would say it once, look around the room to make sure everyone stopped what they were doing and was looking at me. If every student was not looking at me then I repeated it a second time. I’ve learned that I need to pause and make sure everyone is paying attention when I gather their attention.

13 | P a g e

14 | P a g e

15 | P a g e

16 | P a g e

ELED/SPED/SEED 496 Teacher Work Sample Scoring RubricPre-Student Teaching Experience

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

Task I: Professional Goal Setting

Components Advanced/Excellent4

Proficient/Competent3

Basic/Developing2

Below Basic/Needs Work

1

Professional Goal Setting and Reflection

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

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

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

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

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

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

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

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

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

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

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

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

Task II: Contextual Information

Components Advanced/Excellent4

Proficient/Competent3

Basic/Developing2

Below Basic/Needs Work

1

Contextual Factors

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

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

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

Candidate does not identify the contextual factors.

Task III: Instructional Design and Implementation Components Advanced/Excellent

4Proficient/Competent

3Basic/Developing

2Below Basic/Needs Work

1

Standards/Objectives

All lessons contains evidence of setting measurable objectives that are clearly aligned with specific state and/or national

Most lessons contains evidence of setting measurable objectives that are aligned with specific state and/or national

Lessons contain minimal evidence of setting measurable objectives that are only somewhat aligned with specific

Lessons contain no evidence of setting measurable objectives and are not aligned with specific state and/or

17 | P a g e

standard(s).

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

standard(s).

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

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.

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 copies of the Pre- and Post-Assessments used.

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 copies of the Pre- and Post-Assessments used.

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

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

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

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

Technology

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

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

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

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

Differentiation, Accommodations, and Modifications

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

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

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

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

18 | P a g e

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

students’ progress toward

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:

students’ progress toward mastery of the objectives

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

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

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

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

students’ progress toward mastery of the objectives

19 | P a g e

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)

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)

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)

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-

Lesson Reflection: Successes

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

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

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

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

Lesson Reflection: Challenges

Identifies and describes more than two challenges encountered throughout lesson.

Identifies and describes two challenges encountered throughout the lesson.

Identifies and describes only one challenge encountered throughout the lesson.

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

Lesson Reflection: Improvements

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

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

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

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

Overall Professional Quality of Teacher Work SampleComponents Advanced/Excellent

4Proficient/Competent

3Basic/Developing

2Below Basic/Needs Work

1Writing 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.

Content Organization:

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

Paper is organized.

Content Organization:

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.

Content Organization:

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

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

Conventions:

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

Conventions:

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

Conventions:

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

Conventions:

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

Overall Quality:

Professionally written, high-quality paper.

Overall Quality:

Adequately written, average quality paper.

Overall Quality:

Writing and quality of paper are in development but

Overall Quality:

Poorly written, low-quality paper. Resubmission required.

20 | P a g e

resubmission is not required.

21 | P a g e

References and Credits

Jackman, H.L., Beaver, N.H., Wyatt, S.S (2014) Early Education Curriculum: A Child’s Connection to the World, Stamford, CT, Wadsworth Publishing

22 | P a g e