HamiltonNatasha Work Sample

TEACHER WORK SAMPLE You Are What You Eat

Natasha Hamilton

Yolanda ElementaryFifth GradeHealthNovember, 9

th

, 2009

Missouri State University

Springfield, Missouri

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HamiltonNatasha Work Sample

Contextual Factors (1)

Community, School System, School Factors

Geographic LocationRural or Urban

- Urban

List unique features of community

– The unemployment rate for this community as of September, 2009 is 11.5%. This community is located down in a valley and it rainsapproximately eight months out of the year. There is no sales tax throughout the entirestate. Members of this community and surrounding communities are veryenvironmentally aware; recycling is a major responsibility of each community member.

List contributions of community to school

– The school has a very active PTO, theycontribute to field trips, classroom supplies, classroom parties, and school functions.Some of the surrounding business (Albertsons, Safeway, Office Depot, Wal-Mart, andTarget) donate a portion of their sales to the school. This usually equals about 1% of their budget. Seniors in the community donate their time to tutor students free of chargeand parent involvement is very high.

School SystemName of school system

– Springfield Public Schools K-12

Number of students in school system

- As of September, 2009 10,410

Number of students in school system on free or reduced lunch

– As of September,2009 6,411 (62%)

SchoolName of school

– Yolanda Elementary School

Grades served in school

–K-5

Student enrollment

- 356

Paragraph: How Community, School System, School Factors Affect the

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HamiltonNatasha Work Sample

Teaching/Learning Process

Community, School System, and School Factors affect the teaching and learningprocess at Yolanda elementary greatly. One of the biggest factors for this area is thefact that there is no sales tax. In other states that have sales tax a portion of that moneygoes to the school, here that doesn’t happen. The school district is very poor, this year they were cut 15 million dollars from their budget. Each year the district normally hiresaround 75-80 staff per year, this year only 7 (for the entire district). Budget cuts havecaused many teaching positions to be eliminated. Class sizes are soaring. My classstarted with 36 students on the first day of school. P.E teachers, Art teachers, MusicTeachers, and Computer teachers have all been cut from the district. Classroomteachers are responsible for teaching all of these subjects to their students. This can bevery challenging and teachers are working very hard all day without breaks.

Classroom Characteristics:

StudentsGrade level

– Fifth

Boys/girls ratio

– 18 boys/16 girls

Age range

– 10 and 11

Ethnicity

– 27 (82%) Caucasian students, 3 (27%) Hispanic, 1 (3%) Asian, and 2 (6%)Unspecified

Socio-economic Profile

– The schools Free and Reduced lunch rate is 42%

Reading Achievement

– The classroom is ability grouped for reading. There are threeteachers each has one group. Some students may leave the classroom and go toanother for reading. There are three groups: Intensive, Strategic, and Benchmark.Intensive students are the lowest, they are all are below grade level. Strategic is themiddle group, these students are approaching grade level. They may know most of theconcepts but not all. Benchmark students are at grade level or above. There are 8(24%) intensive, 13 (39%) strategic, and 13 (39%) benchmark. Five of the intensivestudents are in pull a pull out reading group. Three have IEPs for reading and the other two are way below grade level.

Mathematics Achievement

- Math groups are also ability grouped with the samegroups as reading. (Intensive, Strategic, and Benchmark) There are 12 (36%) intensive,9 (27%) strategic, and 13 (39%) benchmark. Four of the intensive attend a pull outclass.

Classroom Organization

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