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Dixie State University- Department of Education

Teacher Work Sample (TWS) Handbook

Elementary and Secondary- Fall 2014
Teacher Candidate

Krista Anderson

Identify the contextual factors of students in the class you will be teaching your TWS unit. Use
this template to fill in the contextual factors before you begin designing the TWS.
Note: Due to privacy issues, change students names to numbers before you turn in the final
TWS. Identify diverse students by writing the category listed below next to their number. For
example, Student 3- Ability.

All TWS work should be in an electronic format saved to a CD/ USB port and
submitted to the Education Department. TWS components need to also be put into
the DESERT eportfolio.

Standard I: Classroom Contextual Factors (DM1)- Narrative-suggested length (2 pagestyped-double-space).

You will need to use differientiation (modification/adaptations) in your lesson plans,
instructional strategies, and assessments that are based on student contextual factors. To help you
determine what types of accommodations are needed, identify the information below.
1. Demographics: Identify the gender, ethnicity, language proficiency, exceptionalities, and
number of students.
a. Students: Total #__25__

Males: _10__

Females: _15__

b. Ethnicity: White: _22___

Asian: ______

Hispanic/Mexican: __3__
Native American:_______

African American:______
Other: ______

3. Language Proficiency: Identify the number of English Language Learners and languages in
your classroom.
The teacher was only aware of one student that may be ELL but because she is an exchange
student she was required to pass an English proficiency test and doesnt register in the school as
an ELL student.
There are about 40 ELL students but most have passed their proficiency test.

4. Exceptionalities: Identify the number and type of exceptionalities in the class.

My practicum teacher said that most exceptionalities can be found by looking at scores and
grades. The students with low grades are asked to take another math class known as
enhancement so they have math every day instead of every other day.
5. Social Economic Status (SES)
The social economic status at my practicum high school is high. I have noticed that some
students feel entitled. Some dont work hard but think they should still get an A (that it should be
given to them). Helping students to enjoy working hard and learning is one of my top priorities
and I think that will help with students who are in any type of SES.
6. Academic Knowledge (If available): Describe the academic data results of the students thus far
(grades, attendance, discipline factors, core tests. etc.).

Going into my first lesson my teacher informed me about one student who influenced the class
for good or bad and that if I could get her to be involved in the class everyone else would.
Luckily she was one of my tennis girls and she really behaved well and I told her after I really
appreciated her cooperation and that I enjoyed working with her as a student and an athlete.
A few weeks ago the students took their SAGE testing and received a score above Washington
County School Districts average.
7. English Language Learners: Describe ways you can incorporate tools of language
development and reading content into planning and instruction for these students. Example:
ELED- SIOP/ WIDA; SCED-reading content.
If students are not ELL they still can gain knowledge from these techniques to help develop their
language skills. I would like to incorporate a dictionary/diary in my classroom so that students
can pull it out and have all of the definitions in one spot. If they know the vocab they will be
better prepared to understand assignments/reading assignments. One of my college professors
posts articles to canvas once a week on how math influences the world. I would love to do that
on my class website and for homework assignments as well.
8. Multicultural Perspectives: Identify ways you can use culturally responsive curricula and
teaching that meets the needs of all students.
With the articles I post I will use different cultures perspectives. One idea I liked from SCED
was having a board in the classroom with all different types of cultures on it. Even if a class isnt
very diverse, learning about other cultures could spark some of their interest in learning or help
them be prepared for the world outside of high school (which is very diverse).

9. Prior Knowledge: Elementary-Describe the criteria used to determine the reading and
mathematics prior knowledge and give a percentage of the number of students in these different
levels for reading and mathematics such as Below, Basic, or Advanced. Secondary- Review the
prior knowledge needed of students to be successful in learning the content knowledge for the
TWS unit and how you will implement content reading into your unit (Ex. Common Core
Strategies, etc.).
Knowledge students needed to know would be range, domain, how to graph, how to use a Tchart, and infinity. For my lesson I had a list of vocabulary words on the board and as we went
through my power point we would fill in the definitions. I would make them define it so it would
be in their own words. I really think this helped them remember the information and they
enjoyed being able to choose their definition.
10. Exceptionalities: Describe student exceptionalities that are identified in the class contextual
factors. These exceptionalities can include; (a) development of physical, social, and emotional
needs; (b) special education; (c) ethnicity; (d) gifted/talented; (e) ability differences, etc. Briefly
describe ways to make modification/ differentiation for planning, instruction, and assessments.
The classes I taught were very quiet. My practicum teacher said that they wouldnt talk much. I
tried anyways by having them talk more because I love learning through discussion more than
lecture. They were quiet at first but warmed up after a few minutes. I think the teachers
personality influences the class more than we know.
11. Identify sub-groups of students: Based on your contextual class factors- identify the subgroups you will need to address in differentiation/modifications for your instruction,
assessments, and analysis of student learning (e.g., gender, ELL, special education, ethnicity,
gifted/talented, ability differences, or other contextual factors listed above, etc.) Subgroup data
will be compared to each subgroup and the whole class.
A sub-group is the 10% of students who are not white. In the classroom I havent seen or noticed
a sub-group yet that would need modifications. If a student needs a modification I have put it in
my syllabus that students should come speak to me about ways we can adjust my teaching to
help them learn the best they can.
In my practicum class there is one exchange student but she does great in math and does well on
quizzes and test which lets me know the teaching style is working well for her. Another subgroup could be the intentional non-learners. Classes have a few of these students but most of the
time it depends on the day (if its a good or bad day).