Professional Documents
Culture Documents
Amanda Tobin
(605) 216-7783
Candidate ID Number:
7170130
O. M. Tiffany
Subject/Content Area:
Math
Grade Level:
2nd Grade
Date Submitted:
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Description
A 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 PreStudent Teaching Experience. The TWS assignment includes the following tasks:
I.
II.
III.
Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.
References and Credits: If you refer to another persons 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:
A paper copy of your TWS must be submitted to the Office of Field Experiences (Gerber 111)
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
Knowledge of Self as an
Individual
Description
Developmental Needs
Student Diversity
Knowledge of Content
Knowledge of Pedagogy
Planning
Implementation
Assessment
Classroom Management and
Organization
Instructional Materials and Technology
Knowledge of Self as a
Teacher and Member of a
Learning Community
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Community
(e.g., whether the area is urban, suburban, or rural;
socioeconomic information; census data for the
community)
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)
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-tostudent ratio)
Classroom Demographics
(e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students physical needs,
and those due to cultural characteristics).
Knowledge of Students
(in terms of the whole class and individual students)
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Teacher Candidate
Name:
Grade Level:
Subject:
Date:
Amanda Tobin
2nd Grade
Math
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of
tens and ones.
List the Learning Objective(s) to be addressed in this lesson. Use the following
format: Students will be able to
Students will be able to recognize that the first digit of a 2-digit number designates
the number of groups of 10, and the second digit designates the number of ones.
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ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure
students level of understanding toward the learning objective(s) prior to teaching
the lesson.
Students have been learning about even and odd numbers for the past week
leading up to this lesson. They have now recently began working on place value
and grouping. We held a discussion about grouping objects different ways on Friday
and they completed a partner activity, which involved grouping their objects at
least two different ways. The cooperating teacher and I had to approve their two
ways to check for understanding.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)
Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).
I will administer the pre-assessment on Friday, December 2nd. My lesson will be
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completed on Monday, December 5th, so this will give me plenty of time to assess
student readiness and adjust my lesson if necessary.
Create and insert a table/chart/graph that shows the pre-assessment data results.
(if applicable)
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.
The results of the pre-assessment were encouraging. Most of the students seemed
to grasp the concept. There were only two students that quite obviously hadnt
grasped the concept yet. She pulled them aside at recess (because they were both
in trouble from that morning) and tried to help them grasp the concept more. There
were also a few students gone that couldve potentially struggled with this lesson,
so they may have more difficulty on Monday with my lesson since they have been
out of school for a few days. I will address this issue by assigning them lower
numbers to assess where they are at with understanding. I also plan on grouping
them with a higher level student to help them receive explanation, if needed.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use
to measure students level of understanding toward the learning objectives after teaching the lesson.
TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate
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ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students learning, culture,
language, etc. * Be sure that these accommodations are based on what you
identified/described in your contextual information (Task II).
Student 1: This student has many behavioral problems and cannot stay on task or
work well with others. They have tried many options with her but it has been
decided that this student needs to work on her own instead of in groups or with
partners. This will keep her better on track during the lesson. Her desk is also at
the front of the room by the teacher to better montitor her progress and behavior.
Student 2: This student is very hyperactive and is also on a behavior plan like the
previous student. His desk is separated from other studens so he cannot distract
them, and vice versa. He has been doing much better since his desk was
separated. He needs a lot of attention, but works well in groups and usually
understands material, if he can pay attention. He is on medication for ADHD and
needs to be kept on track often.
Student 3: This student is also very strong ADHD and is newly on medicine for it.
He has issues blurting out during lessons, but it very intelligent and always
understands the lessons. He needs to be reminded to raise his hand and let others
have a chance. He does well with verbal praise for acting the way his is supposed
to.
MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.
Student 1 and Student 2 are both on behavior plans. When they start to misbehave
they need a verbal warning to stop, and if further misbehaving happens, it goes on
the behavior plan. If after writing it down, the behavior continues they need to visit
the principal. These behaviors happen almost daily, so that is the system in place
for those two students. Student 3 will be kept on task by verbal warnings usually.
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The students also have coin bags that they can lose money from for behavioral
issues. This is usually a good motivator for students. Also they have a class reward
system that works well to motivate students. I plan on doing various activities
throughout my lesson involving the use of manipulatives, individual work, and
group work to keep students engaged in my lessons content.
LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning
objectives)
Describe how you will activate student interest and present the learning objective
in an engaging way (this is your lesson opening).
I will begin the lesson by asking students to recall the group sorting, exchange
game, counting by numbers, etc. I will explain that today they are really going to
have to put their thinking caps on because we are going to use all of the
information that they learned from this lesson today. I will start this lesson by
having the Grouping by 2s, 5s, and 10s worksheet on the SmartBoard (or
document camera sometimes the SmartBoard doesnt work). I will explain to the
students that we will be working on place value today. Place value is understandint
that in a number like 38, you have 3 tens and 8 ones. I will ask them to think back
to when they did odd and even. When the number was even, there were no
leftovers in the partners. When it was odd, there was a leftover that didnt have a
partner. They did group work with pairs, and thats what they will be doing again
today. I will let them know that today I will be challenging them just a little bit
more, but that I think they can handle it. They are going to try and group by 5s and
10s, too, just like they did with their object groupings on Friday.
Describe how you will communicate (to students) how the objective is relevant to
their lives.
I will tell them that the lesson we are doing today, along with all of the lessons that
they have been doing recently will lead them into learning multiplication when they
come back from break in January. The cooperating teacher has been talking to
them a lot about learning multiplication and how these activities will help them
when it is time to learn that.
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Together, we will fill in the number 38 at the top of the Grouping by 2s, 5s, and
10s worksheet. I will tell them that we are going to fill in the top row first, which is
grouping by 2s. The first question we will answer is if 38 is odd or even. The answer
is even so every group will be partnered. The students will have manipulatives to
work with during this so they can make groups of 2 with cubes to visualize it. We
will fill in the chart together. There will be 19 towers, 0 leftovers (because it is
even), and 38 cubes total. Next, we will move to grouping by 5s. I will ask the
students to stack their cubes in groups of five. After stacking, we will fill in the chart
so it will show 7 towers, 3 leftovers, and 38 total cubes. I will also show this on the
100s chart. Finally, I will have them sort their cubes into towers of 10. They will
have 3 towers, 8 leftovers, and 38 cubes total. After we have completed the first
chart as a class, I will have them work in groups of four to complete the other two
towers.
Describe how you will check for students understanding before moving on to independent practice.
I will check for understanding by observing the work and answers that I receive
during group instruction. If I notice that there is a part of the lesson we need to
review, I will do so, and if an individual student needs more help, I will give them
extra attention during group worktime.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives? (this is the post-assessment)
Each group of four will receive a number from the Numbers for Grouping by 2s, 5s,
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and 10s worksheet or the 100s chart. There are various ranges of numbers on the
worksheet, so I will be able to select a number for each group based on their ability
levels and need. Each group will complete the next chart with whatever number
they received. A few of the choices are: 13, 17, 30, 40,45, 66. I will be walking
around checking on each group as they work and aiding if they need it. After
groups finish, I will check their table to make sure its correct, and if not I will talk
through it with the group. Then, after fixing potential errors, I will give them a
different number to complete the bottom chart with. After they are finished, they
will have to get a star from me to acknowledge correct completion.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this lesson
plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that
were taught in an interactive manner (whole/small group, etc.).
For my lesson closing, we will discuss some of the answers that groups received
and review place value. If groups finish early enough, we will work on the What
time is it? worksheet.
ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will
require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you
show the comparison.
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REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
I feel as though I was very well organized to give my lesson. I had all of my
materials ready to go before the students came in from recess so we could
smoothly transition into the beginning of my lesson. The cubes were in the front of
the classroom, ready to be grabbed, and the SmartBoard was on and ready to be
used with the page already pulled up. I also believe that I did a good job checking
for student rediness and understanding before moving through different parts of
my lesson. I asked multiple times for students to give me a thumbs up on their
chest if they fully understood instructions or concepts. I also waited to see almost
everyones hands up for review questions before asking for answers to ensure that
I gave everyone a chance to think about the questions posed.
List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
I feel that my wait time could have been a little longer. I waited until most hands
were up in the air, but I still struggle with how long is long enough. I find it hard in a
class like hers, that has so many behavior issues, to figure out how long to wait
without the students starting to get distracted or impatient, which they so quickly
do. I also thought that I couldve varied my tone of voice to get the students
attention when they began to get off task. My supervisor suggested that
whispering is a good way to get students attention and quiet them down quickly,
because they become curious to hear what you have to say. I really liked this idea
and cant wait to try it out! I really think that this strategy would be a good way to
get the students interested and make them want to listen. I used cues such as me
saying, One, two, three, eyes on me and the students responding by saying,
One, two, eyes on you! They always respond well to this cue and usually quiet
down and look almost immediately. I also used, To infinity and they respond with,
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And beyond! I feel that I, once again, couldve increased my wait time and stood
there waiting for those that find listening more difficult. I plan to do so in my next
student teaching experience to help improve my behavior management goal even
more.
List and describe two ideas for redesign you would make if you were to teach this lesson again.
I would redesign this lesson so that students were working in smaller groups so
they could work more with the manipulatives. My teacher had previously done the
lesson in groups of four, so I followed her previous execution style. I found that in
some groups, certain students really needed the manipulatives more than others,
so I think smaller groups wouldve allowed for more hands-on work for those that
needed it. I would also assign the groups more by ability level so that the students
were challenged by their levels and not just one person felt like they were having
to do everything. I didnt feel that it was a major issue, but something I would
maybe consider for next time. I think it would allow for upper levels to be
challenged, and lower levels to gain more practice using manipulatives and getting
extra targeted help from the instructor.
Professional Goal
Setting and Reflection
Advanced/Excellent
4
Proficient/Competent
3
Basic/Developing
2
Below Basic/
Needs Work
1
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 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 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 reflection on
goal achievement is
minimal and needs
development.
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Advanced/Excellent
4
Proficient/Competent
3
Basic/Developing
2
Below Basic/
Needs Work
1
Contextual Factors
Standards/Objective
s
Assessment
Technology
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Advanced/Excellent
4
Proficient/Competent
3
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 Preand Post-Assessments used.
Includes a copy of a high
quality key/product to show
desired outcome.
Basic/Developing
2
Lessons contain minimal
evidence of setting
measurable objectives
that are only somewhat
aligned with specific
state and/or national
standard(s).
Lessons allow for very
few connections across
the curriculum which do
not build understanding,
nor encourage
application to real world
issues.
Incorporates a preassessment 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 PostAssessments used.
Includes a copy of a
key/product to show
desired outcome.
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.
Below Basic/
Needs Work
1
Lessons contain no
evidence of setting
measurable objectives
and are not aligned with
specific state and/or
national standard(s).
Lessons allow for no
apparent connections
across the curriculum;
students are not able to
build an understanding or
apply to real world issues.
Differentiation,
Accommodations,
and Modifications
Management
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.
Numerous
management/motivational
strategies are clearly
identified and rationale
provided for how these
strategies serve to
significantly enhance both
student engagement and
learning.
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).
Lesson
Implementation
(I Do/We Do/You Do)
Analyzes
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Includes professional-quality
table/charts/graphs which
clearly show post
assessment results (and prepost comparison if
applicable)
Includes average-quality
table/charts/graphs which
show post assessment
results (and pre-post
comparison if applicable)
Provides a description of the
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.
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.
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).
Includes poor-quality
table/charts/graphs
which do not clearly
show post assessment
results (or pre-post
comparison if applicable)
No quality
table/charts/graphs which
show post assessment
(and/or pre) results.
Does not provide a
description of the post
Lesson Reflection:
Successes
Lesson Reflection:
Challenges
Lesson Reflection:
Improvements
Provides a weak
description of the post
assessment results
which does not
adequately address the
following items:
students progress
toward mastery of the
objectives from pre-topost
factors that may have
affected the post
assessment results
how the results of the
post assessment
highlight what areas of
the lesson will require reteaching (if any)
Identifies, describes, and
explains only one
successful teaching
strategy and/or provides
only minimal supporting
evidence for why it was
effective.
Identifies and describes
only one challenge
encountered throughout
the lesson.
assessment results is
weak and illogical and
does not address all of
the following items:
students progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the
post assessment highlight
what areas of the lesson
will require re-
Fails to adequately
identify, describe, or
explain successful
teaching strategies and
provides no supporting
evidence.
Fails to adequately
identify, describe, or
explain challenges
encountered throughout
lesson.
Fails to identify and
describe an idea for
redesigning the lesson
and/or provides no details
to support the redesign.
Writing Skills
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Advanced/Excellent
4
Proficient/Competent
3
Basic/Developing
2
Below Basic/
Needs Work
1
Content Organization:
Content Organization:
Content Organization:
Content Organization:
Most formatting
requirements followed:
(Cover page,
references/credits, font
and spacing, anonymity)
Few formatting
requirements were
followed: (Cover page,
references/credits, font
and spacing, anonymity)
Paper is organized.
Paper is somewhat
organized but candidate
needs to continue to
develop communicating
thought and purpose.
Conventions:
Conventions:
Conventions:
Overall Quality:
Overall Quality:
quality paper.
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quality paper.
paper are in
development but
resubmission is not
required.
paper. Resubmission
required.