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Northern State University

Pre-Student Teaching Experience


SEED 496
Teacher Work Sample
Spring 2017

Candidate Name: Lisa Keizer

Candidate Phone Number: (605)956-1321

Candidate ID Number: 7179810

Name of School where data Holgate Middle School


was collected:

Subject/Content Area: United States History

Grade Level: 8th grade

Date Submitted: December 7, 2016

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: electronic submission)

Copyright © 2015 Educational Testing Service. The ETS® Praxis Performance Assessment (PPAT) Contextual Factors
Chart and Lesson Plan Format are modified by permission of ETS, the copyright owner.

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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
Pre-Student Teaching Experience. The TWS assignment includes the following tasks:

I. Professional Goal Setting and Reflection


II. Contextual Information
III. Instructional Design and Implementation (two lessons)

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 SEED 496


 Your electronic portfolio/professional website (please remember to remove the cover page
with identifying information before posting).

Note: You may be required to submit a paper copy of your TWS to your SEED 496 instructor.

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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 Potential Category Outcomes Description


Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an  Respect and Concern for Students Knowledge of Self as an Individual
Individual recognizes the educator’s influence in the
 Commitment to Health and Safety lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.

Knowledge of the Learner  Developmental Needs Knowledge of the learner focuses on an


understanding of growth and development
 Student Diversity 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 Pedagogical Knowledge includes those


 Implementation principles and strategies necessary for
 Assessment effective teaching, including the planning,
 Classroom Management and implementation, and assessment of
Organization instruction, classroom management and
 Instructional Materials and Technology organization, knowledge of curriculum and
instructional materials, and integration of
technology.

Knowledge of Self as a  Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a  Commitment to Teaching Member of a Learning Community calls for
Learning Community  Interpersonal Relations a collaboration among teachers, students
 Professional Growth and Development and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.

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

a. Identify the Framework Category to which your goal aligns:


Knowledge of Pedagogy

b. Identify the specific Category Outcome you will use to determine your goal:
Classroom Management and Organization

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.
During my Pre-Student Teaching Experience, I would like to get a better understanding
of how to manage a classroom: how to deal with kids who are having a hard time
staying on task, not listening to the instruction, etc. I chose this goal, as I am a rather
passive and quiet person. I also have not had experience in controlling a class, and
would like to get some ideas on how to manage a class’s behavior as so that all
students can get the information that they need.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
To accomplish this goal, I will look online (the teaching channel) for some ideas, along
with asking my cooperating teacher what they do in order to keep control of their class.
From there, I will begin practicing those that I am comfortable with.

e. Reflect on your progress/growth toward achieving this goal:


During my lessons, I was able to gain some understanding of how to manage a
classroom. A lot of classroom management is worked into the planning, and keeping
students engaged throughout the lesson. You should let students think about what they
are learning often throughout the lesson, instead of just telling them the answers.
Another classroom management strategy that I tried was simply moving around the
room, and standing by those that were being disruptive during the lesson. By standing
beside them, they quieted down and at least acted like they were paying attention. After
awhile, they didn’t disrupt or talk during some lessons; however, they would just put
their heads on the desk and not engage. I got some pointers from my supervisor for
this: simply tell them to sit up, and take notes. Do not get passive with that, don’t let that
slide. Finally, another strategy that I tried was simply standing in front of the class
silently, waiting for them to stop talking in order to move on. For this, I feel as though I
should have incorporated some sort of signal so that I captured their attention quicker.

Although I have gained some insight on how to manage a classroom, this is still a work
in progress, and I will continue to look for some other strategies to try out.

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


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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

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-to-
student ratio)

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Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name:


Grade Level:
Subject:
Date:

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

Click here to enter text.


List the Learning Objective(s) to be addressed in this lesson. Use the following format: “Student’s will
be able to…”

Click here to enter text.

Describe how the objective is relevant to students’ lives.

Click here to enter text.

List the words relevant to the content area that you will either introduce and/or review during your
lesson.

Click here to enter text.

List the materials you will need to teach the lesson.

Click here to enter text.

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.

Click here to enter text.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

☐ Is your pre-assessment included at the end of this lesson plan?


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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).

Click here to enter text.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if applicable)

Insert an image of your table/chart/graph here.


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.

Click here to enter text.

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.

☒ Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model of
the desired outcome.

☐ Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson to
enhance instruction and student learning.

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Click here to enter text.

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).

Click here to enter text.

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.

Click here to enter text.

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).
Click here to enter text.

Describe how you will communicate (to students) how the objective is relevant to their lives.
Click here to enter text.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and
skills required of the objective. (cite theories/theorists)
Click here to enter text.

Describe how you will check for students’ understanding before moving on to guided practice.
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Click here to enter text.

“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).
Click here to enter text.

Describe how you will check for students’ understanding before moving on to independent practice.
Click here to enter text.

“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)
Click here to enter text.

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.).
Click here to enter text.

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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Insert an image of your table/chart/graph here.

Description:

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction (successes).
Click here to enter text.

List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
Click here to enter text.

List and describe two ideas for redesign you would make if you were to teach this lesson again.
Click here to enter text.

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SEED 496 Teacher Work Sample Scoring Rubric
Pre-Student Teaching

Teacher Candidate Name:_________________________________________________________________


Semester: Spring Fall Year 20____
Grade/Subject Area______________________________________________________________________

Task I: Professional Goal Setting


Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate identifies one Candidate identifies one goal Candidates identifies one Candidate does not
well-planned goal and and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides a action plan for the
Candidate provides an Candidate does not
detailed action plan for the achievement of the goal and
action plan for the provide an action plan for
achievement of the goal and cites resources s/he will use
achievement of the goal the achievement of the
Professional Goal cites any specific resources to enhance goal
s/he will use to enhance goal achievement efforts. but needs to work to goal.
Setting and Reflection achievement efforts. develop a more specific
Candidate effectively list of resources to be Candidate is not clearly
Candidate is highly effective communicates any used for achievement of able to reflect on his/her
at communicating any progress/growth made that goal. performance in the area
progress/growth made toward the goal in the of goal
toward the goal in the reflection. Candidate’s reflection on setting/achievement.
reflection. goal achievement is
minimal and needs
development.
Task II: Contextual Information
Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact the which prohibits his/her factors.
instructional strategies, strategies, approaches, and ability to fully recognize
approaches, and assessments used to any impact those factors
Contextual Factors assessments used to support support their students’ would have had on
their students’ learning. learning. potential strategies,
approaches, and
assessments used to
support their students’
learning.
Task III: Instructional Design and Implementation
Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
All lessons contains Most lessons contains Lessons contain minimal Lessons contain no
evidence of setting evidence of setting evidence of setting evidence of setting
measurable objectives that measurable objectives that measurable objectives measurable objectives
are clearly aligned with are aligned with specific that are only somewhat and are not aligned with
Standards/Objectives specific state and/or national state and/or national aligned with specific specific state and/or
standard(s). standard(s). state and/or national national standard(s).
standard(s).

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Lessons allow for numerous Lessons allow for Lessons allow for no
connections across the connections across the Lessons allow for very apparent connections
curriculum which serve to curriculum which serve to few connections across across the curriculum;
build understanding, and build understanding, and the curriculum which do students are not able to
encourage application to real encourage application to real not build understanding, build an understanding or
world issues. world issues. nor encourage apply to real world issues.
application to real world
issues.

Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate


pre-assessment to measure assessment to measure assessment which evidence of a pre-
students’ prior knowledge of students’ prior knowledge of partially measures assessment to measure
the learning objective and the learning objective and students’ prior students’ prior knowledge
purposefully utilizes the somewhat utilizes the results knowledge of the of the learning objective.
results to inform to inform planning/instruction learning objective but
planning/instruction for the for the lesson and post fails to adequately utilize Does not include copies
lesson and post assessment. assessment. the results to inform of the Pre- and Post-
planning/instruction for Assessments used.
Includes copies of the Pre- Includes copies of the Pre- the lesson and post
Assessment and Post-Assessments used. and Post-Assessments Does not include a copy
assessment.
used. of a key/product to show
Includes a copy of a high Includes copies of the desired outcome.
quality key/product to show Includes a copy of a Pre- and Post-
desired outcome. key/product to show desired Assessments used.
outcome.
Includes a copy of a
key/product to show
desired outcome.

Purposefully and consistently Incorporates the use of Is still developing the Does not incorporate the
incorporates the use of available technology to ability to incorporate the use of available
available technology to somewhat enhance use of available technology to enhance
further enhance instruction in instruction in ways that technology to enhance instruction nor provide an
ways that authentically engage most of the students instruction in ways that explanation for why
engage all students in the in the learning experience. engage the students in technology is not utilized.
learning experience. For For cases where technology the learning experience.
Technology
cases where technology is is not utilized, candidate For cases where
not utilized, candidate provides an explanation. technology is not utilized,
provides a logical candidate provides an
explanation. explanation.

Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust
instruction during lesson lesson planning and instruction during lesson instruction during lesson
planning and implementation implementation in order to planning and planning and
in order to significantly meet meet some of the identified implementation but the implementation in order to
Differentiation, all of the identified needs of needs of individuals, small differentiated instruction, meet the identified needs
individuals, small groups or groups or the class by accommodations and of individuals, small
Accommodations, the class by including including general methods of modifications used do groups or the class. No
and Modifications specific methods of differentiation, not fully meet the differentiation,
differentiation, accommodations and identified needs of accommodations and
accommodations and modifications. individuals, small groups modifications present.
modifications. or the class.

Numerous Management and Management and Management and


management/motivational motivational strategies are motivational strategies motivational strategies to
strategies are clearly identified and rationale is are not clearly identified enhance student
identified and rationale provided for how these and rational is lacking engagement and learning
provided for how these strategies enhance student evidence of how these are not identified.
Management strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.

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Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
consistently including a effective/engaging needs to work to develop student interest.
highly-effective/engaging introduction and closing. a more effective lesson Candidate does not
introduction and closing. opening and closing. include evidence of an
Introduces and reinforces effective opening and/or
Effectively introduces and the learning objective(s) so Needs to be more closing.
repeatedly reinforces the that students are cognizant purposeful about
learning objective(s) so that of expected outcomes. introducing and Learning objective is not
students are cognizant of reinforcing the learning reinforced throughout the
expected outcomes. Presents all content in a objective so that the lesson.
sequential manner and students are cognizant of Content is not presented
Presents all content in a provides opportunities for expected outcomes. in a sequential manner
sequential manner and modeling and practicing the and candidate does not
provides numerous skills and content needed to Content is not always provide evidence of
opportunities for modeling meet the learning presented in a sequential allowing opportunities for
and practicing the skills and objective(s). manner and candidate modeling and practicing
content needed to meet the needs to provide more the skills and content
learning objective(s). Checks for student opportunities for needed to meet the
understanding throughout modeling and practicing learning objective(s).
Lesson Consistently checks for most of the lesson cycle and the skills and content
Implementation student understanding provides evidence of re- needed to meet the Candidate does not check
throughout the entire lesson teaching/remediation where learning objective(s). for student understanding
(I Do/We Do/You Do) cycle and provides detailed necessary. throughout the lesson
evidence of re- Checks for student cycle and there is no
teaching/remediation where understanding evidence of re-teaching
necessary. Includes reasons for why the throughout most of the /remediation.
instructional strategies and lesson cycle and
Includes numerous detailed provides little evidence of Does not includes
learning activities chosen for
reasons for why the re-teaching/remediation reasons for why the
instructional strategies and the lessons are where necessary. instructional strategies
learning activities chosen for developmentally appropriate and learning activities
the lessons are (claims are somewhat chosen for the lessons
developmentally appropriate supported by relevant Includes reasons for why are developmentally
(claims are supported by theory/research that is cited). the instructional appropriate (claims are
relevant theory/research that not at all supported by
strategies and learning
is clearly cited). relevant theory/research
activities chosen for the nor sufficiently cited).
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).

Includes professional-quality Includes average-quality Includes poor-quality No quality


table/charts/graphs which table/charts/graphs which table/charts/graphs table/charts/graphs which
clearly show post show post assessment which do not clearly show post assessment
assessment results (and pre- results (and pre-post show post assessment (and/or pre) results.
post comparison if comparison if applicable) results (or pre-post
applicable) comparison if applicable) Does not provide a
Provides a description of the description of the post
assessment results is
Provides detailed description post assessment results Provides a weak
weak and illogical and
of the post assessment which somewhat addresses description of the post
does not address all of
results which thoroughly most of the following items: assessment results
the following items:
addresses all of the following which does not
Analyzes items : students’ progress toward adequately address the students’ progress toward
mastery of the objectives following items: mastery of the objectives
students’ progress toward from pre-to-post from pre-to-post
mastery of the objectives students’ progress
from pre-to-post factors that may have toward mastery of the factors that may have
affected the post objectives from pre-to- affected the post
factors that may have assessment results post assessment results
affected the post assessment
results how the results of the post factors that may have how the results of the
assessment highlight what affected the post post assessment highlight
how the results of the post areas of the lesson will assessment results what areas of the lesson
assessment highlight what require re-teaching (if any) will require re-

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areas of the lesson will how the results of the
require re-teaching (if any) post assessment
highlight what areas of
the lesson will require re-
teaching (if any)

Identifies, describes, and Identifies, describes, and Identifies, describes, and Fails to adequately
explains more than two explains two successful explains only one identify, describe, or
Lesson Reflection: relevant successful teaching teaching strategies and/or successful teaching explain successful
strategies and provides provides supporting strategy and/or provides teaching strategies and
Successes detailed supporting evidence evidence for why they were only minimal supporting provides no supporting
for why they were effective. effective. evidence for why it was evidence.
effective.
Identifies and describes more Identifies and describes two Identifies and describes Fails to adequately
than two challenges challenges encountered only one challenge identify, describe, or
Lesson Reflection: encountered throughout throughout the lesson. encountered throughout explain challenges
lesson. the lesson. encountered throughout
Challenges
lesson.

Identifies and describes more Identifies and describes two Identifies and describes Fails to identify and
than two significant ideas for ideas for redesigning the one idea for redesigning describe an idea for
Lesson Reflection: redesigning the lesson and lesson and provides details the lesson and provides redesigning the lesson
Improvements provides full details to to support the redesign. very minimal details to and/or provides no details
support the redesign. support the redesign. to support the redesign.

Overall Professional Quality of Teacher Work Sample


Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Content Organization: Content Organization: Content Organization: Content Organization:

All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and (Cover page, followed: (Cover page,
spacing, anonymity) spacing, anonymity) references/credits, font references/credits, font
and spacing, anonymity) and spacing, anonymity)
Paper is well organized with Paper is organized.
clarity of thought and Paper is somewhat Paper requires much
purpose. organized but candidate better organization of
needs to continue to content and candidate
develop communicating needs to significantly
thought and purpose. develop in the area of
communicating thought
and purpose.
Writing Skills Conventions: Conventions: Conventions: Conventions:

Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or sentence grammar, punctuation, grammar, punctuation,
structure. structure, but does not and/or sentence and/or sentence
significantly detract from structure, and this structure, errors which
overall quality. somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:

Professionally written, high- Adequately written, average Writing and quality of Poorly written, low-quality
quality paper. quality paper. paper are in paper. Resubmission
development but required.
resubmission is not
required.

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