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Running Head: TEACHER WORK SAMPLE

Teacher Work Sample

Karla Gustafson
November 2014
Dr. Carrie A Buck

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TEACHER WORK SAMPLE
Teacher Work Sample

STANDARD 1: CONTEXTUAL FACTORS

Standard: The teacher uses information about the learning/teaching context and student
individual differences to set learning goals and objectives, plan instruction, and assess
learning. - (University of Phoenix, October 21, 2009, p. 1).
Community, District, and School Factors

Geographical Location Mabel Hoggard Math and Science Magnet School (Hoggard) is
located in the central urban area of Las Vegas. The school is situated along the Northeast
corner of West Washington Avenue and North Tonopah Drive.

Community and School Population The school population is mainly Hispanic with a
strong White/Caucasian influence. The school population is 51.6% male and 48.4%
female.

Socio-economic Profile The Hispanic majority in the school totals 44.4% of the student
body. The White/Caucasian percentile makes up 20% with the Black/African American
population at 15.7% and the Asian population totaling 10.8%.

Magnet School Factors As A Math and Science Magnet School Hoggard is only
obligated to enroll 25% of the local community students. The other 75% of the student
body is chosen via lottery. Once a student is enrolled at Hoggard his or her placement is
secured unless he or she becomes a disciplinary issue or obtains an IEP that requires the
need to be in a self-contained classroom. Students with current siblings at the school are
considered in higher standing for placement. The main influx of students occurs both at
first grade when the magnet program begins, and at third grade when class sizes increase
from 20 students to 30 students.

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TEACHER WORK SAMPLE

Classroom Factors

Physical Features / Classroom Arrangement The classroom is located in the

Kindergarten wing with doors located on both the east and west sides of the building. The
classroom is oriented so that the front of the classroom is north, and the back of the
classroom is south. The Northwest corner of the classroom is dedicated as the teacher
area, while the Northeast corner is the carpet / board area dedicated to Calendar activities
and whole group lessons. There are 21 student desks placed into five staggered groups of
four with one teachers helper desk located at the front. There is a kidney table along with
teacher supplies located in the Southeast corner and a student library located along the
south west wall. The Western wall is home to a counter on which four computers for
students to use and the teacher computer sit.

Availability of Equipment and Resources The room houses a SmartBoard with digital
camera capabilities. There are four student computers, the teacher computer, and a laptop
all with internet access. There are also six classroom iPads for student use. There is an
abundant amount of student resources; such as: paper, writing/craft utensils, and
manipulatives. All of the equipment is in good working order. There is an issue with
some of the outlets; however, and sometimes the plugs must be moved to ensure power is
reaching each device.

Extent of Parent Involvement There are three parents who come in regularly to assist.
They help out with homework collation, small group reading activities, and projects.
Hoggard also has a thriving Grandparent Helper program. Through this program, there
is a Grandparent Helper in the classroom in the hour proceeding and directly after lunch.

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TEACHER WORK SAMPLE

These Grandparent Helpers work with individual students or small groups on reading and
writing activities.

Rules and Routines The classroom rules and procedures are known to all of the
students. There is one student who has a Behavioral Improvement Plan in place. Students
are given team points for following directions. At the end of the day, these points are
totaled and the team with the most points is given a sticker. The students are individually
given caught you being good tickets which are collected and randomly selected for a
prize at the end of each week. In the halls and at specials, students can earn marbles for
behavior outside the classroom. A full jar of marbles results in a marble activity which
the students get to play. The consequence for not following the rules is to write the
incident in the Behavior Book. The yellow book is for the first issue, and the red book
is for an on-going or severe infraction. Students who do not have to write in the behavior
book receive a penny at the end of each day. Pennies can be exchanged for higher
denomination coins, and once a student reaches 10, he or she may buy a prize from the
treasure box.
Routines were established strongly during the first week of school. Students are required
to enter, remove their folders from their backpacks, and place their backpacks into their
team baskets and their folders into the turn-in basket. Those with morning jobs complete
them while the students read aloud their alphabet / sight words as a group. Specials begin
15 minutes into the school day. Reading groups occur between specials and lunch.
Phonics groups are grade-level wide after lunch, followed by calendar and mathematics.
On Friday, Phonics groups are replaced by AR groups in the computer labs. After Math,
the students do a writing assignment. The final hour and a half is dedicated to science and

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social studies. During this time, there is a special science lab time and occasionally guest
teachers.

Grouping Patterns The students at Hoggard are taught to use Kagan Strategies.
Shoulder partners and face partners are used at the desks, and turn-pair-share is used
during whole group instruction on the carpeted area. Each table group consists of a high,
mid-high, mid-low, and low student. The labels for these are; however, highly subjective
because the students are really either very high, or very low with little middle.

Scheduling The daily schedule is not posted; however, the reading group rotation
schedule is posted temporarily until the students no longer need reminding of where they
should be.

Student Characteristics

Number of Students and Overall Makeup of Population The classroom consists of 20

students of which only six are female and the other 14 are male students. This is the
normal class size for first grade at Hoggard. The only exception being the one class of
only 18 due to the size of the classroom itself.

Age, Gender, Race / Ethnicity, and Special Needs in the Classroom The classroom is
first grade. The ages range from six to seven with one, eight year old. There are three
African American students, four White / Caucasian students, one Asian Indian student,
and 12 Hispanic students. One student has an IEP which includes 750 hours per week of
pull-out instruction for Math and English / Language Arts, and 100 hours of push-in per
week of social and emotional assistance.

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Achievement / Developmental Levels / Student Skills The academic level for these
students ranges from late kindergarten to early second grade. The class seems to be split
in half with ten high students and ten low students in reading / phonics. Math seems to be
an area of equality among the students with only one or two struggling and one or two at
a very high level. Differentiated instruction at a whole group level is not necessary as all
differentiation occurs at a small group level.

Culture / Language Interests The students do not seem to be aware of any diversity of
culture between them. The one Asian Indian student has a thick Indian accent, but most
students seem to be unaffected by cultural differences. Students will receive exposure to
diversity through Social Studies lessons.

Learning Styles / Modalities of Class The students are capable of individual work with
only a few cases of students becoming distracted when asked to work independently.
Much of the seatwork provided is individual work. There are many whole group, team,
and partner activities throughout the day as well. These activities keep the students from
becoming bored or disruptive. There are visuals located throughout the room and used
throughout the day. Graphic organizers and artifacts of work to be done are often
employed as examples for the students.

Implications for Instructional Planning and Assessment

Instructional Planning and Assessment Most assessments are informal observations

made throughout the day. Some of the assignments are collected and assessed for
understanding, and tests / quizzes are given on Fridays in phonics, spelling, reading, and
mathematics. Projects are also assessed for their understanding and proper grammar and
punctuation.

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TEACHER WORK SAMPLE

Instructional Strategies / Teaching Style The teaching style for this classroom is
succinct and precise. In order to maintain classroom management, it is imperative to stick
to the schedule that the students know and understand.

Available Resources The Explorations series is used for Mathematics instruction and
the Scott Foresman Reader series is used for reading instruction. There is also a program
instituted at Hoggard called, Being a Writer which is used for writing instruction.
There are leveled readers located in the classroom for study as part of small group
instruction, and various manipulatives are located within the classroom.

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TEACHER WORK SAMPLE

STANDARD 2: LEARNING GOALS AND OBJECTIVES

Standard: The teacher sets significant, challenging, varied, and appropriate learning goals and
objectives. These goals and objectives must include literacy instruction as appropriate for the
content requirements, grade or authorization level, and contextual factors. (University of
Phoenix, October 21, 2009, p. 1).
Students will be introduced to and learn about the proper uses of maps and globes. The
goals chosen relate to the state specific standards for Geography which have been provided.
During the unit, the students will learn to differentiate between different types of maps. Students
will be given a pre-assessment before beginning the unit which asks them to identify what
symbols on a map mean and the difference between the types of maps. This will help to inform
the teacher of the general background knowledge that students possess.
Through the Lesson Objectives it is clear that there is opportunity to meet all levels of
instruction expected in the Blooms Taxonomy levels. By providing this the teacher ensures that
each student can be reached and taught at his or her literacy and cognitive level. It is important to
note that the literacy level among the students is split between students who exceed grade level
standards or fall below them, with only a few students meeting expectations. Any lessons taught
will need to take this into consideration as approximately half the class cannot read or write. The
mathematical level of the students is less varied with more than 75% of students falling either
exceeding or meeting the expected level of a beginning first grade student. This should make
certain aspects of geography much easier to teach than others; therefore less time can be spent on
those portions of the unit.

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TEACHER WORK SAMPLE

First Grade Geography Map Skills and Uses

1. Map Elements and Concepts
2. Map Selection and Analysis
3. Map Construction
4. Map Use and Geographic Tools
LEARNING GOALS
LEARNING OBJECTIVES
Students will be able to identify each of
the oceans and continents by name and
Understand and identify the difference
1
locate them on both a world map and a
between land features on a globe or map.
globe.
1
G5.1.1 Differentiate between and identify
Students will be able to identify
water and land on a map or globe and use
topography such as mountains, deserts,
2
the terms globe and continent.
rivers, and lakes on a standard map or
globe.
Recognize and describe maps as
Students will be able to identify places
representations of places specifically
1 based on their understanding of maps
identifying the shape of North America and
provided.
The United States of America.
2
G5.1.2 Describe maps as representations
Students will be able to identify the
of places.
2 seven continents on a blank world map
G5.1.3 Recognize the shape of North
using labels and different colors.
America on a world map.
Use maps for navigation in both
hypothetical and real-life situations.
3
G5.1.4 Use simple maps to illustrate
direction.
Use maps, graphs and lists in conjunction to
display geographic information.
4

G5.1.5 Visually display geographic

information using simple lists, graphs, and
maps.

Students will be able to navigate around

the school using a simple map.

Students will be able to use a simple

2 map to direct each other to a specified
destination.
Students will be able to use their
knowledge of maps to create a list or
1
graph of a geographic location based on
a provided map.
Students will be able to create a map of
2 a given location based on lists and/or
graphs provided.

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TEACHER WORK SAMPLE

STANDARD 3: ASSESSMENT PLAN

Standard: The teacher uses multiple assessment modes and approaches aligned with learning
goals and objectives to assess student learning before, during, and after instruction.
(University of Phoenix, October 21, 2009, p. 3).

LEARNING
GOALS
Understand
and identify
the difference
between land
features on a
globe or map.
G5.1.1

1 Differentiate
between and
identify water
and land on a
map or globe
and use the
terms globe
and continent.

Recognize and
describe maps
as
representations
of places
specifically
identifying the
shape of North
America and
The United
States of
America.
G5.1.2
Describe maps
as
representations
of places.
G5.1.3
Recognize the
shape of North
America on a
world map.

First Grade Geography Map Skills and Uses

LEARNING
ASSESSMENTS
FORMAT OF
OBJECTIVES
ASSESSMENT
Students will be
able to identify
each of the
oceans and
1
continents by
name and locate
Students will be
them on both a
given a hand-out of
world map and
a map or maps and
a globe.
Pre-Assessment
asked to fill out the
map in increasing
Students will be
detail throughout
able to identify
the unit.
topography such
as mountains,
2
deserts, rivers,
and lakes on a
standard map or
globe.

Students will be
able to identify
places based on
their
understanding
of maps
provided.

Performance Based
Assessment

Students will be
able to identify
the seven
continents on a
blank world
map using
labels and
different colors.

Throughout the
unit students will
keep a journal of
their handouts and
work to show their
progression.

ADAPTATION

Struggling students
will be given
additional help
from the
grandparent
helpers, parent
volunteers, and
grade level
differentiation.

Students will make

use of Kagan
strategies such as
think-pair-share
and shoulder
partners to assist
with
comprehension.

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TEACHER WORK SAMPLE

Use maps for

navigation in
both
hypothetical
and real-life
situations.
G5.1.4 Use
simple maps to
illustrate
direction.

Use maps,
graphs and lists
in conjunction
to display
geographic
information.

Students will be
able to use a
simple map to
direct each other
to a specified
destination.

Students will be
able to use their
knowledge of
maps to create a
list or graph of a
geographic
location based
on a provided
map.

4 G5.1.5
Visually
display
geographic
information
using simple
lists, graphs,
and maps.

Students will be
able to navigate
around the
school using a
simple map.

Students will be
able to create a
map of a given
location based
on lists and/or
graphs
provided.

Observational
Assessment

Summative
Assessment
And
Formative
Assessment

The instructor will

observe he
students as they
work and use a
checklist to
evaluate progress.

Students will be
instructed via
whole group,
teams, partners,
and individual
work to aid in
understanding.

The students will

take a weekly quiz
based on their
work which will be
used to
differentiate and
modify instruction.

The students will

complete a
summative map
project in teams.

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TEACHER WORK SAMPLE

STANDARD 4: DESIGN FOR INSTRUCTION

Standard: The teacher designs instruction for specific learning goals and objectives, student
characteristics and needs, and learning contexts. Instructional design must include literacy
instruction as appropriate for the content requirements, grade or authorization level, and
contextual factors. - (University of Phoenix, October 21, 2009, p. 4)

Day

One

Two

Lesson

Students will take a pre-test in which

they are given both oral and written
directions to complete a world map
by coloring the land brown and the
water blue, and identifying the seven
continents and four oceans. They will
also have to draw a compass, roads,
and rivers and identify the types of
things they will find on a map.

Students will discuss the following

vocabulary: North, South, East, West,
globe, ocean, map, compass rose,
continent, and cardinal direction. The
students will also learn the names of
the continents and oceans through
songs, and understand direction and
the way it is written on a map using a
compass.

Objective and
Standards

Materials and
Strategies

Printed copy of
the quiz.

Objective One
Standard G5.1.1

The quiz will be both

read orally and given
as a printed text.

Objectives One and

Three
Standards G5.1.1 and
G5.1.4

Smart Board
Note Paper
Pencils
Elmo

Whole group
instruction will
happen at the board.
Note taking will be at
their desks with a
teacher helper at the
Help desk so that he
Elmo can show his or
her work.

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TEACHER WORK SAMPLE

Three

Students will create a Compass Rose

and a World Map using construction
paper, scissors, and cut-outs.

Objective Three
Standard G5.1.4

Compass Rose
Ocean Print-outs
Continent Printouts
Construction
Paper
Students will work in
groups to complete
individual compass
Roses and World
maps.

Four

Students will learn about borders

through looking at the giant map of
the United States located in the
classroom. The will listen to the
States song and the Countries of the
world song. We will discuss, as a
class, the difference between a
topographical map and a road map.

Objectives Two and

Four
Standards G5.1.2,
G5.1.3, and G5.1.5

Giant Classroom
Map of The
United States.
The Countries of
the World Song
The U.S. States
Song
Topographical
Maps
City and road
maps

Students will work

with their shoulder
partners to identify
land marks and roads
and discuss
differences between
road maps and
topographical maps.

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TEACHER WORK SAMPLE

Five

Students will take a quiz on the

continents, oceans, compass, borders,
topography and roads.

Goals One and Three

Standards G5.1.1 and
G5.1.4

The quiz will include

several different
types of assessment
(Multiple choice,
crossword,
vocabulary match,
etc.), and will be read
aloud to those
students in need of
this type of
assistance.

Six

Students will do discovery of maps

by looking at a state and city maps
provided by the teacher. Certain
specific landmarks and places will be
identified as a class and students will
begin to draw their individual state
maps.

Goal Four
Standard G5.1.5

Printed quiz.
Pencil

State Maps
City Maps
State map outlines
glued to
cardboard
backing

Students will work in

teams to locate areas
on state maps and
transfer them to
individual cardboard
backed outlines of the
state of Nevada.
With their face
partner they will
discuss locations,
located on the city
map, which they have
visited.

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TEACHER WORK SAMPLE

Students will locate the cities in our

state along with other important
locations such as Death Valley,
Lakes, Mountains and the Mojave
Seven
Desert, and mark them on their maps.
They will also locate where they live
on the city map and mark it with a
pin.

State Maps
Cardboard
Backed Maps
Giant city maps.
Push-pins with
pictures of
students faces

Goals Three and Four

Standards G5.1.4 and
G5.1.5

Students will work in

prior established
teams to continue
work on their State
Maps.
With help from the
teacher students will
locate their homes on
the city map and label
it with a push pin.

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TEACHER WORK SAMPLE

Everything they have

completed for the
unit. Including:
Vocabulary
Sheets
Maps
Compass Roses
Graded Quizzes

Eight

Students will review the unit

vocabulary, the names of the
continents and oceans, the cardinal
directions, and the borders of our
country and state. State maps will be
made into three dimensional
representations using clay.

Goals One, Two,

Three, and Four
Standards G5.1.1,
G5.1.2, G5.1.3,
G5.1.4 and G5.1.5

As well as
Three
Dimensional Map
outlines.
Clay
Students will gather
as a group to review
the unit vocabulary
and topics.
Upon returning to
their seats students
will work in various
combinations with in
their prior established
groups to add clay to
their maps to make it
three dimensional.

Nine

Three dimensional maps will be

labeled and painted. Students will
complete a Unit Test on the
vocabulary and topics discussed in
the unit.

Goals One, Two,

Three, and Four
Standards G5.1.1,
G5.1.2, G5.1.3,
G5.1.4 and G5.1.5

Unit test, printed.

Three
dimensional
Nevada Map
Paint
Paintbrushes

Students will take the

Unit Test. Those with
the need can hear it
being read orally.
Students will gather
in their predetermined teams to
paint and re-label
their Nevada Map.

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TEACHER WORK SAMPLE
STAMDARD FIVE: INSTRUCTIONAL DECISION MAKING

Standard: The teacher uses on-going analysis of student learning to make instructional decisions. -

(University of Phoenix, October 21, 2009, p. 4).

Example One: Student A

During the first week of instruction it became apparent that Student A was having difficulty
remembering the shape and placement of each continent. This student was asked to label the
continents with their names based on previous learning and could not identify any of the continents
correctly. The student became frustrated and unable to focus due to what they perceived as a fault on
their part as opposed to an instructional fault.
It was obvious after examining other students that only a select few could name the continents
on a map of the world. As the test was designed to test their knowledge of the continents via a fill-inthe-blank map I felt I could not give the test as it was written without further examination of the topic.
To that end I began to re-examine the learning strategies in place. I spent time teaching students a song
about the continents to help them memorize the names. I also helped them come up with pneumonic
reminders for the cardinal directions and descripting words for each continent. After this I re-evaluated
the students who, like Student A, were having difficulty. The students seemed to do much better.

Example Two: Student B

During the initial practice at naming the states that border Nevada the students did not seem to
have any trouble with the topic. It was noticed, however, that Student B was having difficulty coloring in
a map using the correct colors expected. The student was asked to verbally identify the states, and had
no problems identifying the correct state. After puzzling out the problem for some time, and working
with the student closer it occurred to me that the issue may not be the topic at all.

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TEACHER WORK SAMPLE
The timeframe coincided nicely with the student eye-test performed by the school; so, with the
assistance of my cooperating teacher, I requested that Student Bs eyes be checked, and specifically for
color-blindness. The students test came back positive as color blind. When I gave the test I modified this
students test to instruct them to color the various states with crayons specially labeled with numbers.
This time the student performed much better.

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TEACHER WORK SAMPLE

STANDARD SIX: DATA ANALYSIS

Standard: The teacher uses assessment data to profile student learning and communicate
information about student progress and achievement. - (University of Phoenix, October 21,
2009, p. 5).
Figure 1-1: Student Scores For Pre- and Post- Tests Arranged by Goals and Objectives
Learning
Goals
Learning
Objective
Test
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
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20
KEY:

Pre-

Post

Pre-

Post

Pre-

Post

Pre-

Post

Pre-

Post

Pre-

Post

Pre

Post

0
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IEP Pull-Out

Low / Emergent

Mid-Low /
Approaching

Mid-High /
Meeting

High / Exceeding

Pre-

Post

0
5
0
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Very High /
Working Beyond
Grade Level

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TEACHER WORK SAMPLE

Figure 1-2: Student Progress Arranged by Leveled Grouping

100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
IEP / Pull-out

Low / Emergent

Mid-Low /
Approaching

Mid-High /
Meeting

High / Exceeding

Goal 1 Pre-test

Goal 1 Post-test

Goal 2 Pre-test

Goal 2 Post-test

Goal 3 Pre-Test

Goal 3 Post-test

Goal 4 Pre-test

Goal 4 Post-test

Very High /
Working Beyond
Grade Level

Whole Group Progress:

When using figures 1-1 and 1-2 to view student progress it is clear that the majority of
students learned during the unit. As a whole group the students improved in all areas. Each of the
goals and objectives was clearly reached by the vast majority of students.
Figure 1-1 shows the pre- and post- test scores for students individually. Each test
covered all goals and objectives, and was scored from 0-10 points for each objective. Looking at
this graph you can see the growth in each area by each student and what their learning level is in
general.
Figure 1-2 shows the growth percentage of students based on learning levels. From the
lowest levels of the class to the highest. The lower level groups have a higher percentage of
growth because they began the unit at zero, whereas the higher leveled groups began the unit

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TEACHER WORK SAMPLE

with some background knowledge and have a smaller percentage of growth. It is important to
note that while percentages varied, there was still growth in every group.
Individual Growth
Student Number 2 is a special case student whose IEP keeps him out of the classroom
during most of the day. It is important to view this students scores because the student had no
growth. The student was available for testing because tests were given separately, however
during general instruction time this student was pulled out of classes in order to best serve the
resource hours included in the students IEP. You can view his lack of scores and growth in
figures 1-1 and 1-2.
Student Number Four is another case in which the students growth was effected by
outside factors. This student is a higher than average student. This students scores are important
because when viewed with the other students scores these scores throw off growth percentages.
This is because the students scores at the beginning of the unit were well above average. Student
Number 4 had a high level of background knowledge due to parental and life factors that the
other students did not have access to. These scores can be viewed in figures 1-1 and 1-2.

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Figure 1-3: ELL Student Scores
Learning
Goals
Learning
Objective
Test
Student
1
10
11
17
19

Pre-

Post

Pre-

Post

Pre-

Post

Pre-

Post

Pre-

Post

Pre-

Post

Pre

Post

Pre-

Post

0
0
0
0
2

4
4
6
8
8

0
0
0
0
1

5
5
5
9
7

0
0
0
0
2

7
5
6
9
9

0
0
0
0
2

6
6
7
8
9

0
0
0
0
1

7
7
6
9
9

0
0
0
0
2

5
7
7
8
10

0
0
0
0
1

9
8
6
10
9

0
0
0
0
2

5
7
7
9
8

Figure 1-4: ELL Student Growth Percentages

100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Goal 1 Objective 1

Goal 1 Objective 2

Goal 2 Objective 1

Goal 2 Objective 2
Pre-Test

Goal 3 Objective 1

Goal 3 Objective 2

Goal 4 Objective 1

Goal 4 Objective 2

Post-Test

ELL Student Sub-Group

The ELL Subgroup is made up of students from multiple leaning levels. Three of the ELL students
identify as Hispanic while two of them identify as Asian. Our Asian students can be further broken down
into one Indian and one Filipino. These students range from low level ELL students to high level ELL
students. It is important to look at this sub-group because students in this group are often underserved,
particularly those who are not Hispanic. While ELL students are often given assistance in reading, other
subjects, such as Geography, are often overlooked. These students were given the same instruction as
the other students and the data in figures 1-3 and 1-4 support that they gained as much growth as the
whole group.

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TEACHER WORK SAMPLE

STANDARD SEVEN: REFLECTION AND SELF EVALUATION

Standard: The teacher analyzes the relationship between his or her instruction and student
learning in order to improve teaching practice. - (University of Phoenix, October 21, 2009, p. 6).
Instruction and Student Learning
During the unit there were some good strategies used, and some that completely missed
the mark. As a teacher I attempted to make at least some of the activities exciting. It was these
activities, with hands-on and creative learning, which provided the students with the most
learning. The students really grasped the ideas behind topography when we made three
dimensional maps out of clay, and when we made a puzzle map of the worlds continents and
oceans the students really found grasping the vocabulary much easier.
The largest barrier was the unit itself. The unit was based off of first grade Geography
standards and planned to teach them in sequence from continents and oceans to local geography.
This pacing made the teaching harder for the students to understand. In their world it is the things
that are close to them which they understand better and should have been sequenced the other
way around.
The next time I teach first grade Geography I will flip the standards and teach through the
smallest to largest concepts. I will start with the state, then move on to country, continent, and
the world. I will also begin with border maps and teach topography and roads last.

Effectiveness as an Instructor
The Teacher Work Sample (TWS) assisted me in choosing, planning and implementing
my unit. The Standards which I found most useful were standards two and four. Standard Two is
the Learning Goals and Objectives. This helped me choose my unit, and it helped me to really

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TEACHER WORK SAMPLE

understand what I wanted to teach and begin to form some great ideas. Standard Four is Design
for Instruction. This standard helped me take all of my ideas and create the plans for
implementation. The one thing that was difficult for me was Standard Three: Assessment Plan.
Assessment is ingrained in everything I do, so planning for it specifically was very difficult.
For me, pacing is my biggest stumbling block. Scope and sequence and time spent versus
time allotted seem to be more difficult to grasp. It is my plan to take additional professional
development on organizational instruction and utilizing time effectively to assist me in being
better at doing this.
While teaching this unit I learned a lot. I think that the most useful lesson is that
something that takes three children 20 minutes to do, takes 20 children 50 minutes or more.
Students should also be given explicit instructions before materials are handed out. Otherwise
students will explore the materials before or during instruction and instruction will be lost.

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TEACHER WORK SAMPLE
Resource

University of Phoenix. (October 21, 2009). Teacher Work Sample Performance Prompt.
Retrieved from University of Phoenix, EED/490 website