PSU

TEACHER WORK SAMPLE

TEMPLATE

Your First and Last Name: Rebecca Fletcher

Date Submitted: 4/18/2017

District where you completed

Springdale School District
the TWS:

Name of School Building

where you completed the Bernice Young Elementary
TWS:

Content Area of your TWS: Social Studies

How does our culture make us similar and

TWS Unit Topic: different?

Grade Level of the

Classroom / Students in
3rd grade
Which the TWS Unit Was
Completed:

Pittsburg State University Teacher Work Sample 1

I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
Bernice Young Elementary is located in the suburban town of Springdale, Arkansas. The population of Springdale is about 77,859 people. Which is comparable to
the surrounding towns. While this is a large population, the community is very involved. Springdale has a large Hispanic population. This affects the school
because there is a large ELL population of students. Tyson Foods Inc. is headquartered in Springdale. Wal-Mart is headquartered in Bentonville, a town just north
of Springdale. Both of these companies are very supportive of Springdale School District and donate both things the schools need and their time. There are 31
schools in Springdale School District, 18 elementary schools. Springdale School District has a large ELL population. Bernice Young Elementary is one of only a
few schools in Springdale School District that has a low ELL population. There are three third grade classrooms at Bernice Young Elementary. Each class has 25
students in it. This is a high number for classes usually. The principal is very supportive of the teachers and makes sure they are prepared to give the students a
good education.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level _3rd _ Content area (e.g., mathematics) _math, writing, reading, science Topic (e.g., geometry) geometry, grammar,
comprehension, life cycles
Age range of students ______8-9_______ Number of male students ____16____
Total number of students ____25______ Number of female students ___9_____
Percentage of students receiving reduced lunch ______16% ____ Percentage of students not receiving reduced lunch____84%_____
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ___X___ Rural ______
Ethnicity of students (give numbers) ___0___ African American or Black __2____ Hispanic or Latino
___0___ Native American/Alaskan Native ___23___ White
___0___ Asian or Pacific Islander ____0__ Other (specify) __________
Language proficiency of students (give ___25___ Fluent English Proficient ___0___ English Language Learners
numbers)

Pittsburg State University Teacher Work Sample 2

Identified special needs categories
represented (give numbers)
Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
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____2__ Specific Learning Disability ___2 __ Speech/Language Impaired
____0___ Hard of Hearing ___0____ Visually Impaired
____0___ Deaf ___0___ Orthopedically Impaired
____0__ Deaf-Blind ___0___ Emotionally Disturbed
____0___ Other Health Impaired ___0____ Autism
____0___ Multiple Disabilities ___0____ Mental Retardation
____0___ Brain Injury ___3___ Gifted
____0___ Established Medical Disability (0-5 yrs) __0___ Developmentally Delayed
____0__ At risk for developmental disabilities ___0___ Other (Specify)_______________
Teacher Work Sample 3
Table 1.2 Student Characteristics for Whole Class (limited to 1 page)
Student Characteristics Specific Descriptions
Intellectual Characteristics
- Including readiness, On level kids about 18. Below about 4. High level about 3. Those three go to our G.T. (Gifted and Talented)
cognitive abilities, learning Program once a week for about three hours once a week. 2 or 3 students need modifications in the classroom. We
needs, developmental levels, have some students who are pulled out daily for help with math, reading, or speech.
etc.
Previously demonstrated
academic performance/ In this third grade class we have 24% that are above standard, 60% that meet standard, and 16% that are below
ability: standard.
% Above standard _____
% Meets standard _____
% Below standard _____
Social Characteristics
- Including emotional, Majority of the class works well together. Three have trouble with emotional issues and following directions. One
attitudinal, motivational, etc. struggles with attitude issues. The student who struggles with attitude issues acts very immature and at times refuses
to do group work. He is very stubborn and argues with others a lot. We have a lot of students who are strong leaders.

Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
One student has anger issues and is taking medication for them. The class as a whole is very talkative. We have lots
of leaders in our classroom and it is hard for them to learn when to lead and when to follow. They class also struggles
with being responsible for themselves, they love to inform us when someone else is not doing what they are supposed
to be. We have a lot of help from parents in our classroom. They are very involved. We have a mother who comes in
once a week to help us make copies and another mom who gets our Monday Folders ready for us as well.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
When planning for lessons in our third grade classroom, my cooperating teacher and I taking into account the abilities of our students. We
think about the students background knowledge to see if we need to pre-teach anything. We also modify the lessons to the students ability. For
example we have one student who processes things slower that other third grade students. For some of their assignments we shorten them so the
student has proper time to complete them. Our third grade team meets once a week to plan out our lesson. One teacher will plan for math, one will
plan for reading, etc. Then we take those lesson plans and adapt them to the needs of our students. For example, for a writing lesson that was plan we
noticed that our class was missing a concept when it came to answering the prompt. So we adapted our lesson to include more instruction on what

Pittsburg State University Teacher Work Sample 4

they needed to answer the prompt correctly. We also create anchor charts to hang around the room to help students after we teach a lesson. We also
base our lessons on knowing how well our students work together. They do very well with group work, so we try to incorporate that as much as we
can. We group students together with prior knowledge of who works well together and we try to pair lower students with higher students so they can
help each other. We also have a very talkative class. We try to use that to our advantage and have many class discussions.

Pittsburg State University Teacher Work Sample 5

C. Sub- Groups/Students Information
Describe this
subgroup/student using
information from Table 1.1
This student is a female. She
receives free/reduced lunch and
lives in a suburban area. She is
white. She is fluent in English and
does not have any identified special
needs.
SUBGROUP
or
FOCUS
STUDENT
SUBGROUP
or This student is a male. He does not
receive free/reduced lunch. He
FOCUS lives in a suburban area. He is
STUDENT white. He is fluent in English and
does not have any identified special
needs.
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Why was this
subgroup/student What was learned about this subgroup/student?
selected?
Intellectual This student is very slow at writing and processing things on
This student was selected paper. When a problem is explained to her orally she is quick to find the
based on my prior
knowledge that she was answer. When it comes to writing her thoughts down, it takes her quite a bit
slow with her work. I longer than other third grade students. She is below grade level.
thought that if I observed
her more I might find Social This student mostly keeps to herself. She does not shy away from
new ways to help her group work, but would rather complete tasks by herself. In group work she
learn and work.
does not contribute to the conversation unless directly asked a question. At
recess she plays with one other girl. They enjoy running around and climbing
the rock wall. It took a few weeks for her to warm up to me, but now she
greets me every time she sees me with a smile on her face. She has a great
sense of humor and will often tell jokes when I talk with her.
Personal This student loves art. Every chance she gets she will be drawing
in her journal or adding a picture to an assignment. She also loves cats and will
often wear a headband with cat ears on it to class. Her father is very involved
in her education and is willing to help whenever she needs it.
Intellectual This student is a very high level student. He is above grade level
This student was selected and is in the schools Gifted and Talented program. He is very good a problem
because he is a very high
level student. Observing solving and explaining his thought process of how he found the answer. He is
him is a contrast to the very strong in math and reading. He often one of the first to finish his work.
other focus student so
that I can see two Social This student is very social. He participates a lot in class and works
different types of well with others during group work. He also is very good at explaining
students.
concepts to his peers. He gets along with everyone Ive seen him interact with.
He is very inclusive to all students. He knows the differences between right
and wrong and will choose to do the right thing. He makes his own choices
and just because other students are doing something they are not supposed to
be doing does not mean he will join in. He is a leader in this class.
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 Personal This is a really passionate student. He gives his full effort in
everything he does. One thing he is really passionate about is Tae-Kwan-Do.
He talks about it at lot at school and writes about it often in his writing journal.
He actually set up a time with his instructor and the third grade teachers so that
his instructor could come to the school and talk to the students about things
like bullying and other issues. Doing that showed his passion for what he loves
and a level of maturity for being able to set all of that up.

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

When thinking about the implications for the two focus students instruction there are a lot of factors to consider. These two students are very contrasting, but
they both represent multiple other students like them in the classroom. There are high students and there are low students. When planning instruction it is very
important to keep both of these students in mind. Modifications must be made for both students. For the lower student, some parts of the assignment may need to
be altered or cut depending on her abilities. More time might need to be allotted for her because of how slowly she processes it. On the other hand assignments
might need to be made more in depth or harder for the higher student. He might need a longer assignment to really let him explore the concept. Or he might need
the challenge of explaining the concept to his classmates. It is important to keep these two students, and the other 23 students in the class, needs in mind when
planning instruction.

Pittsburg State University Teacher Work Sample 7

II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)

These objectives were picked because they are what we wanted to students to learn from this unit. We found what the students are supposed to learn from the
sequence of curriculum from our school district. These skills are important for the students to learn, practice, and apply in their daily lives. We looked at the state
standards for social studies and then created our objectives based on those.

B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)

Level(s)
Obj.
Unit Objectives (e.g. Blooms
No.
Taxonomy)
1
The student will be able to recognize differences in cultures. Analyze
2 The student will be able to recognize similarities in cultures. Analyze
3 The student will be able to understand culture. Understand

C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)

C.2.3.3 Compare rights and responsibilities of citizens in different times and places
G.9.3.2 Describe effects of cultural characteristics on population distribution in a specific place
G.11 Students will compare global places and regions and the connections between them

Pittsburg State University Teacher Work Sample 8

 Students will answer the compelling question, How does our culture make us similar and different? with an
Pre-Assessment:
argumentative statement using supporting evidence.
T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Modeling Question students about what
they think culture is.
Guided Read article and discuss what I grouped students by reading levels and then paired
TSW Whole class
students thought culture was and what they high students with low students. This allowed the
2/20/ understan discussion about what
1 2017
TR
d what
learned about culture from the article.
culture is and
high students to help the low students read the
Collaborative Jigsaw Brazil, France, and articles and gave both students the confidence to
culture is. examples of culture.
Rangoli articles in groups present what they learned to the class.
Closure Groups share aloud to the class
what they learned from their article.
Modeling Explore Day in the Life Kenya
link as a whole class. Discuss similarities
TSW and differences with our lives.
recognize Guided Assign other Day in the Life Walk around and listen
I adapted this lesson for one of my students who
similaritie countries to students. Have them explore as students compare
2/21/ works at a slower pace than the rest of the class. I
2 2017
TR s and and research that country in groups. and contrast the
had this student only come up with two ways the
difference Independent Students will compare and countries they
country compared and contrasted with Kenya.
s in contrast the country they researched v. researched and Kenya.
cultures Kenya.
Closure Share out interesting facts learned
that day.
Modeling The teacher will create their
TSW Check students work
own Day in the Life Timeline.
recognize of comparing and
Independent Students will create their own I adapted this lesson for one of my students who
similaritie contrasting their
2/22/ Day in the Life timelines. They will then works at a slower pace than the rest of the class. I
3 2017
TR s and
compare and contrast their timeline to the
timelines to the
had her work with my cooperating teacher to create
difference country they
country they researched yesterday. their timeline.
s in researched the
Closure Share out some interesting facts
cultures previous day.
they learned.
Modeling Model answering the question
TSW
how does our culture make us similar and
recognize Verbally check for
different? Use supporting evidence. I adapted this lesson for one of my students who has
similaritie student understanding
2/23/ Independent Students will answer the trouble writing down their thoughts. I allowed that
4 2017
R s and
question with an argumentative statement
of what is expected of
student to verbally answer the question and give
difference their answer to the
using supporting evidence. their supporting evidence.
s in compelling question.
Closure- Take volunteers to share out some
cultures
statements.
5
6
7
8 Pittsburg State University Teacher Work Sample 9
Etc.
Students will answer the compelling question, How does our culture make us similar and different? with an
Table 2.1 Instructional Design Unit Plan
T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
The student
will be able
to recognize
differences
I choose this assessment because I
in cultures. This assessment will not be scored. This
Students will answer the wanted to see where my students
The student assessment will be used to inform my
compelling question, How does were in their knowledge of the
will be able teaching. I will look over each answer to
Pre-Assessment our culture make us similar and similarities and differences between
to recognize find if the students have an
(Diagnostic) different? with an argumentative cultures. I took the information I
similarities understanding of culture and similarities
statement using supporting gained from this assessment to guide
in cultures. and differences between different
evidence. how in depth I went with my
The student cultures.
teaching and modeling of the skills.
will be able
to
understand
culture.
The student
will be able
to recognize
differences
I choose this as my informal in cultures.
assessment method because I believe The student This assessment will not be scored. This
that listening to students discuss will be able assessment will be used to inform my
Formative Assessment Walk around and listen as students
their learning with their peers allows to recognize teaching. I will listen to students
- Informal compare and contrast the countries
the teacher to gain insight of what similarities discussions and determine what concepts
they researched and Kenya.
concepts they are learning well and in cultures. need to be retaught or expanded upon.
what concepts need to be retaught. The student
will be able
to
understand
culture.

Pittsburg State University Teacher Work Sample 10

 The student
will be able
to recognize
differences
in cultures.
This assessment will be graded based on
Check students work of I choose this as my formal The student
the students comparing and contrasting
comparing and contrasting their assessment because it will give me will be able
Formative Assessment their timelines to other countries. They
timelines to the country they concrete information on how well to recognize
- Formal researched the previous day. the students are understanding the similarities
are expected to find three similarities and
three differences. They will get full
concepts of the unit. in cultures.
points if they do this.
The student
will be able
to
understand
culture.
The student
will be able
to recognize
This assessment will be graded on a
differences
rubric. The scale will be one, two, and
in cultures.
I choose this assessment because it three. One being unsatisfactory, two
Students will answer the The student
illustrates the students abilities to being satisfactory, and three being
compelling question, How does will be able
Summative meet the objectives of this unit while advanced. The skills evaluated on the
our culture make us similar and to recognize
Assessment different? with an argumentative
demonstrating other necessary skills
similarities
rubric are recognizing differences in
third grade students are expected to culture, recognizing similarities in
statement using supporting in cultures.
know and learn. cultures, use of supporting evidence,
evidence. The student
spelling, and capitalization and
will be able
punctuation.
to
understand
culture.

Narrative for Instructional Design

II. E.
The lessons are sequenced in this manner because it follows our curriculum. Each days lesson builds on
Why are the lessons sequenced in this
content learned the previous day. Students also have an opportunity to practice what they are learning
manner? through practice and application of comparing and contrasting cultures.
II. F.
What learning strategies were incorporated Learning strategies incorporated into this unit were cooperative learning and jigsawing articles.
Pittsburg State University Teacher Work Sample 11
into this unit?
How do the instructional strategies/activities
address the learning objectives for this unit?
II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?
II. J.
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the identified
sub-groups / students?
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The learning strategies provide students the opportunity to collaborate with their classmates as they explore
the compelling question how does our culture make us similar and different? They gain a great
understanding of one culture by jigsawing an article and teaching about that culture to their classmates.
They practice the skill of comparing and contrasting two cultures with a small group before they
demonstrate this skill independently. All of these opportunities help the student find their answer for the
compelling question of the unit.
Critical thinking strategies will be implemented when students analyze the differences and similarities
between cultures. They will have many opportunities to use these strategies. On day two they will compare
and contrast countries they researched with Kenya, a country we researched as a class. On day three they
will compare and contrast their culture with the country they researched the day before. On day four
students will use critical thinking strategies to answer the compelling question.
Students will use context clues to find specific examples of culture in articles they will read as a group.
They will also use context clues to learn more about the day in the life of a child in another culture.
Students will use their Chromebooks to research a day in the life of a child from another culture. They will
also use their Chromebook to create their own day in the life timeline on Google Slides. The teacher will
use a computer and projector to model the research of a day in the life of a child from Kenya. The teacher
will also use a computer and projector to project an article about culture for the whole class to read and
discuss.
This unit demonstrates integration of content across different fields because students are using and being
evaluated on skills from Reading, Social Studies, and Writing. They are asked to read multiple articles and
paragraphs. They are learning Social Studies content. They are graded on spelling, capitalization, and
punctuation on their summative assessment.
Students were grouped by reading levels and then paired high students with low students when jigsawing
the different culture articles.
For a student with a learning disability, the activities were modified to help that student learn best without
loosing what content that student needed to be learning.
Teacher Work Sample 12
 Provide a copy of two complete detailed lesson plans in Appendix B.

Pittsburg State University Teacher Work Sample 13

III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Day 1:
Today went really well. The students were very excited to begin learning about culture. During our class discussion about culture the
students struggled to put into words exactly what culture was. After reading the article they seemed to have a better understanding of
the definition of culture. One thing that I would do differently when jigsawing the articles was putting the students in groups and then
passing out the articles. I called groups out and gave them the article before calling out the next group. By the time I got to the last
group the room was loud with groups working and it was hard for the remaining students to hear what groups they were in. One thing
that went really well though was the jigsawing. The students learned a lot from the articles and had a lot to share with their classmates.
The students were excited to learn more about different cultures and found certain things from the articles entertaining and interesting.

Day 2:
Day two was also a successful day of learning. The students were excited to continue our investigation of culture and had been asking
me all day about when we would get to start Social Studies again. The students were very receptive to learning about the day in the life
of a child in Kenya. They were also very excited that they would get to explore a link in groups. One thing that I would change about
the lesson that day was to make smaller groups. I had the students work in the teams their desks are arranged in. There were about 5-6
students in each group. This was too many students. As I walked around the room I noticed that there were students who were not
participating in the group discussions. Next time I teach a lesson like this I will make the groups smaller, around 3-4 students in each
group. One thing that went well was the way this information was presented to the students. They were excited to learn about a day in
the life of a student from another country.

Day 3:
Day three went really well. The students were excited about the opportunity to create their own timeline of a day in their life. One
thing that I would change about this lesson would be how the students created their timeline. While it is very good to integrate
technology, I think creating this timeline in Google Slides made the assignment harder for some students. I think if I had students
create a timeline on a sheet of paper, they would get the same things out of it as if they created in on a computer. One thing that went
really well about this lesson was the fact that the students got to compare and contrast their own lives with another child from another
country. The students were so excited to be able to do this and they were talking about this for the rest of the day.

Day 4:
Day four was also very successful. There was not a lot of teaching going on because I wanted the students to have plenty of time to

Pittsburg State University Teacher Work Sample 14

answer the compelling question. I think modeling the question went very well. The students understood what was expected of them
and it showed in their work. If I were to teach this lesson again I would do it exactly the same. It went really well and the students
responded very well to the modeling and the work.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
Students earn tickets for good behavior. Students loose tickets for bad behavior. Each student begins the week with 5 tickets. If there are no mishaps past a
warning, the ticket will be retained for the day. At the end of the week, the students should have 5 tickets, if no unwanted behavior has occurred. For each positive
interaction or behavior exhibited, students can earn additional tickets. In the even of negative behavior, the first offense will be a warning. The second offense will
include giving the teacher a ticket. If negative behavior keeps occurring, the student will continue to give tickets to the teacher until there are no more tickets to
give. At that point, parents will be notified of the behavior. Students will have a menu of things they can buy with the tickets they have earned.

C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)

One strategy used for promoting student-to-student interaction is that we have students seated in teams. We use the teams to do work and to give the students a
chance to help each other. Teams also work together to win points for their tables. When the team is on task and doing what they are supposed to be doing, they
earn points. This motivates students not only to be doing what they are supposed to be doing, but to encourage their teammates to be doing what they are supposed
to be doing as well. Another strategy used for promoting student-to-student interaction is whole class discussion. Students are learning to build off each others
thoughts to contribute to what we are discussing. They are also learning to listen to what others say and learning from it.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
One strategy used to encourage student-to-student communication is partner talking. Students are paired with someone next to them one the carpet and have a
designated parted to talk to at their seats. We use these designated partners to encourage students to talk to during class discussions and other designated times.
Other strategies used to encourage student-to-student communication are the teams students are seated in and whole class discussions.

Narrative: Analysis of Assessment

E. Pre-Assessment

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Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?
F. Formative Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Are students learning what was
intended they learn?
Discuss any adaptations based on the culture. I noticed some students didnt understand what they were during a discussion with partners that I overheard
results of formative assessments.
Identify differentiation needed to
help all students meet the goals and
objectives of this unit.
G. Summative Assessment
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Over all the students struggled to put what culture was into words. They though they had an idea of what it was, but
couldnt tell me or give examples. When they were noting similarities and differences, they concentrated more on
physical differences between people (hair color, skin color), then the traditions and customs that make up different
cultures.
While the students were able to discuss the similarities and differences of two ethnicities, they did not discuss the
similarities and differences of two cultures. They were also not able to demonstrate an understanding of what culture
is.
This data helped me proceed with my instruction by making sure I highlighted the definition of culture very well for
the students. I also made sure to give examples of culture before I had students discuss examples that they knew of. I
also made sure I gave examples of discussing similarities and differences of cultures before I had students do it
independently.
The plan to differentiate for all learners is to meet different learning styles for students. Visual learners will be met by
looking at different pictures of different cultures. Auditory learners will be met during whole class discussions.
Reading/Writing learners will be met through reading different articles and writing to our compelling questions.
Overall the students are learning the content very well. They all seem to have an understanding of what culture is
through their discussions and work.
The students are meeting all learning objectives. They are demonstrating their ability to understand what culture is
and the similarities and differences between different culture through their group work and their independent work.
The only adaption made based on the formative assessments was to revisit the customs and traditions that make up
while walking around the room.
I adapted this formative assessment for one of my students who works at a slower pace than the rest of the class. I had
her work with my cooperating teacher to create their timeline and compare and contrast their culture to the other
country she researched.
Teacher Work Sample 16

What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.
The data of the assessment revealed that the students really understand what culture is and that they are able to better
put it into words, which they struggled to do at the beginning of the unit. The data also revealed that the students
better understood what culture was made up of, customs and traditions, rather that ethnic qualities that made up
ethnicities.
Most students met the learning objectives. All answer to the compelling question demonstrated an understanding of
culture and an ability to recognize similarities and differences of cultures.

Most students learned what was intended to learn. I know this because most students met the learning objectives.
Did all students learn what was Most student demonstrated an understanding of culture and the ability to compare and contrast them. Some even
intended they learn? Explain. demonstrated a deeper knowledge that went above what the learning objectives stated.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.

H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Pittsburg State University Teacher Work Sample 17

IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

results, identify TWO learning objectives
from the unit students were most successful.
Objective 1: The student will be able to
recognize similarities in cultures.
Give more than one reason for each of the successes identified.
One reason this objective was so successful was that the students had multiple opportunities to practice the
skill. They had multiple opportunities to compare different cultures. Another reason this skill was so
successful was that the students had prior practice comparing two things. They already knew the process of
how to compare two things so they only had to concentrate on the content of what to compare, not the
process of how to compare.

Objective 2: The student will be able to One reason this objective was so successful was that this skill was modeled multiple times for the students
recognize differences in cultures. to see what is required to do this skill. Another reason this skill was so successful was that the expectations
of what the students need to do were clear. They knew how to contrast cultures and exactly how to do this.
They also knew how many differences they needed to find in order to receive full points on the assignment.

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
One thing that I can do differently in the future to extend the successes to continue students academic growth is to have students go more in depth about the
similarities and differences of cultures. Students can pick one part of a culture to compare to one part of our culture to really find specific similarities and
differences that the two cultures have. Another thing that I can do differently in the future is to have students write in depth about the differences between our day
and another cultures day. This will really allow them to dig deeper in to comparing and contrasting these two things instead of just listing broad ideas.

B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.

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Objective 1: The student will be able to This objective was not successful because while the students learned what culture was, I do not think they
understand culture. achieved a deep understanding of the different components that makes up culture. Another reason this
objective was not successful was that not every single student completely understood what culture was.

Objective 2:

Discuss at least TWO things to do differently in the future to improve students performance.
One thing I will do differently in the future to improve students performance is to teach more in depth about what culture is. Have a more in depth discussion and
to show examples of it to the students through pictures. Another thing I will do to improve students performance is to give the students an opportunity to
experience different cultures. My school district is very diverse and if I had to opportunity I would plan ahead and have students who come from different cultures
share some of their customs and traditions with the class.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
2/15/2017 Krissi Powell Face-to-face What content to cover in the unit Content taught in unit

Add rows as needed

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C. Narrative Reflection on Impact of Communications (limited to 1 page)

I think the communication I had with my cooperating teacher helped me plan a successful unit. I did not want to go out of sequence with the curriculum that third
grade is supposed to do during the school year so I met with her to discuss what is coming up in the sequence of curriculum. We discussed each of the different
subjects and decided that I would teach the next Social Studies unit. I think that communicating with her about this made my unit successful because it was what
the students need to be learning and had the proper background knowledge to be taught.

D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved.
Explain reasoning.
Aspect 1: Closure. I think I need to work on including this in my instruction. I
plan for closure, but struggle with remembering to actually include it in my
instruction.
What specific professional development opportunities/activities will
help to acquire that knowledge or skill?
I think this aspect will come with time and practice. As I gain more experience
in teaching lessons, I will have to think less about my skills and more about how
I can enhance my lessons by using closure.

Aspect 2: Calling on students during whole class discussions. I found myself I think that I can improve this aspect of my instruction by researching different
calling on the same handful of students during discussions because they were ways different teachers or educators use random calling. There are tons of
the only ones raising their hands. different methods of picking students to call on so I need to find the one that
works best with my teaching style.

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 REFERENCES

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APPENDIX A

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APPENDIX B

Lesson plan 1:
https://docs.google.com/document/d/1xvamd5zhoQ7dAt5aF47yU6cKJQgJFS7S2dr0Gnl9
mi8/edit?usp=sharing

Lesson plan 2:
https://docs.google.com/document/d/1empntwTWw1IUF314rjJoqjSmTY_L-
9GaRzbU4L_ZB4o/edit?usp=sharing

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APPENDIX C

Pre-assessment - https://docs.google.com/document/d/1NcfP5-
CC3HoK7XNw5NU4tbVYlotHM2gOM0m9bWHrliY/edit?usp=sharing

Formative Assessment-
https://docs.google.com/document/d/1x1Rj8b7Pawl33zaM26UMcSn31xe_DMzw7i2HbHz7
FKU/edit?usp=sharing

Summative Assessment -
https://docs.google.com/document/d/16uNR1uJzUyakRgjURxqASuAr0wF0pHhAVFxcJ2z
VKdI/edit?usp=sharing

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Pittsburg State University Teacher Work Sample 25