PSU

TEACHER WORK SAMPLE

TEMPLATE

Your First and Last Name:

Christine Oldberg

Date Submitted:

District where you completed

the TWS:

Name of School Building

where you completed the
TWS:

Content Area of your TWS:

Art

TWS Unit Topic: Weaving

Grade Level of the

Classroom / Students in
Which the TWS Unit Was
Completed: 9-12

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)
Shawnee Mission School District is located in northeastern Johnson County and serves 27,333 students. High school graduation rate is 91%. District
student ethnicity for 2017 is as follows: White 62.85%, African American 8.8%, Hispanic 18.7%, and other 8.6%. Currently 35.87% of students are
considered economically disadvantaged. 12.10% of students are English Language Learners. Additionally, 8.66% of students have disabilities. State
assessment performance in ELA for high school students are as follows: level 1 20.55 %, level 2 35.41%, level 3 34.13%, and level 4 9.89%. State
assessment performance in math for high school students are as follows: level 1 32.23%, level 2 30.06%, level 3 24.74%, and level 4 12.96%.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level __9-12_____ Content area (e.g., mathematics) ____art_________ Topic (e.g., geometry)___weaving__________
Age range of students _______________ Number of male students ___13________
Total number of students ____25________ Number of female students _12_________
Percentage of students receiving reduced lunch ___56%_______ Percentage of students not receiving reduced lunch____44%_______
[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) __2____ African American or Black ____4__ Hispanic or Latino
___0___ Native American/Alaskan Native ___17___ White
__2____ Asian or Pacific Islander ___0___ Other (specify) __________
Language proficiency of students (give ___21___ Fluent English Proficient ____4__ English Language Learners
numbers)

Identified special needs categories
represented (give numbers)
____2___ Specific Learning Disability ____0___ 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 ___0____Gifted
___0____ Established Medical Disability (0-5 yrs) _0______ Developmentally Delayed
___0____ At risk for developmental disabilities ___0___ Other (Specify)_______________

Pittsburg State University Teacher Work Sample 2

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Pittsburg State University Teacher Work Sample 3

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)
Student Characteristics Specific Descriptions
Intellectual Characteristics
- Including readiness, The majority of the class displays appropriate cognitive ability. Only two students have identified learning
cognitive abilities, learning disabilities.
needs, developmental levels,
etc.
Previously demonstrated Overall, about 85% of the class met or exceeded state standards on assessments. Two students have specified
academic performance/ learning disabilities.
ability:
% Above standard 52_____
% Meets standard 32_____
% Below standard _16____
Social Characteristics Students maintain a positive attitude in class. They are moderately motivated to complete activities in class. When
- Including emotional, students are allowed to choose their own seats, they typically group by gender. Talking and off task time becomes an
attitudinal, motivational, etc. issue. Students are more productive when the tables are co-ed.

Personal Characteristics
- Including physical, social, 2/3 of the class is white. The largest minority group is Hispanic. Four of the students are learning English. 60% of
individual experiences, the class qualifies for free or reduced lunch. Nearly half come from divorced families.
talents, language, culture,
family and community
values, etc.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1. 2 (limited to 1 page)
This is a course that meets the fine arts requirement for graduation. While some students are interested in art, the majority have not taken an
art class since elementary school. There is a variance in student ability. The unit is designed so students can build their skills no matter their baseline
level. Students with more experience and interest will be able to develop a design for their weaving that is more challenging. Subject matter is open
to accommodate different skill and interest levels. I am interested in students demonstrating their knowledge of color and its impact on art as well as
gaining the basic skills needed to create a weaving. Students have assigned seats due to their tendency to get off task and talk when allowed to sit
with their friends. Over half of the class qualifies for free or reduced lunch. Purchasing materials can be a burden for some families. All necessary
materials for the project are provided because of this. However, students are allowed to bring supplemental materials if they wish.

Pittsburg State University Teacher Work Sample 4

C. Sub- Groups/Students Information
Describe this Why was this
subgroup/student using subgroup/student What was learned about this subgroup/student?
information from Table 1.1 selected?
English language learners Weaving is a Intellectual
technique that few 3 out of 4 of these students are below state standards in reading. These
students have tried students relied on demonstrations and peers to for assistance as opposed to
before. Due to this, using the written instructions. However, these students improved their scores
there are more 28 points on average.
instructions that
students have to
follow to complete Social
the project. I want These students are more withdrawn from the class compared to peers. The
to focus on this Spanish speaking students tend to group together if allowed to choose own
SUBGROUP group to ensure that seats.
or my instruction is Personal
FOCUS clear enough for Half of these students tend to perform well of average. The other ones
STUDENT them to understand. struggle. Particularly for the Hispanic students, their English skills are more
rudimentary which creates an instruction barrier. The students do make an
effort in class.

SUBGROUP Males The rationale for Intellectual

or choosing this group These students meet or exceed expectations in math and reading except for a
FOCUS is that textile arts are couple. The students typically put in the expected amount of effort and care
STUDENT typically seen as about their scores.
being a feminine art.
I wanted to see if

Pittsburg State University Teacher Work Sample 5

 there was an impact Social
of perception on The boys are very talkative. When seated with their friends they are difficult
male participation to keep on task. A couple of them like to joke around which can distract
and quality of others.
finished pieces. Personal
They are respectful and capable of doing well. Most of them took the class
because it was a requirement and have limited experience in art.

D. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)

The ELL students will likely have a harder time understanding vocabulary compared to fluent peers. This unit has more vocabulary as well as more
instructions. In class demonstrations and instructional videos on Google Classroom will be key to their acquiring the necessary skills for the unit. I
expect that some of the boys in the class might have a harder time focusing on this project than others. They will probably need more prompts to stay
on task. There is also a need to emphasize the design stage to help get them interested in the project.

Pittsburg State University Teacher Work Sample 6

II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
Most students have had limited exposure to textile art. Students need to learn the terminology so they can talk about the art making process and
discuss their finished pieces. Due to students not having experience with weaving, they will need to learn the process step by step. Tapestry was
chosen because it takes less time to set up and can be completed more easily on a frame loom than other weaves. The small frame looms are
portable, allowing students to take their projects home to work on if necessary. Tapestry also allows students to have more freedom in the design
process without having to learn additional weaving patterns. The warping pattern is basic and the warp will not show when done correctly, which
simplifies the design process more. Looking at works from other cultures and having a discussion encourages students to think critically while
making them more aware of other cultures. The brainstorming activities provide exercises for students to get started. Art critiques give students a
chance to receive feedback from peers. Students can take this feedback into consideration when finishing their project or making changes. It gives
them another opportunity to discuss art as well as verbalize their artistic process and intentions.

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. Bloom’s
No.
Taxonomy)
Remembering,
1
Students will be able to define terms related to tapestry. Understanding
2 Students will discuss art works within cultural and historical contexts. Evaluating
3 Students will generate ideas and create artistic work. Creating, Applying
4 Students will respond to works in progress and use feedback to plan revisions. Evaluating
5 Students will evaluate finished work. Evaluating
etc

Pittsburg State University Teacher Work Sample 7

C. Identify State Standards – Benchmarks Addressed by Unit Objectives – How do objectives address these standards? (limited to 1 page)
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.Ia: Use multiple approaches to begin creative endeavors

Anchor Standard 3: Refine and complete artistic work.

VA:Cr3.1.Ia: Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art
and design in progress.

Anchor Standard 8: Interpret intent

Pre-Assessment: and
Written meaning in artistic work.
quiz
VA:Re8.1.Ia: Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.
T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date 9: Apply
Anchor Standard R criteria
Objecti
to evaluate artistic work. Assessment
Strategies Differentiation
VA:Re9.1.Ia: EstablishI relevant ve(s)
criteria in order to evaluate a work of art or collection (formal/informal)
of works.
Students took the pre-assessment
Anchor Standard 11: Relate artistic ideas quiz.
and works with
I talked societal,
through thecultural, and historical context to deepen understanding
Students who scored low on the color
VA:Cn11.1.Ia:
1 Describe I how knowledge
1,2,3 of culture, traditions, and
vocabulary and led a student history may influence
formal personal responses to art
section of the quiz were grouped together
discussion of work. Students started for reteaching of color schemes.
Objective 3 correlates to standard 1 because the goal is for students
brainstorming activity. to come up with several ideas before beginning their art project.
Objectives 4 and 5 apply to standards 3, 8, and 9. These objectives have to do with students evaluating, critiquing,
I talked throughandand
responding to works
demonstrated in
warping
progress and then finished work. Students presented their
and weaving. Students also got handouts
Objective
2 2 relates to standard
I 11,38, and brainstorming
9. Students will activity
respondat their tables.of tapestries from different cultures. Their interpretation of the work
to a series informal that had step by step written instructions
will be broadened by learning historical and Today also included
cultural context. teacher and images. Demonstration videos were
Objective 1 relates to all of these standards.demonstrations
By acquiringofthe skills.
relevant vocabulary, students will be ablealso to talk about their design and works using
posted to the website.
appropriate terms. Students continued to work on
Students who needed additional help with
weaving. Demonstrations were
3 I 1,3 formal techniques were given the option of
repeated as needed. Vocabulary quiz
watching additional demonstrations.
was given at the end of class.
Students who were not participating in
Today students participated in the small group discussions were called on and
4 I 4 studio visit activity and continued to informal given specific questions. 1 on 1 support
work on their weavings. was provided to students who were still
struggling with technique.
Today was the group critique and
Students who were not finished with their
students photographed their work.
projects still participated in critique. If
All students were expected to
5 T, I 5 formal students spent the unit working but ran out
participate by providing appropriate
of time, they were given the option to finish
Pittsburg State Universityfeedback to peers. Teacher Work Sample 8
their project without a late penalty.

Summative Assessment: Rubric scoring of finished project

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?
Quiz is short answer. 1-4 students need
The quiz checks for retention of
to give examples of the color schemes
Pre-Assessment Written quiz covering color previously learned content and to
1 and answers vary (ex. Complimentary-
(Diagnostic) schemes and tapestry vocabulary. determine if any students have had
blue and orange). 4-8 I am looking for
exposure to tapestry terms.
definitions.
Progress check and participation in Receiving feedback is helpful for Students are graded on participation, if
Formative Assessment
small group critique. determining final direction of work 4 they gave constructive feedback, and if
- Informal and address anchor standards. they remained on task during the activity.
Vocabulary knowledge is necessary
Formative Assessment The questions are all worth the same
Fill in the blank quiz over the for students to talk about their 1
- Formal unit’s vocabulary terms. finished pieces and their process.
number of points.
Students are working on their project
Summative throughout the unit so it is logical Students are graded on design, planning,
This assessment is a rubric scoring 5
Assessment that their finished project is the end creativity, effort, and use of materials.
of the completed unit project.
of the unit.

Narrative for Instructional Design

II. E.
Students start with receiving an introduction to weaving on day 1 and are given time to begin project prep
Why are the lessons sequenced in this
work. Each stage is demonstrated and then students are given time to complete before moving on to the
manner? next step. Project follows the pattern of introducing, brainstorming, learning, creating, and critiquing.
II. F.
What learning strategies were incorporated Teacher-talk and teacher demonstration were used throughout the unit. I talked through the
Pittsburg State University Teacher Work Sample 9
 vocabulary terms and historical and cultural background of images. I also explained all the steps
into this unit? of the process when demonstrating how to warp a loom, use a shuttle stick, wind a bobbin, and
create plain weave.
Each activity corresponds to a learning objective. Students look at images of tapestry and discuss
the works within context as an introduction to the art form and to address anchor standards. The
How do the instructional strategies/activities
sketchbook activities are used to generate ideas for creating an artwork. The studio visit activity is
address the learning objectives for this unit?
used for students to comment on works in progress and then revise and develop plans for finishing
their work.
II. G.
Problem solving strategies are necessary during the design and creating process. Students will
sketch their project design prior to beginning the project. The sketch must include how they with
How will critical thinking and problem
address project requirements prior to being allowed to begin working on the loom. Students must
solving strategies be implemented? Give
evaluate their work as they progress and must make changes to materials or design when the
specific examples of use.
project is not progressing as expected. Students will use critical thinking strategies during
beginning of project image discussion, written self reflection, and group critiques.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
None
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the The teacher will post project instructions and supplemental instructional videos to Google
unit? Explain both teacher use and student Classroom for students to use throughout the unit. Students have the option to use digital media
use. for developing color schemes for the project.
The design process requires students to use what they learned previously about color schemes and
How does the unit demonstrate integration of
composition. Students use math to figure how much yarn they need. History and geography are
content across and within content fields?
part of the beginning of unit art discussion.
II. J.
Technique was demonstrated by the teacher. Students were given access through Google
What specific adaptations or differentiated
Classroom to instructional videos. Detailed written and pictorial instructions for setting up loom
activities were used to accommodate
and weaving techniques were also provided. Written instructions were created at a lower reading
individual learning needs for the whole class?
level to accommodate students who are behind in reading.
What specific adaptations or differentiated
Students who are learning English were provided a vocab list with terms in English and their
activities were used to accommodate
language. Additional one on one instruction and feedback was used to keep students on task and
individual learning needs for the identified
to keep them interested.
sub-groups / students?

Pittsburg State University Teacher Work Sample 10

 Provide a copy of two complete detailed lesson plans in Appendix B.

Pittsburg State University Teacher Work Sample 11

III. Teaching and Learning

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

Day 1: The biggest challenge was getting students to participate in the discussion. The students are still learning to talk about art.
Many responses were vague, even though most questions were opinion based, and therefore not a right or wrong answer. Students still
tend to answer with comments like “I like it” or “it’s pretty.” Visual thinking strategies will need to be emphasized throughout the
class so they can build their skills. Asking questions specific to elements of art or principles of design can help get them on the right
track. Calling on the students who don’t speak up as much and giving them specific questions could help increase participation.
Introducing vocabulary, although not very exciting, has the potential to make the biggest impact. Students don’t know the prober
terms to discuss the project, and it will be a lot easier to understand if a student needs help with the warp than if they are saying they
are having problems with the string.

Day 2: Today’s goal was to have brief group discussions of project ideas and to have demonstrations of necessary skills for the
project. Students were better at participating in the small group discussions at their tables than they were in the whole class
discussions. Presenting their ideas was a way to keep students accountable for completing their assignment and help the indecisive
ones narrow down a choice so they could get their projects started on time. The students seemed to benefit from this and they
appeared more confident in their composition and color choices than previous projects. The biggest challenge was timing of
demonstrations. I wanted to do the demonstrations so that students could work on the task right after watching the demonstrations.
However, to keep students moving I had to demonstrate the weaving before all the students finished warping. A possibility is doing
the demonstration a second time for stragglers or encouraging students to watch peers who are already weaving. This last option
would work well if there is a student who has already moved on to the next step at their tables.

Day 3: Today’s tasks are working on the project and taking the vocabulary quiz. A few students had to finish warping at the
beginning of class. Students were able to work and make good progress on their projects. When students needed help with a specific
technique and needed another demonstration, I let students know and if they were encouraged to watch the demonstration if they
needed further clarification. The group of students who struggle to focus the whole class started showing signs of burnout about
halfway through. They were encouraged to get up and take a short break (individually) if needed so they could refocus. At the end of
the period students took the vocabulary quiz. The average score was 78%. This was lower than hoped. Students did not study.
Students may need a few minutes to study before the quiz and possibly time at the end of the prior class as well.

Pittsburg State University Teacher Work Sample 12

Day 4: Today was another workday. The biggest challenge was keeping students on task. Towards the beginning of the class students
participated in the studio visit activity. They broke into groups and had a mini critique of their work. Students were able to ask their
peers for suggestions on how to finish the project and any other concerns they had. This worked well and for the most part they had
good suggestions. A few still struggled with discussion participation. The remainder of class was used to finish their projects. Some
students needed reminders to get busy and talking became a distraction. Changing seating might be needed.

Day 5: Students participated in group critique and photographed projects for portfolios. The work was placed so it could all be seen
at once. If students were not finished they were still required to display it. Time management and getting all students to participate
were the biggest challenges. Future critiques might need to be split into two groups. Doing critique this way would speed up the
process and could help reduce anxiety of the students who hate talking in front of large groups. The problem with this though is it
makes it more difficult to keep track of both discussions and ensure everyone is talking if the groups are done simultaneously. Having
students photograph their work at the end went well. They are responsible for editing and organizing images for portfolio review.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
The rules for my classroom are be respectful, be safe, and be responsible. When the bell rings, students should be at their seat and ready to work.
When a student is tardy they should enter the room quietly, place their tardy pass on the teacher’s desk if they have one, and get to work. Students
should be quiet when the teacher is talking and listen to instructions. Students should use class time wisely and work the entire period. When
students are working at their tables, they should use quiet voices. Due to the nature of some of the materials in the art room, it is important that
students be safe. Students need to follow safety guidelines that are appropriate for their materials. If a student is injured, notify the teacher
immediately. Backpacks are to be kept out of the walkways. Use materials appropriately. During critiques, students should try to say something
positive about others work and use constructive criticism. Materials should be put back in their proper place. Shelves and drawers will be labeled to
make finding materials and putting them back easier. Work tables will be cleared and wiped off if necessary at the end of each class. Projects will be
stored in the assigned spot. If a student does not finish a project during class time, they will be responsible for getting a pass to come work during
seminar or will be expected to take it home to complete. Sketch books need to be brought to class daily and turned into the basket on due dates.
Positive behavior supports, showing students that you care, and keeping students busy the whole class period help reduce the chance of potential
discipline problems. My discipline hierarchy is as follows: move towards disruptive student, pause teaching, redirect
student using a whisper, call on student, student given verbal warning, student moved to different seat, detention,
student sent to office.

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

Pittsburg State University Teacher Work Sample 13

Students will present their brainstorming activities to their partners at their table. They are expected to show all of their completed work (including
the choices they are not using). Students will explain to their partners their reasoning for choosing their color schemes and compositions. Students
will give each other feedback and make adjustments to as needed.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Three discussions occur during the unit. The beginning of the unit has a discussion of related works from different cultures. The end of the unit has
the group project critique. These two discussions are more formal and has more involvement and direction from the teacher. The progress critique
(studio visit activity) is less structured and occurs in small groups. Students also sit at tables in groups of four and are allowed to talk during studio
work time as long as it does not interfere with their work. Students are encouraged to use their resources and bounce ideas off of their classmates.

Narrative: Analysis of Assessment

E. Pre-Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Assessment results were low, showing that the class does not have much knowledge of tapestry terms. This
was expected. The highest score was 70 and the lowest 35. Students performed fairly well on the section
that reviewed color schemes.
Students will need a background knowledge of tapestry terms in order to understand the art making process.
This will be addressed by objectives 1 and 2.

Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?
The pre-assessment results emphasized that all students needed to learn the terms for the unit. A brief
review was given for color schemes from the previous unit since students needed to know this to complete
brainstorming activity.
Students who did not show proficiency with color schemes were provided with reteaching during the
brainstorming activity. This ensured that students could identify color schemes for the activity to ensure
that they were not completing imperfect practice.

F. Formative Assessment

Pittsburg State University Teacher Work Sample 14

 Formal assessment scores ranged from 11 to 19 out of 20. The formal assessment covered the vocabulary
Overall analysis of results. terms. The informal assessment was an in progress check and peer critique of work. Scores ranged from 13
to 25 out of 25.
Discuss the results in reference to The formal assessment shows that some students are still struggling with vocabulary, however most
the learning objectives. students scored above 75% proficiency. They were just introduced to the terms and are learning. The
informal assessment showed that students understand the process of weaving. They are learning what was
Are students learning what was intended. The main struggle is with using time wisely in order to make sufficient progress and being more
intended they learn? vocal in discussions.
Students not meeting 75% proficiency with vocabulary terms will be retaught and given additional study
Discuss any adaptations based on the materials. Students who are struggling with progress are encouraged to come in and work during seminar
results of formative assessments. or before or after school.

Identify differentiation needed to Vocabulary list will be broken into two chunks for students to study and quiz. Students who are using time
help all students meet the goals and wisely in class but unable to complete the project within the given timeframe may have extra time to finish
objectives of this unit. without penalty.

G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.
Did all students learn what was
intended they learn? Explain.
There was a wide spread of score on the final project rubric. Four students scored below 70%. These lower
scores are due to students not completing the project. These students struggled to used time wisely and did
not make up for lack of progress outside of class.
All students demonstrated that they acquired the skills to warp a loom and weave using plain weave. Levels of
accuracy in weaving varied. Most students demonstrated a proficient understanding of terms when discussing
projects. Most finished projects showed the students’ ability to receive feedback and plan revisions to an in progress
work.
While all students gained some knowledge, I would have liked for the lower performing students to have
been able to demonstrate a better grasp of the terminology. In regards to learning the process, all students
seemed to understand how to weave, but some students struggled with demonstrating appropriate technique.

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.
Pittsburg State University Teacher Work Sample 15
 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 16

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: Students will generate ideas and
create artistic work.
Give more than one reason for each of the successes identified.
The two brainstorming activities gave students many ideas to choose from. It let them have some flexibility
with the project. Knowing that they would have to share the sketches with peers instead of just turning it in
helped hold the accountable for their work. The activity gave students a better footing when it came time to
start the project and reduced the amount of time usually spent not knowing where to begin.

Objective 2: Students will respond to works in Students responded to feedback from peers better than feedback from the teacher. Students care what
progress and plan revisions. others think about them at this age, and receiving positive feedback makes them more confident in artistic
choices. Students seemed to enjoy the looking at other students’ work and being able to have an impact on
the final direction.

Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.
I can encourage students to take shorter daily breaks to get up and look at peers’ work. This isn’t intended to be a whole class mill about the room
activity, but more of students individually getting up and looking when they are stuck or need a break from their project. Sketchbook idea generating
activities can be included with each project. It helps students get a feel for a composition before committing it to good paper.

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.
Objective 1: Students will define the terms This unit had more vocabulary words than the others. There weren’t many words that students had heard of
related to tapestry. before. Students did not adequately study outside of class.

Pittsburg State University Teacher Work Sample 17

Objective 2: Students will look at and discuss Students did not want to talk in discussion. A handful of students dominated the discussion. Some students
works in a historical and cultural context. struggled to get past comments such as “I like it” or “I don’t like it” and use critical thinking skills to
provide reasons behind their observations.

Discuss at least TWO things to do differently in the future to improve students’ performance.
To help students learn terms, I could provide access to an online quiz for students to study terms. To help with discussions, call on students and
scaffold questions when response is “I don’t know.” Having small group discussions instead of just the single whole class discussion has the
potential to increase participation.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)

Add rows as needed

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

Parents will be notified of current project through class website and e-mail. Class website will be updated at the beginning and end of each unit.
Project description, rubric, and related resources will be available online for student and parent access. At the end of the unit, photos of student work
will be added. Parents will receive a link in an email to the website as well as a link to view individual student grade.

Pittsburg State University Teacher Work Sample 18

If students are having difficulties in class, then parents will be notified by e-mail first. Students struggling with the material will be provided links to
sites and videos for extra practice. Parent and student will also be notified of options for extra help on project and extra credit opportunities.
Students will be able to get a pass to come during seminar/study hall. I will be able to work with students before or after school on an appointment
basis. It is the responsibility of the student to arrange additional time to work on project. Students are discouraged from taking projects home to
work due to lack of access to materials outside of and if the project gets lost or damaged, students cannot be given a grade for the missing work. If
behavior continues to be an issue in class parents will be notified by e-mail. If no response, parents will then be phoned. Classroom and district
discipline policies will be followed.

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: Facilitating student discussions.
Student discussions are a struggle because many students won’t speak up
without being called on. Some students choose not to respond or answer
with “I don’t know” instead of participating.
What specific professional development opportunities/activities will
help to acquire that knowledge or skill?
Reaching out to senior teachers could help generate some ideas to
develop better discussions. Implementing a different structure for
discussions, such as the ones at
https://www.cultofpedagogy.com/speaking-listening-techniques/ could
make discussions more productive.

Aspect 2: Feedback.
Students benefit from receiving feedback. Right now their main
feedback from me occurs after brainstorming and after project
completion. I want to improve the quality of feedback and the frequency.
One way to improve feedback is talking with students about it. Students
have ideas about what works for them, and working with students will
help me tailor my feedback so it is more useful for them. Another option
is doing more research on effective feedback and implementing
strategies. A suggested article is “The Power of Feedback” by John
Hattie and Helen Timperley.

Pittsburg State University Teacher Work Sample 19

 REFERENCES

http://ksreportcard.ksde.org/home.aspx?org_no=D0512&rptType=2

http://www.smsd.org/about/Pages/default.aspx

http://www.nationalartsstandards.org/sites/default/files/Visual%20Arts%20at%20a
%20Glance%20-%20new%20copyright%20info.pdf

Pittsburg State University Teacher Work Sample 20

APPENDIX A

Pittsburg State University Teacher Work Sample 21

APPENDIX B

Topic: Weaving Lesson 1

Grade level: 9-12

State Standards: Anchor standard #1, Anchor standard #8, Anchor standard #11

Lesson Objectives: Students will:

Define terms related to tapestry: loom, warp, weft, shed, beater, bobbin, plain weave.

Look at and discuss works within historical and cultural contexts.

Generate ideas for artistic work using sketchbooks and drawing media.

Materials: Sketchbooks; pencils, pens, or markers

Instruction:

Students will be introduced to the concept of tapestry. The teacher will present the following images:

Vajrabhairava Mandala (https://www.metmuseum.org/art/collection/search/37614), Saddle Blanket

(https://www.metmuseum.org/art/collection/search/313230), Offering Cloth

(http://www.nmai.si.edu/searchcollections/multimedia/10098/388/DSC00005.700x700.jpg), and Slit Tapestry

Red-Green

(https://www.bauhaus100.de/bh100/export/sites/default/de/damals/werke/kunsthandwerk/schlitzgobelin-rot-

gruen/169_501_schlitzgobelin_rot_gruen_0.jpg_1728511801.jpg) . Students will take part in a discussion

about works, focusing on imagery/shape and color. Questions for discussion:

 What do you see?

 What is the color scheme? How does this choice impact the work?
 What is this object used for?
 What culture do you think this is from?
 What do you think it is made of?

Students will be given the definitions for the vocabulary words. Students are encouraged to take notes in their

sketchbooks or can use the google doc posted on classroom to fill in definitions.

Pittsburg State University Teacher Work Sample 22

  Warp- yarns that run lengthwise and form the base of the fabric.
 Weft- yarns that run crosswise. In tapestry, these are the yarns you see in the finished fabric.
 Beater- tool used to pack weft threads in place.
 Shed- the gap created by lifting sets of warp threads in a pattern. The weft is passed through this

opening.
 Bobbin- spindle that yarn is wrapped around.
 Loom- device used to weave fabric. Holds the weft threads under tension.
 Plain weave- weft threads pass warp in an under 1 over 1 pattern. Pattern is offset by one in the

following row (over 1 under 1).

Activities:

There are two assignments to complete for the design of this project. Both activities need to be finished before

the start of the next class.

Students will use the remainder of class time to generate ideas for their weavings. Students should create a

series of small sketches in their sketchbooks(minimum of 5).

Students will gather images that illustrate color schemes. Students will illustrate 3 different types of color

schemes. Color schemes were introduced in a previous lesson and students are encouraged to refer back to that

lesson’s resources. Images can come from magazines or online. Ideas should be placed in sketchbook and the

type of color scheme for each image should be identified (complimentary, triadic, etc). Keep in mind that these

color schemes will be used in this project.

Pittsburg State University Teacher Work Sample 23

Topic: Weaving Lesson 2

Grade level: 9-12

State Standards: Anchor Standard #1

Lesson Objectives: Students will:

Present their ideas to their classmates at their table.

Students will demonstrate their knowledge and warp their loom.

Students will begin weaving.

Materials:

Sketches from previous class, looms, yarn, scissors, beaters, shuttle sticks.

Instruction and activities:

Students will spend the first 15 minutes of class sharing their color schemes and ideas with the students at their

tables. Teacher will come around and check that brainstorming assignments are completed.

Teacher will demonstrate how to warp the loom and keep proper tension. Students will warp their looms.

Teacher will demonstrate how to wind a butterfly bobbin, use a shuttle stick, weave plain weave, and change

colors. Students will begin weaving.

Pittsburg State University Teacher Work Sample 24

APPENDIX C
Name ___________________________

Give an example of each of the following color schemes.

1. Complimentary

_______________________________________________________________________
2. Analogous

_______________________________________________________________________
3. Split complimentary

________________________________________________________________________
4. Monochromatic
________________________________________________________________________

Define the following terms.

5. Tapestry

________________________________________________________________________
6. Loom

________________________________________________________________________
7. Weft
_______________________________________________________________________
8. Warp
______________________________________________________________________

Pittsburg State University Teacher Work Sample 25

 Informal Assessment- Studio Visit

Assessment is based on level of participation. Students are expected to break into groups and talk about a

group member’s in progress project. Students should offer feedback before rotating to the next work.

Rotations continue until all members work has received critique.

3- Student was engaged in a conversation about art the entire time. Student provided constructive feedback

to peer.

2- Student engaged most of the time but no feedback was given.

1- Student offered few on topic comments.

0- Student did not participate in discussion or pulled peers off task.

Pittsburg State University Teacher Work Sample 26

Name______________________________________________________________

Fill in the blanks using the word bank.

beater loom shed

bobbin weft plain weave
warp

1. The yarns that run lengthwise and form the base of the fabric are called the __________.
2. The _______ yarns run crosswise. In tapestry, these are the yarns you see in the finished fabric.
3. Use a ___________ to pack weft threads in place.
4. A _________ is the gap created by lifting sets of warp threads in a pattern. The weft is passed

through this opening.

5. A spindle that yarn is wrapped around is called a ______________.
6. A ___________ is used to hold the weft threads under tension while weaving fabric.
7. Weft threads pass through the warp in an under 1 over 1 pattern in ______________.

Answer Key: 1. Warp, 2. Weft, 3. Beater, 4. Shed, 5. Bobbin, 6. Loom, 7. Plain weave

Pittsburg State University Teacher Work Sample 27

 Student Name: ________________________________________

CATEGORY 4 3 2 1 Score
Design/ Student applies Student applies Student tries to The student does
Composition design principles design principles apply design not appear to be
(such as unity, (such as unity, principles (such as able to apply
contrast, balance, contrast, balance,unity, contrast, most design
movement, movement, balance, movement, principles to
direction, direction, direction, emphasis, his/her own work.
emphasis, and emphasis, and and center of
center of interest) center of interest)
interest) but the
with great skill. with fair skill. overall result is not
pleasing.
Planning and Student can Student can Student can Student has
Explanation describe in detail somewhat describe describe how s/he thought very little
at any point how s/he envisions envisions the final about the project.
during the process the final product product but finds it Is present but is
how s/he and can describe difficult to describe not invested in
envisions the final some of the steps how s/he will reach the product.
product and how s/he will use to that goal. Has set a
they intend to reach the goal. goal, but lets things
reach their goal. Focused with some evolve in somewhat
Very focused and planning. random manner.
goal-oriented.
Creativity Student has taken Student has taken Student has copied Student has not
the technique the technique some painting from made much
being studied and being studied and the source material. attempt to meet
applied it in a has used source There is little the requirements
way that is totally material as a evidence of of the
his/her own. The starting place. The creativity, but the assignment.
student\'s student\'s student has done the
personality/voice personality comes assignment.
comes through. through.
Time/Effort Class time was Class time was Class time was not Class time was
used wisely. used wisely. always used wisely, not used wisely
Much time and Student could have but student did do and the student
effort went into put in more time some additional put in no
the planning and and effort at home. work at home. additional effort.
design of the
mask. It is clear
the student
worked at home
as well as at
school.

Pittsburg State University Teacher Work Sample 28

 Use of Student typically Student typically Student adequately Student
materials keeps materials adequately cleans cleans and takes deliberately
and area clean materials and work care of materials if misuses materials
without area at the end of reminded. AND/OR does
reminders. The the session without Occasional spills not adequately
student shows reminder, but the and messy work clean materials or
great respect for area may be messy area may be seen. area when
the materials and during the work Shows some respect reminded. Shows
his fellow session. Student for materials and little respect for
students. shows respect for fellow students. materials or
materials and fellow students.
fellow students.

Pittsburg State University Teacher Work Sample 29

 Focus Group: English Language Learners

Focus Group: Males

Pittsburg State University Teacher Work Sample 30