PSU

TEACHER WORK SAMPLE

TEMPLATE

Your First and Last Name:

Caitlin Morgan

Date Submitted:

District where you completed

the TWS: Lamar R-1

Name of School Building

where you completed the
TWS: East Primary School

Content Area of your TWS:

Reading

TWS Unit Topic:

Grade Level of the

Classroom / Students in
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)
Community
Population 4,426 as of 2014
Rural Community
Lower-Middle Class: Below average income in the city compared to the whole state.
Businesses fast-food restaurants, gas stations, agricultural equipment dealerships, banks, grocery stores, sales jobs.
Churches are a large part of the community by having food pantries, and supporting schools by sending backpacks home with food for students in need on
Fridays.
District
Number of schools 3 schools: East Primary, West Elementary/Jr High, High School.
Schedule/Instructional time is once a month
School
How many teachers in each grade 4 for East Primary
About 20 Students per classroom

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level ___K___ Content area (e.g., mathematics) __Reading____ Topic (e.g., geometry) _____________
Age range of students ___5-6 years old_ Number of male students ____9______
Total number of students _____19_____ Number of female students ____10 ____
Percentage of students receiving free lunch ___57%____ Percentage of students receiving reduced lunch_____5%______
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ______ Rural __X___
Ethnicity of students (give numbers) __0___ African American or Black __0___ Hispanic or Latino
__0___ Native American/Alaskan Native __19__ White
__0___ Asian or Pacific Islander __0___ Other (specify) __________
Language proficiency of students (give __19__ Fluent English Proficient __0___ English Language Learners
numbers)

Pittsburg State University Teacher Work Sample 2

 Identified special needs categories ___2___ Specific Learning Disability ___1___ Speech/Language Impaired
represented (give numbers) ___0___ Hard of Hearing ___1___ Visually Impaired
___0___ Deaf ___0___ Orthopedically Impaired
___0___ Deaf-Blind ___1___ Emotionally Disturbed
___1___ Other Health Impaired ___0___ Autism
___0___ Multiple Disabilities ___0___ Mental Retardation
___0___ Brain Injury ___0___Gifted
___0___ Established Medical Disability (0-5 yrs) ___1___ Developmentally Delayed
___2___ At risk for developmental disabilities ___0___ Other (Specify)_______________

Subgroup Selected (describe the group) :

Rationale for Selection:

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

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics Specific Descriptions
Intellectual Characteristics The majority of the students come to school ready to learn each day. There are some students who will have trouble,
- Including readiness, on a daily basis, to get into routine by being reminded of the same daily routines and rules. Some students who seem
cognitive abilities, learning to struggle in many aspects are actually students with average IQs, but struggle in one area that sets them back.
needs, developmental levels, Cognitively I feel that most of the students are where they should be for ages 5 and 6 years old. There are many
etc. students in the class that will try to receive as much help/assistance as possible, but are able to do work on their own.
They are using learned helplessness. There are two students that excel in the class that learn new knowledge quickly,
and we provide extra support in expanding their knowledge. There are also students who are falling below our
expectations that we must make accommodations for them to work in the regular classroom. All 6 of the students that
fall below expectations are constantly having to be reminded of the lesson or activity at hand.

Previously demonstrated Two students above average, eleven meeting, and six that are falling below.
academic performance/
ability:

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% Above standard _10%_
% Meets standard _58%_
% Below standard _32%_
Social Characteristics Most students are able to get along with other in the class. There are a few students that are very smart but not
- Including emotional, motivated in the classroom to perform to the best of their abilities. There is one student who uses hurtful language
attitudinal, motivational, etc. often in the classroom to hurt others feelings.
Personal Characteristics All students are physically where they should be for gross and fine motor skills. We do struggle with a few students
- Including physical, social, having to learn how to hold the pencil correctly. The students in this class all get along very well with few disputes
individual experiences, throughout the day. We have 1 foster child that is about to be adopted, and another student that was adopted as a
talents, language, culture, younger child. We have one student that is a part of competitive cheerleading at the cheer pitt. A student who has won
family and community belt buckles for roping. Students that have separated parents that they share custody with, or that they dont see at all.
values, etc. There are also students who live I traditional

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
In order to do my best to motivate and educate all students I use a variety of styles when teaching a lesson. I like to have the students active in the
learning process, and ask questions often. During every instruction I keep the students who seem most easily distracted close to me to be able to bring
them back to attention easily. During reading time I read the story to the whole group of students. I tell them before I start reading what we will be
doing or a specific thing that good readers use when reading a book. The students work pretty well as a whole group by sitting criss-cross with their
hands in their laps. I make modifications for students to either make the lesson more challenging for them or to make it easier and on lower level
students level. For example, the students that excel in the classroom I might ask to write 3-5 sentences to go with the prompt for the day, and for the
lower level students I will usually sit by them or go to them often while they are writing and help them think of how to write something, or even help
them with every sound for each word in the sentence. For math I do a whole group lesson, and then students break off to do an activity to go along
with the lesson. Depending on how I feel it will help best there are times I base groups on students with the same abilities, and sometimes I base
groups on a range of abilities.

C. Sub- Groups/Students Information

Describe this
Why was this
subgroup/student
subgroup/student What was learned about this subgroup/student?
using information
selected?
from Table 1.1

Pittsburg State University Teacher Work Sample 4

 SamMale, White This student was selected Intellectual
due to his speech Very smart child. Meets standards. Insecure about letter sounds on an everyday basis, but does
insecurity. well for testing. Pays attention during instruction and is ready to answer questions.

SUBGROUP Social
or Willing to do what other kids want to do when playing, people pleaser, quiet, appears to enjoy
observing others.
FOCUS
STUDENT
Personal
Appears to be happy at school, parent involvement. Brings back work that is to be done at home
with parent signature.

SadieFemale, White This student was selected Intellectual

because she is one of the Difficulty with writing. Cannot completely forms words or sentences. Can form some sight
students that falls below words. With assistance, she can write, but it is still difficult for her. Does well with math when
standards. using manipulatives. Loses concentration during instruction. Sometimes she is prepared to
answer questions and has good ideas to add.

SUBGROUP
Social
or Wants to be in charge when playing with others. Gets along with others most of the time. Gets
FOCUS upset when someone doesnt want to do what she wants to do.
STUDENT
Personal
Comes from a family that is supportive with education. Has one older and one younger sister.
Very positive, and appears to like to be at school.

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

Students that come from slightly different households and have a gap in abilities. Sam seems very smart and will soon be released from the speech program. He is
willing to do what others want to do and seems satisfied either way. Sadie falls below expectations in the classroom intellectually and socially. She lacks
understanding of all letter sounds but knows all letter names. Socially she is unhappy when things dont go her way which causes a lot of conflict.

Pittsburg State University Teacher Work Sample 5

II. Instructional Design

A. Narrative Description of Range of Objective

B. 0s and Rationale for Selection (limited to 1 page)
Why did you pick those objectives?
Standards
What the students need to be working on

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
2

5
The student will be able to show knowledge of frogs my getting a 5/5 on their post-test.
etc

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

Pittsburg State University Teacher Work Sample 6

 Pre-Assessment:
T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
1
2
3
4
5
6
7
8
Etc.
Summative Assessment:

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?
Pre-Assessment
(Diagnostic)

Pittsburg State University Teacher Work Sample 7

Formative Assessment
- Informal
Formative Assessment
- Formal
Summative
Assessment

Narrative for Instructional Design

II. E.
Why are the lessons sequenced in this
manner?
II. F.
What learning strategies were incorporated
Cooperative learning
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
Pittsburg State University Teacher Work Sample 8
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?

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

Pittsburg State University Teacher Work Sample 9

III. Teaching and Learning

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

Day 1:
LOOK AT THE RUBRIC

Day 2:

Day 3:

Day 4:.Continue to reflect for each day of your unit

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
SEE RUBRIC

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

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Think Pair Share

Narrative: Analysis of Assessment

Pittsburg State University Teacher Work Sample 10
E. Pre-Assessment

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

results of formative assessments.

Identify differentiation needed to

help all students meet the goals and
objectives of this unit.

G. Summative Assessment

Pittsburg State University Teacher Work Sample 11

 Disaggregated data: bar chart for questions that kids got answers correct (each question)
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.

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.
(Skill sheet)
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 12

IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

Give more than one reason for each of the successes identified.
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:

Objective 2:

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.

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:

Pittsburg State University Teacher Work Sample 13

Objective 2:

Discuss at least TWO things to do differently in the future to improve students performance.

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)

Pittsburg State University Teacher Work Sample 14

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

Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?
Aspect 1:

Aspect 2:

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 REFERENCES

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APPENDIX A

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APPENDIX B

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APPENDIX C

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