Teacher Work Sample Presented To: Dr. Patricia A. Smith .
Teacher Work SamplePresented To:Dr. Patricia A. Smith, InstructorIn Partial Fulfillment of the Requirements forStudent TeachingPrairie View A&M UniversityCollege of EducationDepartment of Curriculum and InstructionSpring Semester 2012Charity S. Nwankpa1095April 24, 201210950501 EC-6 Generalist1
Prairie View A&M University – Whitlowe R. Green College of EducationTeacher Work Sample Cover PageDate SubmittedNameSpring 2012Charity S. NwankpaTWS ID NumberPermanent Address1095050110607 Plum Lake Dr. Houston, TX 77065*Certification (i.e., EC-4)Interdisciplinary Studies, EC-6 Generalist*Specialization/Teaching FieldUniversity SupervisorGeneralistMr. Elvin PriceStudent Teaching CampusMetcalf Elementary SchoolCypress-Fairbanks Independent School DistrictSchool District4th gradeTWS classroom - grade level(s)TWS subject(s)taughtKMMMRead 180 Language ArtsI agree and testify that all materials included in this Teacher Work Sample were completedby me. I understand that submission of materials identical to those of another teachereducation student constitutes academic dishonesty and may lead to dismissal from theteacher education program. (I also grant permission for my TWS to be used for faculty research andas an example for future education students.)Signature:Teacher CandidateDate:Signature:Cooperating TeacherDate:10950501 EC-6 Generalist2
Table of ContentsSection 1Learning Context .pgs. 4 – 12Section 2Learning Goal & Objectives .pgs. 13 – 15Section 3Assessment Plan .pgs. 16 – 20Section 4Design for Instruction .pgs. 21 – 23Section 5Instructional Decision-Making .pgs. 24 – 27Section 6Analysis of Student Learning .pgs. 28 – 32Section 7Reflections & Self Evaluation pgs. 33 – 37References . pg. 3810950501 EC-6 Generalist3
10950501 EC-6 Generalist4
Learning ContextInstructional Implications of the CommunityThere are many factors that could affect the atmosphere of a school, one being where it islocated. The northwest part of Houston, which is where Cypress-Fairbanks Independent SchoolDistrict (CFISD/Cy-Fair ISD) is prominent in its educational endeavors, is considered to be asuburb of the city of Houston. The area has fairly new developments and is still growing everyyear. CFISD has been in existence for over 40 years. Metcalf Elementary is one of 52 elementaryschools in the Cy-Fair ISD which is located in Harris county. CFISD is considered to be a“community of great diversity that crosses racial, ethnic, religious, and cultural boundaries”(CFISD Substitute Handbook, 2011). Metcalf is located in an area surrounded by local business,houses, and apartments. One local venue, The Church Without Walls is practically two minutesaway from the elementary school. The church allows the school to participate in competitions,such as the “I Have a Dream” poem that students have to compete against one another in order tobe recognized as one of the top students of Metcalf Elementary. Also, local daycares surroundingthe school aid parents with after school care. Metcalf located on 6100 Queenston in Houston,TX. Metcalf Elementary School is considered to be a Title 1, in which majority of the studentsreceive reduced or free lunch due to their families low income status.Demographics(as indicated in the 2010-11 AEIS Report)AFRICANHISPANICAMERICAN16.7%67.7%10950501 EC-6 FICISLANDER0.1%TWO OR MORE ECONOMICALLYRACESDISADVANTAGED1.6%82.0%5
Demographics of Students at e AmericanAsianPacific IslanderTwo or MoreRacesPie Graph of DemographicsInstructional Implications of the SchoolMetcalf Elementary School opened its doors in 1990. The school was named after Juneand Roy Metcalf, who combined served a total of 65 years as both educators and administratorsin Cypress-Fairbanks ISD. The school serves Pre-k to 5th grade students. Although the school isover 20 years old, it is in great condition, clean, and free of pest. Metcalf has a total number of1,044 students in its school. There are a total number of 72 full time teachers and about 25support personnel. There are eight people on the administrative staff. The average student to10950501 EC-6 Generalist6
teacher ratio is 16:1. There is one computer lab for the students to use once a week, schedulepermitting. The school library is fully stocked with books in both English and Spanish. There isalso a teacher resource room accessible for teachers to use. Metcalf does have a PTO that meetson a regular basis to create fundraisers for the students to participate in. The school also hasstudent council and a stepping team called the “Boot Scooters”. There is no band or sportingteam at this elementary campus. The overall environment of the school is warm and supportive.All of the teachers work on teams depending on the subject they teach. The administrative staffaids the teachers with the minimal behavioral problems from students and shows themappreciation by hosting staff lunch parties.Instructional Implications of the ClassroomMetcalf Elementary School has a few contained classrooms, but majority of theclassrooms are considered “open concept”. Open concept classrooms are classrooms that areonly separated by book shelves or half of a barrier. This form of classroom is only successfulwhen the teacher and surrounding teachers have strong classroom management because childrencan easily become distracted from noise outside of their own classroom. If I were to have myown classroom, I would rather have a closed, contained classroom to ensure the peacefullearning environment for my students. With open concept, you cannot control another person’sclassroom. The classroom has seven tables, six of which are rectangular and parallel (three andthree) to each other. In the middle of the classroom is the overhead projector and in front of theclassroom is the Smart Board. There is a mini library shelf for students to peruse as well as thebook shelf for the students that participate in the Scholastic Program READ 180. There are twocomputers and room for about six to seven laptops for the students to do their READ 180interactive lessons. The entire classroom is filled with anchor charts with variety of colors as10950501 EC-6 Generalist7
well as other print rich items. The routine goes as follows: Large group instruction, separate intothree small groups and rotate among groups, and lastly, another large group instruction. At eachstation they have 20-25 minutes to work on their assignment. If they need assistance, theassistant teacher or I would help them solve the problem. The students of this fourth grade classhave the opportunity to use both small group and large group instruction to ensure that they arelearning and grasping the concepts.Pictures of classroom are below:10950501 EC-6 Generalist8
10950501 EC-6 Generalist9
Instructional Implications of the Classroom Teacher and Teacher CandidateCooperating TeacherMrs. King has worked in education for 24 years, nine of those in CFISD. She began herteaching career in Chicago, where she also served as an assistant principal for two years.Mrs. King received her B.A. in Government from Oberlin College and her M.A. in EducationalAdministration and Supervision from Roosevelt University. She holds Texas certifications inEarly Childhood Education (Grades PK-KG), Elementary Self-Contained (Grades 1-8), Englishas a Second Language Supplemental (Grades PK-8), and Principal (Grades EC-12). She is alsohold teaching and administrative certifications in Illinois. Mrs. King strives to improve the livesof my students by helping them improve their reading and writing skills. She tries to capturetheir attention with engaging lessons and interesting activities within a small group setting. Mrs.King works hard to help her students achieve their dreams.Student TeacherCharity Nwankpa is a 21 year old, African-American female from Houston, TX. She wasborn May 1, 1990 to Dr. Hope C. Luster and Mr. Ezinwa Nwankpa. She is currently at PrairieView A&M University in pursuit of a degree in Interdisciplinary Studies Early Childhoodthrough 6th grade Generalist. Miss Nwankpa has passed both of certifications exams (PPR andContent) and will soon seek her certificate in EC – 6 Generalist. Charity’s experience withchildren has been molded at child care centers and through observing and tutoring at elementaryschools in Waller Independent School District. She enjoys working in a class setting wherechildren are able to have one on one time with the instructor to learn material, as in small groups.Miss Nwankpa is excited about the student teaching experience and plans on learning as much asshe can from her cooperating teachers. She has recently been accepted into graduate school at10950501 EC-6 Generalist10
both Northwestern University and University of Texas at Austin for their Speech-LanguagePathology program. Upon graduation, Miss Nwankpa plans on obtaining her master’s degree andbecoming a Speech Pathologist.Instructional Implications of the StudentsThere are 21 students in Mrs. King 4th grade READ 180 class. This class containsmajority ELL students and a few students that have difficulty with English/Language Artsconcepts. The class contains 13 boys and 8 girls. There ages range from nine to 11. Ten studentsout of the 21 live in a strictly Spanish speaking household. Due to a language barrier, thestudents are most successful in small group instruction because they feel more confident workingone on one with the instructor. During large group instruction, some students shut down andbecome very reclusive because of previous criticisms from classmates. Mrs. King encourages allof her students to attempt to answer a question or share their ideas so they can become moresociable. A few students get pulled from class to get extra assistance in reading and writing. Insome instances, a writing specialist may visit the class to teach the students strategies needed tobe successful on the Writing STAAR Test. There is one student who is very disruptive and has adifficult time staying focused in class. At times his disruptive behavior interrupts his peers fromstaying on task. The teacher has to constantly guide him back on track to his assignment andwhen he begins interrupting his classmates, she simply separates him from the rest of the classand places a barrier (tri-fold board) around him so he cannot be distracted. He is soon to beconsidered for special needs services. Overall, Mrs. King’s 4th grade class is very respectful andalthough they may have difficulties with some English/Language Arts concepts, they are alwaysenthusiastic to learn.10950501 EC-6 Generalist11
Literary SupportAs for context characteristics, I believe there is no context characteristic that affects theway a student learns at Metcalf Elementary. The only thing I saw that affected the way thestudent grasped on to concepts were through ability grouping, in which you pair stronger andweaker students together in order for the stronger student to aid the weaker student when they donot understand the material. Neither the community, nor rearranging the classroom has any affecton the ability of the students of Metcalf to learn.10950501 EC-6 Generalist12
10950501 EC-6 Generalist13
Learning Goal ObjectivesAppropriate Learning GoalI set the learning goals according to prior knowledge the students should have gainedfrom third grade as well as developmentally appropriate practices fourth graders should be ableto easily acquire. As a teacher, it is important to have a clear understanding on topics taughtwithin a unit and the appropriate way to introduce students to new concepts. The students shouldknow the importance of facts and opinions and how we utilize it in everyday life. To learn what afact and an opinion is children need to experience the terms in real-life situations. I will beteaching the concept, distinguishing fact from opinions. This unit should take one week tocomplete, which includes activities, assignments, and informal assessments aligned with learninggoals.In this unit, learning how to distinguish a fact, which is gives information that can beproved, from an opinion, explains how someone feels about something, has to correlate witheach individual students life in order for them to fully understand the concept.Multiple Objectives Lead to the GoalThe following is the learning objective aligned with the state 4th grade English/LanguageArts TEKS for the unit on fact and opinion:Learning ObjectiveTEKS(11) Reading/Comprehension of Informational Text/Expository Text.Students analyze, make inferences and draw conclusions aboutexpository text and provide evidence from text to support theirunderstanding. Students are expected to:Students will be able to identify(B) distinguish fact from opinionfacts from opinions.in a text and explain how toverify what is a fact;10950501 EC-6 Generalist14
Students will be able to identifyopinions from facts.(B) distinguish fact from opinionin a text and explain how toverify what is a fact;Objectives Match Learner ContextDue to the fact that majority of the students are English Language Learners (ELLs), thesestudents work best in small group instruction. When I began teaching the topic, I started byprobing the students minds and asking them various questions that could easily be a fact oropinion. Once the students caught on to what a fact and an opinion were, I gave them thetechnical definition and words to help recognize whether the sentence is a fact or opinion. Thatwas all done in a large group setting. When the children broke into their smaller groups, we wentmore in depth on the topic at the students own pace. Some groups caught on faster than others,other groups were able to make more connections to the topic, and other groups needed moreassistance in understanding how to identify facts and opinions.Objectives Suggest Multiple Learning Activities Student was able to identify a statement was a fact. Student was able to identify a statement as an opinion. Student was able to distinguish the differences between facts and opinions. Student learned what words aid in identifying factual statements. Student learned what words aid in identifying opinions. Student was able to apply facts and opinions to their personal life.10950501 EC-6 Generalist15
10950501 EC-6 Generalist16
Assessment PlanThrough this eight week student teaching experience with Mrs. King’s 4th grade READ180 class, I learned that assessments aren’t always a priority of a class especially when studentsneed extra assistance on mastering skills needed to pass the state standardized exam, STAAR.Through this assessment plan section, I will describe the various assessments I proctored andwitnessed during my time in Mrs. King’s classroom. The tests consisted of:Spelling testsInformal testsAR testsPaper based test relating to READ 180 materialPre-assessmentThere were no direct, formal pre-assessment tests given to the students. Only informal“pre-assessment” tests were given. Examples include asking the students questions about a topicin a small group setting to informally assess if they know the material before instruction. Mrs.King would informally assess the students often before exposing them to a new topic. One way Iinformally assessed the students before starting the lesson on fact and opinion, was having themcreate two signs using two paper plates: one with the word “FACT” in black marker in themiddle of the plate and the other with the word “OPINION” in red in the middle of the plate.10950501 EC-6 Generalist17
Examples of how the signs look are shown below:OPINIONFACTWith this pre-assessment over facts and opinions, I read the students a sentence, and they had toraise their hand holding the answer they thought was correct. For example, “the sky is blue” wasone of the sentences I read to them. I would check to see if the students held up the sign that read“FACT” to see if they did or did not know the correct answer. I would read more sentences,varying them from facts and opinions to test their prior knowledge on the topic before I beganinstruction. The previous examples were ways I witnessed and gave pre-assessments.Assessment Plan OverviewIn this section instead of creating a chart that does not complement what I was exposed toin Mrs. King 4th grade READ 180 classroom, I am going to explain the various assessments Imentioned earlier in the following chart.AssessmentTypeAssessmentNameAssessment DescriptionFormalSpelling TestsAt the end of the week, Mrs. King gives three groups (beginner,intermediate, advanced) vocabulary words. The following Friday, thestudents take their spelling test, group by group. The instructor (eitherMrs. King or I) says the word, creates a sentence using the word, andthen repeats the word again slowly for the students. This is done foreach word until the end when all the words are repeated. The spellingtests are then graded and recorded in Mrs. King’s grade book.InformalQuestionsThe instructor asks questions about a subject before introducing a newtopic to the students. An example would be the questions I would askthe students before introducing them to the topic of fact and opinion.10950501 EC-6 Generalist18
FormalAcceleratedReader (AR)FormalREAD 180Paper BasedTestsThe students are required to read books at home as well as in class.Once the books are completed, they must take the AR test and passwith a 70% or above to be rewarded. This assessment is used for agrade in class.The students are required to read books that are a part of the READ180 program. Once they complete the worksheets and summaryquestions that correspond with the book, students are required tocomplete the paper based test consisting of about 20 questions. Thequestions test the students’ knowledge and comprehension of the book.These tests are then recorded for a grade.Reliable AssessmentAll the tests administered in the class are reliable. There are no questions and answerswith typos or more than one correct answer. To ensure that the students aren’t just memorizingthe answer choices or sharing answers, Mrs. King has several different versions of the test withthe questions randomly numbered in the test booklet. When students are taking their spelling test,they must have their dividers up so no accidental sharing of answers occur. Accelerated Readertests are created by the Cypress-Fairbanks Independent School District and also have no errorson the actual test.Valid Assessment and Scoring ProceduresAll the tests administered in the class are valid. All of the tests given are validassessments and are scored based on the number of correct items each student gets correct. Thereare no questions and answers with typos or more than one correct answer. Mrs. King also hasseveral different versions of the test with the questions randomly numbered in the test booklet toensure validity. Mrs. King has an answer key for each test booklet. Cypress-FairbanksIndependent School District administers the Accelerated Reader tests and they score studentsbased off of the number of answers they have correct.10950501 EC-6 Generalist19
Adaptations in Assessment Administration ProceduresAs for adaptations in assessment administration, my cooperating teacher and I wouldensure that the students had a peaceful environment while taking their tests. If any child wasbeing disruptive, we would separate them and administer their test individually. If a child neededextra assistance with a word that may seem unfamiliar, we would gladly say it for them, then useit in a sentence to be certain that they understand the word. There were no students with learningdisabilities in the class, only English Language Learners (ELLs).10950501 EC-6 Generalist20
10950501 EC-6 Generalist21
Design for InstructionInterpretation and Application of Pre-assessment DataThe pre-asse
Dr. Patricia A. Smith, Instructor In Partial Fulfillment of the Requirements for Student Teaching Prairie View A&M University College of Education Department of Curriculum and Instruction Spring Semester 2012 Charity S. Nwankpa 1095 April 24, 2
work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to
The Teacher Work Sample (TWS) is planned and administered during the . teaching portfolio. Content of Assessment. The Teacher Work Sample is divided into three sections. The first is the . Elementary Education Teacher Work Sample 2007 ACEI standards Assignment description. The premise behind this assignment is that teachers need to not only be
Standards One, Four, and Six of the Teacher Evaluation Process. (See Teacher Evaluation Process.) 2. Artifact – A product resulting from a teacher’s work. Artifacts are natural by-products of a teacher’s work and are not created for the purpose of satisfying evaluation requirements. Artifacts can be presented by the teacher to the
2. Pittsburgh Modified Conners Teacher Rating Scale 3. Parent/Teacher DBD Rating Scale 4. Child Behavior Check List- Teacher Report Form 5. Narrative Description of Child -- Teacher 6. Academic and Behavioral Target Form 7. Classroom Management Techniques Generally, the teacher rating scales should be completed by the teacher who spends the .
Wendy Lloyd, Teacher Emily Johnson, Teacher Lora McFarland, Teacher Jenna Miller, Psychologist Anne Nelson, Teacher Lacie North, Teacher Tricia Pearson, SLP Sally Rogers, Teacher Kristen Sessions, Teacher Emily Shaw, SLP Bailee VanZeben, Teacher Kristen Walters, SLP L
David Lee Teacher Christine Lyon Teacher Terry Marmion Speech Therapist Lynda McGarvey Teacher . Steve Ramsay Teacher Linda Redmann Cook Linda Rickert Teacher Daniel Rottier Teacher . Diane Sellhorn Teacher Lori Shepard Cook Jane Steele Teacher Bob Streeter Security Deborah Thiel Cook Ti
Report. 1 Sample Place, Sample Suburb, Sample State, Sample Postcode Prepared on: Prepared for: . This estimate is provided by CoreLogic, and is a computer generated, statistically derived estimate of the value of the subject property and must not . 1 Sample Place, Sample Suburb, Sample State, Sample Postcode Test ref Test promo
Scott and White Health Plan (SWHP) is proud to partner with ERS to offer healthcare . John Sample DOB: 00/00/0000 DEPENDENTS Jack Sample Jane Sample Jill Sample James Sample Julie Sample Joe Sample Jackie Sample MEMBER ID 00000000000 7 . ID cards Benefit Plan Documents Claims summaries and Explanations of Benefits
