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TEACHER WORK SAMPLE

TWS Standard 1: Contextual Factors Community, District, and School Factors Geographic Location- 1750 E. Grovers Phoenix, AZ, 85022 City and state – Phoenix, Arizona Population of city – 1.489 million (Phoenix) 13,154 (Paradise Valley) Stability of community (state of growth, decline, or stability) - The community is very stable. It has grown over the last few decades but in recent years has become very stable. Perception of the level of community support for education – Overall the Paradise Valley District has a lot of parent involvement and support of the community. But Echo Mountain Primary is different. There is not very much parental involvement, and no parents come into the classroom to volunteer. District: Name of school district and grades served - Paradise Valley Unified School District Serves grades: preschool through 12th grade Number of schools – 47 Schools 31 Elementary Schools, 9 Middle Schools, 7 High Schools Number of students enrolled in district – 33,000 students Percent of students in district receiving free or reduced lunch – 33% School: Name of school and grades served – Echo Mountain Primary School, grades K-3 Number of students enrolled in school – 655 Students Percent of students in school receiving free or reduced lunch - 81.3% Academic achievement ranking/label – ADE School Grade ‘B’ EMPS is a Title 1 School and a RTI School.

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Classroom Factors Demographics: Grade level(s) and content area(s) – Second grade classroom. Grammar, Language, Math, Reading, Science and Social Studies. Total number of students – 23 Students Number of boys/Number of girls – 13 Girls, 10 Boys Ages represented – 7-8 years old Cultures/Ethnicities represented – Hispanic, White, Samoan, African American, Jamaican, American Indian, Asian Socio-economic information – The families of the students in this second grade class are across the board in regards to socio-economic. Most of these families have parents that are both working in order to support the family. But there are also a lot of split families, and so a lot of single parents that are working a lot. Environment: Physical room arrangement – Some of the students are in table groups of five to six students, and currently the back to two rows are broken into sections of two desks next to each other and a space in-between. The seating arrangement changes roughly every three weeks to mix the students up and see in what seating arrangement they work the best. Classroom resources – There are a lot of resources in the classroom for the students. While we are waiting on computers, there is a projector and a document camera that gets used every day. There also is a library in the classroom that the students are allowed to pick out books to read and take home to read as well. There are many inspirational posters on the wall and also helpful posters that align with the standards that are being taught. Level of parental involvement – Little to none. Some parents/guardian’s will come to parent teacher conferences and will attend field trips, but other than that there are no parents that come in and help in the classroom. Availability of and/or access to technology – Every day the students have access to a computer program called Success Maker that they use for 20 minutes every afternoon, currently they are in the reading portion of the program, but there also is a math section. And once a week they go to computers. But other than that the students currently do not have easy access to technology. The classroom is supposed to be receiving a few computers for the room but those have not come in yet.

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Student Factors Number of students receiving educational services outside of the classroom (e.g. reading/math intervention, speech services, special education services) – 14 Students get pulled throughout the day for extra support. These students are pulled either for special education needs, speech, or tier 2 groupings for math and reading. Number of students whose primary language is other than English – 8 Students Number of students with Individual Education Plans – 3 Students Number of non-labeled (e.g. non-IEP, non-ADA Section 504) students who are behaviorally or academically challenged – 3 Students. These students struggle with reading difficulties, mainly because of a language barrier.

Instructional Implications

Based on the contextual characteristics of the community, classroom and students, describe in 1-3 paragraphs the possible impact those characteristics could have on the (1) planning, (2) delivery and (3) assessment of your unit. Based on the community in which Echo Mountain Primary is located I have had to change how I thought I was going to plan my lessons. Because there is little to none parents involvement in the school setting I have learned that in sending home homework and projects, it is not likely that they will be returned. Most of the work that the students do and are graded on is completed in the classroom. This makes it challenging at times to make sure there is enough time in the day for it all to get accomplished. Classroom management and finding creative ways to present the various lessons has been an exciting challenge. The students in my class all love to talk and so finding appropriate times for them to discuss with one another has been interesting. Also with the set-up of the classroom, there is not much room for center work, other than the students that are in table groups. Although currently there are three table groups in the front of the classroom and then the rest of the desks are in two rows, but broken up so there are only two desks touching. Most of the time in teaching the class I am up in the front using either the white board or the document camera, but sometime for reading the class will sit on the carpet in the back of the class. There is another white board over there but is not really accessible. Due to the fact that the school is a RTI (response to intervention) school, the students are constantly being tested in the areas of math and reading and comprehension. For those students who fall in the ‘falls far below’ category they are pulled for extra help. The constant assessment is a lot to incorporate into the already demanding schedule of the classroom, but it helpful for keeping track of how the students are doing, and who needs extra help.

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TWS Standard 2: Topics and Learning Goals

Unit Topic – Math: 3 Digit Subtraction with Regrouping

National or state academic content standards – CCSS.Math.Content.2.NBT.B.5 – Fluently add and subtract within 100 using strategies based in place value, properties of operations, and/or the relationship between addition and subtraction. Learning Goal (LG) – The students will understand how and when to regroup within three-digit numbers and subtract accurately.

1-3 Measurable Objective(s) - The students will be able to subtract three digit numbers with regrouping with a score of 75% or higher on their post CFA.

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Pre-Test – include scoring criteria

The pre-test is out of 12 points; each question is worth 1 point.

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Pre-Test Data: Whole Class

(one student was absent, so total accounted for is 22 students)

Exceeds 92-100%

5

Meets 80-91%

1

Approaches 60-79%

3

Falls Far Below 59% and below

13

Pre-Test Analysis: Whole Class

Based on the data above, what changes, if any, will you make to the previously identified information: National or state academic content standards – The standard that is focused on, will still be the same. The majority of the students fall under the “falls far below” category. Learning Goal – The learning goal is still going to be the same. The students will at the end of the unit be able to understand how and when to properly use regrouping with three digit numbers. Measureable Objectives – The objective that the students will still be able to subtract three digit numbers with regrouping with a score of 75% or higher on their post CFA will still be used. In the past math units the students have really grasped the material and shown mastery of the topic before their post CFA.

0  

2  

4  

6  

8  

10  

12  

14  

Kylee  

Darrin  

Malaysia

 

Andrea  

Jasonya  

An:o

ne    

Ashlee  

Ryan  

Edgar  

Lydia  

Gabrielle  

Andrew

 

Roxel  

Hunter  

Jazm

ine  

Vane

ssa  

Ariann

a  

Alex  

Rylin  

Fred

rick  

Alina  

Skylar  

Amelia  

Pre-­‐Test  

Pre-­‐Test  

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Based on the whole class pre-test data, describe in 1-3 paragraphs the possible impact this data could have on the (1) planning, (2) delivery, and (3) assessment of your unit. The data that has been presented shows that more than half of the class falls in the ‘fall far below’ category. This tells me that they may need more review in even simple two-digit subtraction with regrouping, and so I should not just jump straight into three digit subtraction with regrouping. The data shown also suggests that the students will need to see the material in several different formats. So, both hearing it and seeing it worked out by me the teacher and then also by being able to work with their hands and talk it through with their learning buddy or their table group. This data also implies that I as the teacher might want to incorporate into my teaching a time to pull back the lower group of students who still don’t quite understand the material for extra support and instruction. So while the data presented does affect my planning and delivery of the unit it does affect the final assessment of this unit. As all second grade will take the same post test.

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Post-Test– include scoring criteria

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TWS Standard 4: Design for Instruction Unit Scope and Sequence Lesson

Topic Sequence of Lesson: instructional and engagement strategies

Measurement of Learning

Adaptations: determined by the student factors

Day 1

Review of double digit with regrouping subtraction, and introduction of three digit regrouping with subtraction.

- Students worked on a double digit with regrouping subtraction worksheet.

- Teacher puts up a 3 digit problem on the board and goes over it step by step with the class.

- Students work through one with the teacher.

- Then the students use their white boards to practice several 3-digit subtractions with regrouping.

The teacher will monitor the students understanding by walking around as they are working, and also by having the students hold up their white boards to show their answers.

-using white boards, allows for something different then paper and pencil, it is a little more interactive and kinesthetic

Day 2

Review of 2-digit with some 3-digit regrouping subtraction.

- Students begin math with their number of the day activity (given a 3-digit number, a number to add to it, and a number to subtract from it. Students also have to answer other basic review questions about that number). After the students have finished, the teacher reviews the paper with the class.

- The teacher will review the process of knowing when to regroup and where to start. (Look at the bottom digit, is the bottom digit bigger?) And will work through two 3 digit problems with the class.

- Then the students will work on their 2-digit review worksheet that goes along with president’s day.

The teacher will monitor the student’s comprehension of regrouping by walking around the classroom and observing students work. The teacher will collect their assignment on 2-digit regrouping review and make notes of where most students are struggling and who to pull for small group work for the next day.

Allowing students to learn that the steps for 3-digit subtraction are the same as for 2-digit, and then give them time to review with 2-digit helps to build their confidence and works as a refresher to their brains.

Day 3

3 Digit subtraction with regrouping using the text book

- Students will begin math with their number of the day activity. The number that they have to subtract will require that they regroup.

- The teacher will have the class open to page 434 of their math text book. And whole group

While working on the first 5 problems as a class, the teacher will pull sticks to have students tell the next step in solving the problem.

Students can collaborate with those around them/at their table for help if they are stuck. Also the teacher pulling back those students who are

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work through the first 5 problems.

- Then the students will continue to work in the book, page 434-435 independently. During this time, the teacher will pull back a small group of students who are still really struggling to work with them.

- After about 20 minutes the class will come back together to check the answers and answer any questions that the students might have.

- Then the students will have homework from the book, page 437-438

The teacher will also assess the understanding of the students by looking over their homework to see what areas of regrouping need more focus and instruction.

struggling is a huge help for them.

Day 4

3 Digit subtractions with regrouping, with partners.

- Students will begin math with their number of the day activity. The number that they have to subtract will require that they regroup. - Students will be paired off with their learning buddy (typically one of the other students sitting at their table group) to complete todays math activity. - Each student will receive a packet with fill in spaces and each pair will receive three large foam dice. - As the student alternates who rolls the dice, they have to answer several questions about the number they rolled. They will have to write the largest number they can make from the 3 dice, the smallest number and they will have to then subtract the smaller number from the larger. - This activity will take up the entire time for math.

The teacher will monitor the students and their comprehension by walking around during the ‘roll a dice’ number game.

This kinesthetic activity helps to get everyone involved. Also working with a partner creates conversation about the process of 3-digit subtraction and allows students time to talk through all the steps.

Day 5

3-digit subtraction with regrouping review and post CFA

- Students will begin math with their number of the day activity. The number that they have to subtract will require that they regroup.

- After reviewing number of the day, students will partner up and will complete a ‘spinner math activity’

- This activity requires that they spin two different spinners and then subtract the two three-digit

The teacher will monitor the students as they play the review spinner game. And then the students will take their post CFA and their score on the test will determine their understanding and comprehension

Two of the students are allowed to sit at the back table so that they are not distracted by others around them. All students use a privacy folder when taking their tests. Students are allowed as much time as they need to finish the

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numbers from each other and show their work.

- After working on this activity for about 30 minutes, the students will clear their desks and get ready for their post CFA

of three digit subtraction with regrouping.

test.

TWS Standard 5: Instructional Decision-Making Instructional Decision-Making In one paragraph, describe a student’s learning or response that caused you to rethink your plans. I had several students that were really excited to be working with three digit subtraction with regrouping, because they finally understood how to regroup with two digits. But there also were some students who seemed to be getting uninterested with working out of the book and completing worksheets on regrouping, so I knew I needed to make it more engaging and fun in their minds. In one paragraph, describe what you did next, including why you thought this would improve student progress, and what effect (if any) it had on the student(s). So in order to keep my ongoing lessons of regrouping with three digit subtraction, I made sure to incorporate a few games. One that the students really enjoyed and seemed to learn a lot from was the roll a number game. In this game the students worked with partners and they each had three dice. They would roll the dice and write down the three different numbers that they rolled. Then out those numbers the students write down the largest and smallest number that they can make. Then they had to write a number sentence and solve the problem. The students really enjoyed this activity and they worked really well with one another on this activity, and were able to help their partners. TWS Standard 6: Analysis of Student Learning Post-Test Data: Whole Class

LG

Pre-Test LG Post-Test

Exceeds 92-100%

5 10

Meets 80-91%

1 1

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Approaches 60-79%

3 2

Falls Far Below 59% and below

13 9

Post-Test Analysis: Whole Class

Based on the whole class post-test data, write a one paragraph interpretation of the students’ learning: Overall the class as a whole showed improvement. The majority of the students showed understanding of the concept, by the fact that the students showed growth. The amount of students that scored in the “exceeds” category doubled which is a great sign, and the number of students that scored in the falls far below category decreased by four, which is a good sign. Although a few of the students did worse on the pre-test the majority of the students showed individual improvement. Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and your assessment: This data shows that my instruction was mostly effective because the majority of the students showed personal improvement. Although there are still nine students who fall into the falls far below category, this is still four less than from the pre-test scores. While this does show improvement, I personally would have liked to see that number shrink even smaller. Focusing more on the students who originally scored below a 59% during centers and individual work time, probably would have been a way to help more of them better understand the concept of three digit subtractions with regrouping. Besides pulling those students who scored below a 59% for a more intense teaching time, I think that the unit plan went well and the test

0  

2  

4  

6  

8  

10  

12  

14  

Kylee  

Darrin  

Malaysia

 An

drea  

Jasonya  

An:o

ne    

Ashlee  

Ryan  

Edgar  

Lydia  

Gabrielle  

Andrew

 Ro

xel  

Hunter  

Jazm

ine  

Vane

ssa  

Ariann

a  Alex  

Rylin  

Fred

rick  

Alina  

Skylar  

Amelia  

Pre-­‐Test  

Post-­‐  Test  

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scores show that. Post-Test Data: Subgroup Selection Analyze the common characteristics of the students. Based on those characteristics, select one subgroup to analyze. List the subgroup.

Jasonya, Alina, Amelia, Fredrick Brief rationale for your selection These students that were chosen were selected because they are currently students that are in the red based on monthly school wide math testing. I wanted to pull their scores to look at individually to see their own personal growth, even though previously they have placed in the lowest scoring group. Post-Test Data: Subgroup LG

Pre-Test LG Post-Test

Exceeds 92-100%

0 0

Meets 80-91%

0 0

Approaches 60-79%

0 0

Falls Far Below 59% and below

4 4

Post-Test Data: Remainder of Class

LG

Pre-Test LG Post-Test

Exceeds 92-100%

5 10

Meets 80-91%

1 1

Approaches 60-79%

3 2

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Falls Far Below 59% and below

9 5

Post-Test Analysis: Subgroup and Remainder of Class Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph, describe the finding of your analysis with respect to the effectiveness of your instruction. In looking at the data that is presented these four students stayed in the same category. If one only looked at the chart and data that is posted in the table, then it would seem as if these students didn’t show any improvement at all. But the reality of it is that they individually showed some growth. For example on the pre-test Jasonya scored a zero, but on the post-test she scored a five out of twelve. And while she still is in the red, and did not pass, she did show improvement. When comparing the data, it is evident that these four students account for almost half of the students that scored below a 59% on the post-test. In pulling aside the scores of these four students, it makes the instruction look like it was much more effective. Post-Test Data: Single Student

(Kylee) LG

Pre-Test 5 (42%)

Post-Test 12 (100%) Post-Test Analysis: Single Student (Kylee) Based on the single student data, write a one paragraph interpretation of the student’s learning: Kylee is a student who has really taken off in the time that I have been teaching. She struggled with the concept of two digit subtraction with regrouping and was going to pull-out for extra support. On the second day of this three digit unit Kylee came up to me, and in a super excited voice told me that it all clicked for her. In asking her to clarify what clicked, she explained to me how she realized that three digit subtraction with regrouping was just the same as two digit only you had to repeat the step one more time. This made me really excited, because it was neat to see her so happy and see that she really had grasped the concept of three digit subtraction. And after reviewing the post-test scores it was evident that truly did understand the concept, because she scored a hundred percent! Based on the single student data, write one paragraph analyzing the effectiveness of your instruction and your assessment: Based on Kylee’s pre-test and post-test scores, it is evident that the instruction and the activities were successful in teaching three digit subtraction with regrouping. On the pre-test Kylee scored a zero out of

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twelve, and then on the post-test she scored a hundred percent. The guided lessons and partner work allowed for Kylee to pair with another who could help guide and challenge her. Once her confidence and understanding of two digit subtraction was solidified, the transition to three digit came easily. The assessment that was used offered a variety of questions and also a couple word problems, in order to better evaluate the learning that took place and the students understanding. I think that the assessment method was able to show accurate scores as to the student’s comprehension. TWS Standard 7: Reflection and Self-Evaluation Improved Practice Based on your experience of developing and delivering your Teacher Work Sample, list three implications for your future teaching practices.

1. One observation that I noticed in the teaching of this lesson, was that hands on interactive learning is the best. The students not only were engaged while working with partners, but they also were able to help one another when they were struggling. It was encouraging to see how well the students worked together in making sure that their learning buddy understood what to do and how to solve the problem. In my future career as a teacher I will be using cooperative learning strategies with every unit.

2. A second conclusion that I made after delivering this unit was that some units might need to be more than five days, depending on the student’s individual needs. I came to this conclusion after not as many students passed as I had hoped. It is important to monitor how not only how the class is doing overall, but also how each student is progressing before moving onto a new topic. While most of the students had an understanding of three digit subtraction, they did not fully master the subject.

3. Another strategy that was highly effective was pulling the low students to the back table. This was effective because it allowed those students instruction time in a smaller setting, where I as the teacher could specifically address each of their needs. Continually pulling groups of students to the back table to work with the teacher, is something that I will continue to do in the future. I would like to in the future not only pull back the low students for extra support, but also pull back the higher students for a more challenging activity.

Professional Development Based on your experience of developing and delivering your Teacher Work Sample, construct and describe three professional goals.

1. Professionally I would like to receive more training on interactive math lessons. I believe that continuing ones education and knowledge is important and essential in effectively teaching others. There is an importance in creating engaging and interactive math lessons; therefore it would be beneficial for me as an educator to seek out different strategies for engaging math

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lessons. My goal is to go to one math workshop a school year.

2. Based on the development and delivery of my Teacher Work Sample, in the future I would like to find literature to go along with each math unit. While this might be tricky, it is important to teach interdisciplinary lessons. So being able to pull in literature for each unit will benefit the students and allow them to see the topic as more than just numbers for math class.

3. Professionally I would like to see a higher percent of my students score a seventy-five percent or higher. In order to achieve this as a professional I will need to monitor and adjust my unit plans based on the needs of my students. This is important for me as a professional because I want to see all of my students succeed and reach a point of comprehension.