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Teacher Work SampleDanny R. OrrajUniversity of PhoenixApril 7, 2014Dr. John Nikolaros Table of ContentsStandard #1: Contextual Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Standard #2: Learning Goals and Objectives . . . . . . . . . . . . . . . . . . . . . 10Standard #3: Assessment Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Standard #4: Design for Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Standard #5: Instructional Decision-Making . . . . . . . . . . . . . . . . . . . . . . 38Standard #6: Analysis of Learning Results . . . . . . . . . . . . . . . . . . . . . . . .42Standard #7: Reflection and Self-Evaluation . . . . . . . . . . . . . . . . . . . . . . .54References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60Teacher Work SampleStandard #1: Contextual FactorsIntroduction When developing a curriculum or plan of instruction for any educational entity or group of students, a diverse number of factors must be examined and analyzed. First among these are the various contextual circumstances that can impact student munity, District, and School Factors Gateway High School is a public high school belonging to the Aurora Public Schools district (formally titled the Adams-Arapahoe 28j district by the Colorado Department of Education). Its physical location is 1300 South Sable Boulevard in the city of Aurora, Colorado. Gateway High School is situated just west of the junction of Interstate 225 and Mississippi Avenue. The city of Aurora forms a part of the Denver urban metroplex and has a current population of over 325,000. The community’s population growth rate between 2000 and 2010 was 17.61%, much higher than the national average of 9.71% for that same time period. Gateway’s student population for the 2012-2013 school year stood at 1,655; enrollment has remained fairly stable for the past three years (with perhaps only a very slight decrease in the total number of students). Based on the data available from 2008 through 2012, the median household income in Aurora was $51,048.00 while the mean household income was calculated to be $68,303.00. Both numbers are lower than the state and federal averages for the same period (respectively, 12.4% and 18.1% lower than Colorado as a whole; 3.8% and 12.6% lower when compared with the entire United States). Although Anglo Americans constituted the majority of the population (over 50%) in the city of Aurora in 2010, ethnic minorities currently dominate Gateway High School’s demographics with 38% Latino American, 30% African American, 26% Anglo American, 5% Asian American, and 1% Native American students. During the 2010-2011 school year, 56% of the students at Gateway were classified as economically disadvantaged (i.e., qualifying for either the free or reduced-price lunch programs). Between 2008 and 2012, the unemployment rate in Aurora averaged at or above 10%. The students of Aurora Public Schools currently are benefitting from two bond and mill levy measures passed by local voters in 2008 and 2012. A 2008 mill levy provides an additional $14.7 million annually to fund programs such as free full-day kindergarten at all APS-operated K-8 schools, truancy intervention, and instructional technology. The $215 million bond program is funding improvements ranging from new schools to full building remodels to security system upgrades. A mill levy override approved by voters in November 2012 provides another $15 million to help offset over $70 million in state funding cuts imposed on the district over the past three years. This measure has restored a portion of the funding so desperately needed for student achievement, instructional resources, and recruiting and retaining high-quality staff. Classroom Factors The self-contained Functional Academics classroom in which I am student teaching is square-shaped and measures approximately 400 square feet in area (i.e., 20’ x 20’). There is one door leading to an adjacent hallway; the room has no windows. Illumination is provided by fluorescent lighting in the ceiling. The teacher’s main desk sits in the southwest corner of the classroom. A smaller desk used by the teacher when she (or he) leads classroom instruction is located on the north side of the room in front of a Promethean board. There is also a whiteboard to the right of the Promethean board on the north wall. Eighteen student desks are arranged in two irregular semicircles (one behind the other) facing the north side of the classroom. Student desks are easily rearranged when lesson plans require our students to work in pairs or small groups. A small desk intended for a paraprofessional sits towards the southeast corner. A projector is mounted on the ceiling, facing the Promethean board. Bookcases, shelving, and cabinets occupy the east and west walls of the room. Five desktop computers are arranged in a row along the southern wall. Among other items stored in the cabinets are four netbooks and two laptops. Although there are no bulletin boards in the room, my Cooperating Teacher has samples of the students’ work taped to the south wall above the desktop computers. My CT does not presently post any specific classroom rules or procedures; she does, however, have the school’s daily class schedules posted in two places (one on the north wall and another on the south wall). Gateway High School’s schedule includes a total of seven class periods every day. Class periods are 58 minutes long with the exception of Wednesdays, when a delayed start necessitates reducing class time to 45 minutes each period. Students have five minutes to proceed from one classroom to the next. The high school’s speech language pathologist visits our FA class each Monday during third period; the school psychologist and a social worker conduct group social skills meetings during the same period on Wednesdays. All pupils in the FA program depart campus at least once a week for occupational training/experience at three nearby worksites (currently a pizza parlor, a thrift store, and a senior living facility). Special Education students walk to (and back from) two of the worksites and take a city bus to (and from) the third. Although my CT is assisted by a paraprofessional throughout most of the school day, I have yet to see any parental involvement in the classroom. Student Characteristics Of the thirty-one students I work with throughout the school day, twelve are Latino American, ten are African American, seven are Anglo American, one is Native American, and one is Asian American. Eighteen of our pupils are male; the remaining thirteen are female. Both underclassmen (i.e., freshmen and sophomores) and upperclassmen (i.e., juniors and seniors) are enrolled in the FA program; their ages range from 14 through 18. The maximum number of students presently attending any one FA class is 18. The Individualized Education Programs (IEPs) of all 31 students identify them as having an Intellectual Disability (i.e., ID—according to the Diagnostic and Statistical Manual of Mental Disorders [DSM-5], intelligence measured as approximately two standard deviations or more below the statistical population mean). Additionally, the majority of the students are classified as having multiple disabilities. Four male students have been diagnosed with Autism Spectrum Disorder (ASD). Three students are identified as also having Emotional Disabilities (ED). One student has multiple sclerosis and is confined to a wheelchair; another is severely hearing-impaired. Again according to their IEPs, common characteristics shared by all 31 pupils are difficulties with reading comprehension and written expression. In fact, our students’ present levels of academic performance in these two areas broadly range from early 1st grade through late 6th grade. The majority of our teens belong to single-parent households; several are foster-children and two live in a group home. Two of the students have Behavioral Intervention Plans (BIPs) in addition to their IEPs. A folder with information related to the special medical needs of four of the students is kept in a locked cabinet close to the teacher’s main desk. Finally, unrelated to their disability or disabilities, five students happen to be English Language Learners (ELLs).Implications for Instructional Planning and Assessment All of the aforementioned factors must be considered in my instructional planning over the course of my student teaching internship. Pedagogical strategies must account for diverse achievement levels, intellectual as well as physical disabilities, IEP goals, learning styles and preferences, and accommodations. Classroom rules will have to be clear and explicit to furnish the structure needed by these students as well as to promote effective classroom management. Because traditional testing methods typically fail to provide a comprehensive appraisal of the abilities of Special Education and ELL students, a variety of assessments (both formal and informal) must be attempted. To address the disparity of present levels of performance among students, instruction will have to be both differentiated and scaffolded. Instructions for lesson activities will have to be repeated for many students and sometimes even broken up into smaller, sequential steps. Assignments and assessments will have to be made simpler and less involved for some pupils. As the students’ IEPs disclose different learning styles and preferences, all lesson plans will have to integrate visual, auditory, and kinesthetic elements. Technological resources (e.g., the Promethean board, computers/notebooks, and assistive technology/learning aids) will have to be utilized frequently to accommodate distinctive learning styles and stimulate interest. When practical, students can be encouraged to work on projects with partners or in small groups. As all of the students have limited attention spans or are easily distracted, lesson plans will have to include frequent breaks and multiple activities (with no one activity typically lasting more than 10 or 15 minutes). To comply with students’ IEPs, instruction will have to focus strongly on reading comprehension and writing skills. In order to minimize distractions and optimize classroom management, close attention will have to be paid to the students’ seating arrangements (e.g., a seating chart may have to be developed and implemented with some classes). As previously mentioned, assorted assessment methods will have to be used to accurately gauge students’ progress. Informal evaluations will include frequent checks for understanding (both verbal and written), various types of questioning, and work samples such as worksheets and graphic organizers. Formal assessment tools will encompass monthly computer testing associated with the Unique Learning System (ULS—an online curriculum specifically designed for Special Education students) as well as administration of the Colorado Alternative Assessment (CoAlt). Both appraisals embrace the Extended Evidence Outcomes (EEOs) adopted by the Colorado Department of Education (CDOE) as their benchmarks. In our FA program, every student’s IEP stipulates that additional time must be granted for the completion of both regular classwork and formal testing. Standard #2: Learning Goals and ObjectivesIntroduction Learning goals and objectives for students belonging to Gateway High School’s Functional Academics program (also referred to as the Individualized Learning Center or ILC) are based upon: (1) Extended Evidence Outcomes (EEOs) adopted by the Colorado Department of Education (CDE), (2) the students’ Individualized Education Programs (IEPs), and (3) quantitative benchmarks associated with the Unique Learning System (ULS) platform (see page 8). Although the Colorado Alternative Assessment (CoAlt) is administered to the majority of students in the FA program during their freshman, sophomore, and (in science) senior years, no test score minimums must be met in order to qualify for graduation. Rather, students need only accumulate a total of 22.0 units of academic credit to graduate (including 4.0 units in English, 3.0 units in Mathematics, 2.5 units in Science, and 3.0 units in Social Studies for 2014). As a result, the learning goals and objectives I have formulated for the instructional unit I will be teaching during my internship proceed from the three sources outlined in the preceding paragraph. Because these language arts classes include students from all four years (i.e., 9th, 10th, 11th, and 12th), any goals/objectives I develop must address established standards for all grade levels, as well as IEP and district English Language Acquisition (ELA) targets. As Gateway’s FA program also places a heavy emphasis upon independent life skills and vocational development, my instructional unit also will focus on a theme complementary to these aims. What follows are the unit’s specific goals and objectives along with their associated standards: Instructional Unit Theme: The Job Application and Interview ProcessGrade Levels: 9 – 12 Time Interval: Four WeeksContent Areas: Reading, Writing, Communicating, Vocational/Career Development, and English Language Acquisition (ELA)Student Population & Environment: A total of twenty-two Functional Academics students in two self-contained language arts classroomsGoal #1: Students will demonstrate understanding of job markets and the job search processObjective #1a: Working with a partner or group, students will research and accurately present three pieces of information relating to a specific career or field of employment.Objective #1b: Working with a partner or group, students will research and correctly identify three pieces of information from a jobs posting website.Objective #1c: Working with a partner or group, students will complete a graphic organizer comparing/contrasting two advertised job qualifications with their own personal qualifications. Goal #2: Students will demonstrate understanding of the job application process, both written and onlineObjective #2a: Students will be able to write their full name and address correctly with no errors.Objective #2b: Students will be able to complete a simulated job application with 80% accuracy.Objective #2c: Students will be able to complete a cover letter template to accompany a resume with 80% accuracy.Goal #3: Students will demonstrate understanding of the job interview processObjective #3a: Students will formulate and recite two personal strengths and/or achievements for a mock job interview.Objective #3b: Students will correctly identify three best practices (e.g., eye contact, speaking slowly and clearly, behaving politely) needed for job interviews.Objective #3c: Students will demonstrate the ability to provide a relevant response to two interview questions.Related StandardsColorado Academic Standards—Extended Evidence Outcomes: Oral Expression and ListeningGrade Level Expectation: 12th Grade—(1) Effective speaking in formal and informal settings requires appropriate use of methods and audience awarenessWith appropriate supports, students can: O12.1.1: Self-select an individual role/responsibility in a job and communicate the breakdown of three tasks related to the job to multiple communication partnersO12.1.2: Prepare for and engage in an interview for a job using appropriate communication methods for the setting(2) Effective collaborative groups accomplish goalsO12.2.1: Select a topic, plan, and present a short presentation with peersGrade Level Expectation: 11th Grade—(1) Verbal and nonverbal cues impact the intent of communicationWith appropriate supports, students can: O11.1.1: Identify appropriate communication delivery techniques (eye contact, good listening, clear message, knowing your audience, word choice)(2) Validity of a message is determined by its accuracy and relevanceO11.2.1: Express a two sentence relevant response to a presentationGrade Level Expectation: 10th Grade—(1) Content that is gathered carefully and organized well successfully influences an audienceWith appropriate supports, students can: O10.1.1: Choose a position on a topic and express two supporting ideas using up to two media formatsO10.1.2: Gather and organize three pieces of information for a presentation(2) Effectively operating in small and large groups to accomplish a goal requires active listeningO10.2.1: Make a comment to provide feedbackO10.2.2: Participate in the preparation of a group activity or productGrade Level Expectation: 9th Grade—(1) Oral presentations require effective preparation strategiesWith appropriate supports, students can:O9.1.1: Gather and organize two pieces of information and participate in a presentation Colorado Academic Standards—Extended Evidence Outcomes: Reading for All PurposesGrade Level Expectation: 12th Grade—(2) Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skillsWith appropriate supports, students can:R12.2.1: Use a graphic organizer to compare the qualifications in a job ad with personal qualifications and generate a question for a point that is unclearGrade Level Expectation: 11th Grade—(3) Knowledge of language, including syntax and grammar, influence the understanding of literary, persuasive, and informational textsWith appropriate supports, students can:R11.3.1: Determine the meaning of words encountered in the work and community environmentGrade Level Expectations: 10th Grade—(2) The development of new ideas and concepts within informational and persuasive manuscriptsWith appropriate supports, students can:R10.2.1: Summarize the main idea of a simple paragraph in content specific textGrade Level Expectations: 9th Grade—(2) Increasingly complex informational texts require mature interpretation and studyWith appropriate supports, students can:R9.2.1: Use pictures/phrases to identify key figures described in content specific textColorado Academic Standards—Extended Evidence Outcomes: Writing and CompositionGrade Level Expectation: 12th Grade—(3) Standard English conventions effectively communicate to targeted audiences and purposesWith appropriate supports, students can:W12.3.1: Select and personalize a cover letter for a personal vitaeW12.3.2: Create a resume using a templateGrade Level Expectation: 11th Grade—(3) Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarityWith appropriate supports, students can:W11.3.1: Revise a discipline specific piece of writing focusing on audienceGrade Level Expectation: 10th Grade—(3) Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing processWith appropriate supports, students can:W10.3.1: Edit a discipline specific written product focusing on standard English conventionsGrade Level Expectation: 9th Grade—(1) Literary and narrative texts develop a controlling idea or theme with descriptive and expressive languageWith appropriate supports, students can:W9.1.1: Develop two statements of personal strengths and achievementsColorado Academic Standards—Extended Evidence Outcomes: Research and ReasoningGrade Level Expectation: 12th Grade—(1) Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposesWith appropriate supports, students can:S12.1.1: Produce a research report that includes the question, information from 2-3 sources, and citationGrade Level Expectation: 11th Grade—(1) Self-designed research provides insightful information, conclusions, and possible solutionsWith appropriate supports, students can:S11.1.1: Produce a research report that includes the question, information from 2 sources, and citationGrade Level Expectation: 10th Grade—(1) Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusionsWith appropriate supports, students can:S10.1.1: Produce a research report that includes the question, information from 1 – 2 sources, and citation Grade Level Expectation: 9th Grade—(1) Informational materials, including electronic sources, need to be collected, evaluated, and analyzed for accuracy, relevance, and effectiveness for answering research questionsWith appropriate supports, students can:S9.1.1: Produce a research report that includes the question, information from one source, and one citation Aurora Public Schools English Language Development (ELD) GuidelinesBeginning/EarlyIntermediateIntermediateEarly Advanced/Advanced5.1 Greet, introduce, and share personal information 6.1 Make introductions, greet, and say good-bye7.1 Use social courtesies for greetings, introductions, and invitations6.7 Contribute ideas and opinion to discussion 6.7 Contribute ideas and opinion to discussion7.6 Contribute ideas and opinions to discussion6.3 Make predictions and inferences about actions and events 6.3 Make predictions and inferences about actions and events7.31 Make predictions and inferences about actions and events7.32 Make and explain inferences about people, actions or events5.18 Make and report observations 6.22 Make and report observations7.22 Relate a past action occurring with some other event5.9 Describe and explain personality attributes6.11 Describe and explain personality attributes7.1 Describe and explain personality attributes5.15 Discuss or create a plan 6.19 Discuss or create a plan7.2 Clarify whether something has or hasn’t happenedStandard #3: Assessment PlanIntroduction Once goals and objectives have been established, educators next must focus on the twin projects of instructional design and assessment. Both tasks are inextricably interrelated and require careful synchronization and ongoing review. Selected assessment modes and approaches must complement instructional strategies and goals; conversely, instructional design and objectives must align suitably with chosen assessment techniques. Student learning must be assessed prior to, during, and after instruction if individual performance is to be monitored and measured. Without frequent, varied, and quantifiable evaluative data, teachers would have no accurate way to gauge students’ progress toward acknowledged educational targets. The following table outlines the multiple assessment methods to be used throughout my instructional unit dealing with the job application and interview process. Most of the assessments to be conducted will be formative; however, a summative assessment related to each of the three overall learning goals (and their underlying objectives) will be administered as well. In addition, a pre-assessment related to each goal will be given to each student as a means of formulating a baseline to be utilized when measuring individual performance. Accommodations will be provided as stipulated in the students’ IEPs. Student product (both written and verbal) will be documented and evaluated after each planned activity to determine the extent to which pupils have met specified objectives. Both throughout and at the end of the instructional unit, it will be recorded whether each student has not met, has met, or has exceeded all of the learning criteria set forth in the following table:Assessment Plan (Table)LEARNING GOALSLEARNING OBJECTIVESASSESSMENTSFORMAT OF ASSESSMENTADAPTATIONSGoal #1: Students will demonstrate understanding of job markets and the job search process Objective #1a:Working with a partner or group, students will research and accurately present three pieces of information relating to a specific career or field of employmentObjective #1b:Working with a partner or group, students will research and correctly identify three pieces of information from a jobs posting websiteObjective #1c:Working with a partner or group, students will complete a graphic organizer and poster board comparing / contrasting two advertised job qualifications with their own personal qualificationsPre-Assessment:“The Great Job Search” worksheetFormative Assessment(s):“The Great Job Website Hunt” game/activity“The Great Job Scavenger Hunt” game/activity“The Great Job Match-up” game/activityPost-Assessment: “The Astounding, Amazing Great Job Presentation” Paper (worksheet/graphic organizer) and pencil (Formative Assessment). Students will be able to utilize computers, tablets, iPads, and/or androids with Internet connection for all activities associated with Goal #1. Paper (index cards and/or graphic organizer) and pencil/markers (Formative Assessment) Paper (graphic organizer) and pencil/markers (Formative Assessment) Construction paper/small poster board and pencil/markers for project (Formative Assessment) Groups will assemble project to be presented verbally by a group member. Poster board, printer paper (for photos/images), markers/pencils, and glue for project (Summative Assessment). Teacher will use Promethean board to introduce students to website (); will assist some students with completion of worksheet. Answers can be provided in writing or verbally. Assistive technology will be employed as needed. Teacher will use Promethean board to model step(s) or task(s) associated with each activity. Teacher will also work one-on-one with students who have difficulty working with others. Answers can be provided in writing or verbally. Additional time will be provided to students who need it. Assistive technology will be employed as needed.Teacher will use Promethean board to model step(s) or task(s) associated with project. Teacher will also work one-on-one with students who have difficulty working with others. Additional time will be provided to students who need it. Assistive technology will be employed as needed. Goal #2: Students will demonstrate understanding of the job application process, both written and onlineObjective #2a:Students will be able to correctly write their full name and address with no errorsObjective #2b:Students will be able to complete a simulated job application with 80% accuracyObjective #2c:Students will be able to complete a cover letter template to accompany a job application with 80% accuracyPre-Assessment:Sample “High School Student Employee Job Application”Formative Assessment(s):Self-addressed envelope exercisePaper and/or computer job application completion activityPaper and/or computer cover letter completion activity Post-Assessment:Complete and mail sample job application and cover letter in self-addressed envelopePaper and pencil (Formative Assessment). Students will be able to utilize computers, tablets, and/or iPads, for activities associated with Objectives #2b and #2c.Envelope and pencil (Formative Assessment)Sample job application template (paper) and pencil or fillable computer form (Formative Assessment). Cover letter (paper) and pencil or fillable computer form (Formative Assessment) Paper, envelope, and pen/pencil (Summative Assessment) Teacher will assist some students with completion of sample job application. Answers can be provided in writing or verbally. Teacher then will use Promethean board to review sample job application with class. Teacher will use Promethean board to model step(s) or task(s) associated with project. Teacher will also work one-on-one with students who have difficulty working with others. Additional time will be provided to students who need it. Assistive technology will be employed as needed. Teacher will use Promethean board to model step(s) or task(s) associated with project. Teacher will also work one-on-one with students who have difficulty working with others. Additional time will be provided to students who need it. Assistive technology will be employed as needed.Goal #3: Students will demonstrate understanding of the job interview process Objective #3a:Students will formulate and recite two personal strengths and/or achievements for a mock job interviewObjective #3b:Students will correctly identify three best practices (e.g., eye contact, speaking slowly and clearly, behaving politely) needed for job interviewsObjective #3c:Students will demonstrate the ability to provide a relevant response to two interview questionsPre-Assessment:Self-inventory exercise/WorksheetFormative Assessment(s):Personal strengths inventoryPersonal weaknesses inventory (and action plan)Interviewee best practices discussion/game Post-Assessment:Two-question mock interview with individual students Paper (graphic organizer) and pencil (Formative Assessment) Paper (graphic organizer) and pencil (Formative Assessment)Paper (graphic organizer) and pencil (Formative Assessment) Discussion questions and flipchart using Promethean board (Formative Assessment) One-on-one mock interview (Summative Assessment) Teacher will assist some students with completion of self-inventory. Answers can be provided in writing or verbally. Teacher then will use Promethean board to review self-inventory exercise with class.Teacher will distribute graphic organizer for each activity with menu of options students can use as prompts. Teacher also will use the Promethean board to review various options with the class. Teacher will work one-on-one with students who need extra assistance. Answers can be provided in writing or verbally. Additional time will be provided to students who require it. Assistive technology will be employed as needed.Teacher will work one-on-one with students who need extra assistance. Answers can be provided verbally (or in writing if student is speech-impaired). Additional time will be provided to students who require it. Assistive technology will be employed as needed.Pre-Assessment Results Results of all the pre-assessments conducted in relation to this instructional unit are reported in the Table located on page 43 of this Teacher Work Sample. Standard #4: Design for Instruction Introduction Once contextual factors have been examined, goals and objectives established, and assessment methods determined, a program of instruction can be designed in full. For instruction to be effective (i.e., if desired outcomes are to be accomplished), instructional strategies and techniques must correspond or align closely with all of the aforementioned elements. In addition, suitably designed instruction will address the students’ individual characteristics and needs, pre-assessment data, and other relevant federal, state, or district requirements. Because Gateway High School’s Individualized Learning Center (ILC) program emphasizes independent life skills and vocational development, the instructional unit presented in this Teacher Work Sample was developed to encompass those aims as well. This unit revolves around the theme, “The Job Application and Interview Process.” Educational content areas include reading, writing, oral communication, vocational/career development, and English Language Acquisition (ELA). As illustrated by the block plans shown on the following pages, it is structured to be delivered in the classroom over a time interval of four weeks: Block Plan Week #1MondayTuesdayWednesdayThursdayFriday--Introduction to the unit: The Job Application and Interview Process (all goals and objectives)--Class discussion: What information must you know (e.g., address, phone number, Social Security number) to apply for a job? Why do prospective employers need this information? (G2: O2a, O2b, and O2c)--Using the Promethean board, the teacher will model filling out one’s name and address on an envelope or index card. (G2: O2a, O2b)--Pre-Assessment: Teacher will distribute envelopes or index cards to each student. Each student will write his or her full name and address. (G2: O2a, O2b)--Review information students must know to complete a job application (e.g., address, phone number, Social Security number) and the reasons employers require this information (G2: O2a, O2b, and O2c)--Distribute (privately) address information to students who could not complete pre-assessment (G2: O2a, O2b, and O2c)--Distribute envelopes or index cards to students; have each student repeat the pre-assessment exercise (from Monday) by writing their full name and address. Students who do not know their address can use information given to them by the teacher as a prompt (G2: O2a, O2b) --Class discussion: How can a student use the Internet to find a job? What reliable websites are available and how does a student locate them and safely use them? (G1: O1a, O1b, and O1c) [At every opportunity, teacher will instruct students NOT to submit any information over the Internet without the approval and the assistance of a parent or guardian.]--Using the Promethean board, the teacher will model how to locate and navigate reliable jobs websites for teenagers (G1: O1a, O1b, and O1c)--Review: How can a student use the Internet to find a job? What reliable websites are available and how does a student locate them and safely use them? (G1: O1a, O1b, and O1c)-- Using the Promethean board, the teacher will model how to locate and navigate reliable jobs websites for teenagers. The teacher will also model how students can locate important details about the jobs that interest them (G1: O1a, O1b, and O1c)--Pre-assessment: The teacher will distribute the worksheet/graphic organizer, “The Great Job Search.” The teacher will also write the names of two or three searchable websites on the whiteboard. Working with a partner or in small groups, students will use desktop computers, tablets, iPads, or iPhones/android phones that are Internet-enabled to locate the information needed to complete the worksheets/graphic organizers. (G1: O1a, O1b, and O1c)--If time permits, the teacher will lead a class discussion; students can report on the results of their searches. (G1: O1a, O1b, and O1c)--Review: How can students use the Internet to find a job? Which websites were identified as reliable sources of information? How can students locate important details about the jobs that interest them? (G1: O1a, O1b, and O1c)--Using the Promethean board, the teacher will show students a sample job application. The teacher will also model how to complete the application. (G2: O2a and O2b)--While walking students through the sample job application on the Promethean board, the teacher will also review why prospective employers require the information requested on these forms (G2: O2a and O2b)--Pre-assessment: The teacher will distribute a sample paper job application to each student. To protect privacy of individual information, each student will complete the application independently. (G2: O2a and O2b) --Review: Distribute envelopes or index cards to students; have each student repeat the pre-assessment exercise (from Monday) by writing his or her full name and address. (G2: O2a and O2b)--Class discussion regarding job interviews. What questions will a prospective employer ask? Why do you have to be comfortable talking about yourself? Why do you need to know some of your strengths and weaknesses? How do you prepare for an interview? (G1: O1c; also G3: O3a, O3b, and O3c)--Pre-assessment: The teacher will distribute a copy of the graphic organizer, “How Would You Describe Yourself,” to each student. Students are to complete the organizer independently. Purpose of this activity is to help the students become more comfortable thinking/talking about themselves. (G1: O1c; also G3: O3a, O3b, and O3c)--Using the Promethean board, the teacher will show students a copy of the graphic organizer, “How Would You Describe Yourself.” The teacher will have the members of the class discuss some of their answers. (G1: O1c; also G3: O3a, O3b, and O3c) --Pre-assessment: If time permits, the previous two steps will be repeated with the 2nd graphic organizer, “Are We All Different?” (G1: O1c; also G3: O3a, O3b, and O3c)Block Plan Week #2MondayTuesday Wednesday Thursday Friday ----Review: How can students use the Internet to find a job? Which websites were identified as reliable sources of information? How can students locate important details about the jobs that interest them? (G1: O1a, O1b, and O1c)--Class discussion: What different types of jobs/careers are available? Which jobs/careers interest the students? (G1: O1a and O1b) -- Using the Promethean board, the teacher will model how to locate reliable information on the Internet such as: “How do I get a job as a ________” (e.g., firefighter, landscaper, babysitter). The teacher will also model how students can locate important details about the qualifications needed for any jobs that interest them. (G1: O1a, O1b, and O1c)--The teacher will distribute the graphic organizer/worksheet, “How do I get a job as a ________” to each student. Working with a partner or in small groups, students will use desktop computers, tablets, iPads, or iPhones/androids that are Internet-enabled to locate the information needed to complete the graphic organizers/worksheets. (G1: O1a, O1b, and O1c) --If time permits, each group (or a student from each group) will report the results of their research to the rest of the class. (G1: O1a, O1b, and O1c)--Review: What did the student partners/groups learn yesterday about locating information about the preparation needed to qualify for different jobs? What were the easiest steps to follow to find such information on the Internet? (G1: O1a, O1b, and O1c)--Further review: How can a student use the Internet to find a job? What reliable websites are available and how does a student locate them and safely use them? (G1: O1a, O1b, and O1c)-- Using the Promethean board, the teacher will model how to locate and navigate some reliable jobs websites for teenagers. The teacher will also model how students can locate important details about the jobs that interest them (G1: O1a, O1b, and O1c)--The teacher will distribute the graphic organizer for the game, “The Great Job Website Hunt,” to each student. Working with a partner or in small groups, students will use desktop computers, tablets, iPads, or iPhones/androids that are Internet-enabled to locate appropriate job websites, complete the graphic organizers and compete in the game. (G1: O1a, O1b, and O1c) --If time permits, each group (or a student from each group) will report the results of their research to the rest of the class. (G1: O1a, O1b, and O1c)--Review: Which websites did the students locate yesterday that provide reliable job information for teenagers? How can a student find important details about the job(s) that interest him/her? (G1: O1a, O1b, and O1c) -- Using the Promethean board, the teacher will model how to navigate specific job listings appropriate for teenagers on a chosen website. The teacher will also model how students can locate available details about any jobs that interest them (G1: O1a, O1b, and O1c)--The teacher will distribute the graphic organizer for the game, “The Great Job Scavenger Hunt,” to each student. Working with a partner or in small groups, students will use desktop computers, tablets, iPads, or iPhones/androids that are Internet-enabled to locate appropriate job listings, complete the graphic organizers and compete in the game. (G1: O1a, O1b, and O1c) --If time permits, the teacher will have the students discuss which jobs sounded the most interesting to them as individuals and why. (G1: O1a, O1b, and O1c)--Review: How can the students locate reliable and appropriate job listings on the Internet? How do they navigate the job listings to learn the details needed to make a decision as to whether or not they want to apply for a specific job? (G1: O1a, O1b, and O1c) --Using the Promethean board, the teacher will show a flipchart presentation about job interviews and interview “best practices.” (G3: O3b)--Class discussion: What are things you should do during a job interview? What are things you should not do? (G3: O3a, O3b, and O3c) --Again using the Promethean board, the students will form teams and participate in a quiz game, “Irving the Interviewee.” (G3: O3a, O3b, and O3c)----Review: Distribute envelopes or index cards to students; have each student repeat the pre-assessment exercise (from last Mon/Tues/Fri) by writing their full name and address. (G2: O2a and O2b)--Class discussion: Doing a self-inventory in preparation for a job interview. What are your strengths/skills? What are your weaknesses/skills you need to improve? (G3: O3a, O3b, and O3c)--The teacher will distribute the worksheet/graphic organizer, “What are my job skills?” to each student. Students will work independently to complete the self-assessment. (G3: O3a and O3c)--Using the Promethean board, the teacher will show students a copy of the graphic organizer, “What are my job skills?” The teacher will have the members of the class discuss some of their answers. (G1: O1c; also G3: O3a, O3b, and O3c) Block Plan Week #3MondayTuesday WednesdayThursday Friday --Review: What information do employers require on job applications? Why do employers need this information? (G2: O2a and O2b)--Review: The teacher will distribute another sample paper job application to each student. (The sample application will differ from the one distributed on Thursday of Week #1.) To protect privacy of individual information, each student will complete the application independently. (G2: O2a and O2b) ----Using the Promethean board, the teacher will show students a sample online job application. The teacher will also model how to complete the online application. (G2: O2a and O2b)--Students will be assigned a partner or divided into small groups. The teacher will distribute a worksheet with fictitious personal information to each group. Each group will also be provided a link to a simulated online job application. Students will use desktop computers, tablets, iPads, or iPhones/androids that are Internet-enabled to complete the online job application simulation. (G1: O1a, O1b, and O1c) --Review: How can the students locate reliable and appropriate job listings on the Internet? How do they navigate the job listings to learn the details needed to make a decision as to whether or not they want to apply for a specific job? (G1: O1a, O1b, and O1c) --Review: The teacher will lead the students in a review of the self-inventory exercise completed the previous week. What are each student’s strengths/skills? What are the weaknesses/skills they need to improve? The teacher will also explain the mock interview activity to follow. (G1: O1c; also G3: O3a, O3b, and O3c)-- Students will be assigned a partner or divided into small groups. The teacher will distribute the graphic organizer/worksheet, “The Great Job Match-Up.” The teacher will also distribute the other materials the students will need for this activity. Using the Promethean board, the teacher will model how the graphic organizers and project are to be completed. (G1: O1a, O1b, and O1c)--Post-Assessment: While the groups are working on their projects, the teacher will take students aside one by one to do short mock interviews. (G1: O1c; also G3: O3a, O3b, and O3c)--Review: Student groups will continue working on “The Great Job Match-Up” projects begun the day before. Students will use desktop computers, tablets, iPads, or iPhones/androids that are Internet-enabled to complete the project. A back-up assignment will be prepared in case some groups have already completed the activity. (G1: O1a, O1b, and O1c)--Post-Assessment: While the groups are working on their projects, the teacher will take students aside one by one to do short mock interviews. (G1: O1c; also G3: O3a, O3b, and O3c)--The teacher will distribute a simple cover letter template to each student that can be used to accompany a job application to be returned to a prospective employer either via regular mail or e-mail. (G2: O2a and O2c)--Using the Promethean board, the teacher will model a sample cover letter and how to complete it. (G2: O2a and O2c) --Working independently, each student will complete the sample cover letter template and place it (with the sample paper job application completed the past Monday) in an envelope addressed to a fictitious employer. The fictitious employer’s information will be provided on the simulated job application. (G2: O2a, O2b, and O2c)--Post-Assessment: While the students are working on the exercise, the teacher will take students aside one by one to complete any remaining mock interviews. (G1: O1c; also G3: O3a, O3b, and O3c)----Review: Distribute envelopes or index cards to students; have each student repeat the pre-assessment exercise (from last Mon/Tues/Fri) by writing their full name and address. (G2: O2a and O2b)--Review/Class discussion: Doing a self-inventory in preparation for a job interview. What are some weaknesses/skills you need to improve? How do you develop an action plan to address your goals? (G3: O3a, O3b, and O3c)--Using the Promethean board, the teacher will show a flipchart presentation on the subject of simple personal improvement action plans. (G3: O3a and O3c)Block Plan Week #4MondayTuesday WednesdayThursday Friday--Review: Distribute envelopes or index cards to students; have each student repeat the pre-assessment exercise (from last Fri) by writing their full name and address on the envelope or index card. (G2: O2a and O2b)--Review: Using the Promethean board, the teacher will again model a fictitious paper job application and the information needed to complete it. --Post-Assessment:The teacher will distribute a fictitious paper job application to each student. Working independently, each student will complete the sample job application using some fictitious employer information provided on the Promethean board. All completed applications will be returned to the teacher for the final unit activity on Friday. (G2: O2a and O2b)----Mini-review: How can the students locate reliable and appropriate job listings on the Internet? How do they navigate the job listings to learn the details needed to make a decision as to whether or not they want to apply for a specific job? (G1: O1a, O1b, and O1c) --Post-Assessment: “The Astounding, Amazing, Great Job Presentation”Student groups will take turns reporting on the results of their research for last week’s project, “The Great Job Match-Up.” Each group’s oral report should include:3 appropriate Internet sites for locating job opportunities3 pieces of information relating to a specific job or career2 job requirements or qualifications applicable to the student(s)(G1: O1a, O1b, and O1c)--Post-Assessment: “The Astounding, Amazing, Great Job Presentation”Student groups will take turns reporting on the results of their research for last week’s project, “The Great Job Match-Up.” Each group’s oral report should include:3 appropriate Internet sites for locating job opportunities3 pieces of information relating to a specific job or career2 job requirements or qualifications applicable to the student(s)(G1: O1a, O1b, and O1c)--The teacher will have a backup activity or game in case the groups finish their oral presentations early.--Review: Using the Promethean board, the teacher will again model a sample cover letter template students could use when returning a completed job application to a prospective employer. (G2: O2a and O2c) --Post-Assessment: The teacher will distribute a simple cover letter template to each student. Working independently, each student will complete the cover letter template using fictitious employer information provided on the Promethean board. (G2: O2a and O2c)-- All completed cover letters will be returned to the teacher for the final unit activity on Friday. (G2: O2a and O2c)--Post-Assessment: Distribute envelopes to students; have each student write his/her full name and address on his/her envelope. Self-addressed envelopes will be mailed with completed cover letter and fictitious job application for parents to review. (G2: O2a, O2b, and O2c)--The teacher will model how a sample job application and cover letter are to be folded and inserted into the self-addressed envelopes. (G2: O2a, O2b, and O2c)--Teacher will distribute completed fictitious job applications and cover letters to each appropriate student; students will fold their documents and insert them into their respective self-addressed envelopes for mailing. (G2: O2a, O2b, and O2c) --The teacher will bring some sort of healthy snack to celebrate the end of the unit! To demonstrate how the instructional methods outlined above adequately support the elements previously delineated under Standards #1 through #3, three of the activities listed will be examined in greater detail. In order to fully comprehend why each activity was included in this unit, this paper will analyze:How each activity’s content relates to instructional goals and objectivesHow the activity stems from pre-assessment information and instructional contextWhat materials and technology will be needed to implement the activityHow student learning will be assessed both during and after the activityActivity #1 (See Block Plan Week #1—Monday)“Teacher will distribute envelopes or index cards to each student. Each student will write his or her full name and address.” The ability to recall and give one’s name and address is a fundamentally important life skill. It is also critical to the job application process, whether the application be submitted in writing or via some electronic format. This first activity therefore stands in precise correlation with instructional Goal #2, Objective #2a. The initial pre-assessment exercise for this activity (see “Pre-Assessment Results” table on page 38) revealed only 6 of 16 students tested (38%) could write their full name and address. As almost 2/3 of the students pre-tested could not provide the requested information, there is an apparent educational need. The materials required are simple and few: Pencils and blank envelopes (or index cards). A laptop (or tablet or desktop computer) and a Promethean board will be utilized to model the activity for the students each time it is repeated. The teachers will work one-on-one with students who require assistance with the exercise; in this way, student comprehension can be monitored as the task is being completed. The finished (or unfinished) envelopes or index cards will also be used to assess the students’ progress after each attempt. Activity #2 (See Block Plan Week #1--Wednesday)“The teacher will distribute the worksheet/graphic organizer, ‘The Great Job Search.’ The teacher will also write the names of two or three searchable websites on the whiteboard.” The ability to locate useful information on the Internet is an essential life skill for the 21st century, as is the ability to initiate and complete transactions via computer. This second activity recognizes that contemporary reality and therefore relates directly to Goal #1, Objectives #1a, 1b, and 1c. It correlates as well with several Extended Evidence Outcomes (EEOs) established by the state of Colorado. The initial pre-assessment exercise for this activity, a graphic organizer titled “The Great Job Search,” resulted in only 2 fully completed and 3 partially completed worksheets out of a total of 19 students (26%). Because only 1 out of 4 students could successfully complete the task (even with the teacher modeling how to locate and navigate one sample website prior to the pre-assessment), further practice is clearly needed if more students are to master this skill. Students will be allowed to do their research either with a partner or in small groups. In addition to pencils and graphic organizers/worksheets, the student groups will require use of a desktop computer, laptop, iPad/tablet, or iPhone/android phone to execute this task. The teacher will need a whiteboard, Promethean board, and desktop computer, laptop, or iPad/tablet to model the pre-assessment. Student progress can be measured by a teacher as the latter circulates around the classroom to assist students with the exercise; the finished (or unfinished) graphic organizers will document the extent to which students have learned to locate (and data mine) suitable websites. This activity incorporates features that will appeal to various learning styles (e.g., visual, auditory, and kinesthetic); it can also be adapted to reflect accommodations required by students’ IEPs. Activity #3 (See Block Plan Week #3—Tuesday)“While the groups are working on their projects, the teacher will take students aside one by one to do short mock interviews.” An important life skill—especially in regard to vocational or career development—is the capacity to carry on a coherent conversation during a job interview. The mock interviews included in this unit directly address the need to develop this ability and therefore correspond with Colorado EEOs and Goals #1 and #3, Objectives #1c, #3a, #3b, and #3c. Although the self-inventory pre-assessment also associated with Goal #3 does not yield any data applicable to this third activity, its (i.e. the activity’s) relevance to the instructional context of this unit should be manifestly clear. Aside from (1) a list of questions and (2) a grading rubric for the teacher to use, no other materials will be needed for the interviews themselves; however, the teacher will need an isolated corner or other quiet place where conversations can be conducted with minimal distractions. Each student’s performance will be gauged using the rubric designed for these interviews. To meet objectives, students will need to: (Objective #3a) Recite two personal strengths, abilities, or achievements and (Objective #3c) provide relevant responses to two interview questions. The teacher will be able to modify the interview format to comply with any accommodations stipulated by a student’s IEP. Standard #5: Instructional Decision-Making According to the Title II Renaissance Partnership for Improving Teacher Quality Project, the successful teacher “uses on-going analysis of student learning to make instructional decisions.” Outcomes-oriented lesson plans and instructional strategies can be neither static nor inflexible. Rather, “the effective teacher tests and corrects, tests and corrects, because the teacher wants all the students to achieve” (Wong & Wong, 2009). Wong and Wong (2009) further assert that if teachers “do not correct and remediate, learning gets worse as the year progresses.” In evaluating the efficacy of their own teaching, educators simultaneously explore their students’ understanding and thinking processes. Such analysis prompts teachers to scrutinize and employ a broader range of techniques that attempt to build upon every student’s strengths, needs, prior experiences, and present performance. If teachers sincerely wish to reach every single student, they always must remain open to making constant revisions in their instructional delivery. In the short time I have been student teaching, I already have been led to modify my original design for instruction on several occasions. Objective #2a pursuant to Goal #2 of my instructional plan would, I believe, appear to most observers to be a rather modest one: “Students will be able to write their full name and address correctly with no errors.” The initial pre-assessment conducted in relation to this particular objective, however, revealed that only 7 of the 18 students tested (39%) were able to complete this exercise successfully without the assistance of any sort of prompt. (It should be noted, however, that all 16 students were capable of writing their full names at this point.) I was therefore compelled to provide students with multiple opportunities to provide their full name and address in a number of the activities set forth in my design for instruction. A second formative assessment conducted a week later resulted in only 5 correct responses out of 15 students tested (33.3%). Again, no type of prompt was provided to assist students with completion of the second exercise. It became apparent that over 60% of our students would be unable to master this very fundamental skill without the support of a prompt, at least for some of their initial attempts. Less than another week later, a third formative assessment was administered. Along with index cards (for writing one’s name and address), students in this third round were given a second card already imprinted with their full name and address. All 15 of the 15 students tested were able to copy the personal information provided on the prompt to their index cards. The students therefore were capable of copying their personal information, even if they could not recall their full addresses. In two subsequent activities that included the completion of one’s name and address as part of the exercise, 13 of 15 students (87%) were able to provide that information with a prompt and 5 out of 12 students tested (42%) were able to provide the requested data without any prompt. The latter sampling may be indicative of some limited progress as two of the five students who answered correctly had been unable to do so without assistance in prior assessments. My revised instructional plan calls for additional assessments and exercises involving this content, with the use of prompts phased out over time until most (if not all) of our students have mastered Objective #2a. Student feedback and observation also motivated me to make immediate modifications to the initial activities related to Objective #1b of Goal #1. As part of my original lesson plan, I had instructed our students—either independently or in small groups--to locate three different websites with job offerings. Soon after distributing the graphic organizer titled “The Great Job Search,” however, it became apparent that the majority of our students were unable to locate relevant and easily-comprehensible job postings in an expeditious manner. Despite some simple directions, several students located postings appropriate only to adults with more advanced educational backgrounds or job experience; other students could not successfully navigate their way to any of the various Internet job aggregators. The next day, instead of attempting to address the issue with each student individually, I opted to project a Web page from one particular Internet site () onto the Promethean board. Using the electronic board, I then proceeded to walk the students through several of the highlighted job postings as well as the registration screen they would have to complete before they could apply for the jobs shown on the website. After modeling the nature of the information available and the procedures needed to move from one screen to another, I redirected the students to complete the graphic organizer using details gleaned solely from c/teen-jobs (using an Aurora, Colorado, zip code as one of the search parameters). I, my CT, and a paraprofessional then circulated around the classroom to provide one-on-one assistance to the pupils who needed it. As a result of the changes made to my original lesson plan, 8 of the 17 students who participated were able to complete the assignment with minimal or no assistance. One student completed the task with substantial assistance. Six students completed a portion of the worksheet; the two remaining students did not complete any portion of the graphic organizer. Because only 53% of the participants successfully completed the task, I intend to repeat this exercise using a slightly different approach and format (i.e., probably as a game or broader project) prior to the end of my internship. Standard #6: Analysis of Learning Results Introduction For this Teacher Work Sample, I designed and delivered an instructional unit with goals and objectives that met curricular standards established by both the state (Colorado) and the school district (Aurora Public Schools). Contextual factors were examined, detailed plans for assessment formulated, a block plan for instruction outlined, and instructional changes implemented as warranted by actual classroom experience. Of course, the crucial question that remains to be answered is: Did the students learn? If so, did they achieve the desired educational objectives? This section of my Teacher Work Sample will review assessment results and samples of student work in order to arrive at some conclusions. Student performance on the whole group, subgroup, and individual levels will be analyzed in relation to the following selected goals and objectives:center0Goal #1: Students will demonstrate understanding of job markets and the job search processObjective #1b: Working with a partner or group, students will research and correctly identify three pieces of information from a jobs posting website.00Goal #1: Students will demonstrate understanding of job markets and the job search processObjective #1b: Working with a partner or group, students will research and correctly identify three pieces of information from a jobs posting website. 9525023495Goal #2: Students will demonstrate understanding of the job application process, both written and onlineObjective #2a: Students will be able to write their full name and address correctly with no errorsObjective #2b: Students will complete a simulated job application with 80% accuracy. 00Goal #2: Students will demonstrate understanding of the job application process, both written and onlineObjective #2a: Students will be able to write their full name and address correctly with no errorsObjective #2b: Students will complete a simulated job application with 80% accuracy. 123825-68580Goal #3: Students will demonstrate understanding of the job interview processObjective #3a: Students will formulate and recite two personal strengths and/or achievements for a mock job interview.00Goal #3: Students will demonstrate understanding of the job interview processObjective #3a: Students will formulate and recite two personal strengths and/or achievements for a mock job interview.Assessment Results TableStudentID#GenderJob App Pre-AssessJob App ExerciseGJS Pre-AssessGJS ExerciseName + Address Pre-AssessName + Address ExerciseSelf-Assess PreludeSelf-Assess Exercise#1M10% N/WP PPNPPP#2M30%50%N/WNPNPNPPNP#3MN/WN/WN/WPNPPNPN/W#4M75% 40%N/WNPNPN/TPNP#5F100%N/TN/WN/TNPN/TN/TN/T#6M50%N/TNPPNPNPPN/T#7MN/W50%N/WNPNPPPN/W#8F75%N/WPPPN/WPP#9M50%75%N/WN/WN/WN/WN/WN/W#10M60%N/TN/WN/TPN/TN/TNP#11FN/WN/WN/TN/WN/WN/TN/TN/W#12M80%100%NPNPPN/TPNP#13M40%50%N/WPNPNPPN/W#14MN/TN/TN/TN/TN/TN/TN/TN/T#15M75%80%N/WN/TNPNPPP#16F75%100%N/WPPN/TPP#17M75%80%NPPNPPPP#18F30%N/WN/WNPNPNPN/WNP#19F80%80%N/WPPPPN/W#20F40%100%N/WNPPPPP#21M30%N/WN/WPNPNPPN/W Key: N/T = Not tested; N/W = No work returned; P = Proficient; NP = Not proficientNote: For the “Job App Pre-Assess” and the “Job App Exercise,” students had to score 80% or better to meet Objective. Whole Group Analysis Although the group as a whole did make some progress toward the attainment of this instructional unit’s goals and objectives, the limited extent of that progress underscores the challenges faced by teachers of students with intellectual disabilities (ID). My students’ overall performance graphically illustrates the important roles that simple instructions, small steps, practice, and repetition all play in the learning process characteristic of students in Functional Academics. Goal #1, Objective #1b states: “Working with a partner or group, students will research and correctly identify three pieces of information from a jobs posting website.” As was previously mentioned on page 35 of this report, a pre-assessment activity relating to this particular objective (i.e., a graphic organizer titled “The Great Job Search”) initially resulted in only 2 fully-completed worksheets out of a total of 19 students (11%). Subsequent changes made to the lesson plan (i.e., using the Promethean board to model the activity, walking the students through one specific website step by step, and one-on-one assistance provided by myself, my CT, and a paraprofessional) enabled 9 out of 17 students (53%) to successfully complete the exercise. Pre-assessments associated with Goal #2, Objectives #2a (“Students will be able to write their full name and address correctly and with no errors”) and #2b (“Students will complete a simulated job application with 80% accuracy”) logged success rates of 39% and 17% respectively. Later formative assessments related to the same objectives exhibited higher proficiency results of 42% and 55% (although it must be noted that 7 fewer students were tested in the follow-up assessment to Objective #2b, 3 of which were students who did not complete the assignment at all). Finally, a preliminary activity leading up to Goal #3, Objective #3a resulted in 14 proficient responses out of 15 (93%); however, a subsequent (and more difficult) formative assessment designed to directly address that same objective resulted in only 6 proficient responses out of 12 (50%). Due to issues encountered in our classrooms with absenteeism and oppositional behaviors, it is easier to measure the progress made by some individual students than it is to quantify any advances made by our group as a whole.Assessment Results—Whole Group Subgroup Analysis Although any progress made by the students as a collective unit appears to have been limited or difficult to quantify, certain students clearly attained proficiency in their lesson objectives. What characteristics, if any, do these students share? Conversely, what characteristics set them apart from their non-proficient peers? The limited amount of data provided by the few assessments conducted up to this point will not suffice to provide any definitive answers; nevertheless, it may be enough to suggest a few potential interventions and directions for further inquiry. For this subgroup analysis, let us examine the assessment results documented in relation to Goal #2, Objective #2b (“Students will complete a simulated job application with 80% accuracy”) as well as Goal #3, Objective #3a (“Students will formulate and recite two personal strengths and/or achievements for a mock job interview”). Objective #2b (i.e., completion of the simulated job application form) reflects lower-level thinking insofar as it demands knowledge or the exhibition of memory of previously learned material; Objective #3a (i.e., formulate or choose two personal strengths or achievements), on the other hand, requires higher-order synthetic or even evaluative thinking. Comparing the group of students who achieved proficiency with the group who remained non-proficient may offer some direction for the delivery of subsequent instruction. Only 3 students demonstrated proficiency in the pre-assessment associated with Objective #2b; by comparison, 6 students met the objective in a follow-up exercise similar to the first (see Appendix VI). All 6 of the students who satisfactorily completed the second formative assessment were participants in the first round; however, just 2 of those 6 students scored 80% or better initially. Three of the remaining 4 students improved their performance between the first attempt and the second. Only one student of the 6 benefited from one-on-one assistance throughout both assessments; he scored 80% each time. The other 5 students completed the task with minimal (if any) help. Seven fewer students participated in the activity the second time it was conducted; two of these students were absent that day while the other 4 did not submit work due to oppositional behaviors. Because all but one student who engaged in the activity improved their performance in their second attempt (and his lower score was due most likely to an oppositional attitude he adopted that day), it is possible the students who declined to participate the second time around may have achieved better results as well. As such an assumption would be little more than speculation, however, the most reasonable conclusion to draw from the aforementioned results is that further repetitions of the same exercise should enable more students to meet the desired objective. Objective #3a was intended to promote higher-order thinking skills by encouraging students to discuss and make judgments regarding their personal strengths and achievements. The preliminary exercise, “How Would You Describe Yourself,” prompted students to reflect upon their individual personality traits. This first task instructed students to choose three adjectives from a menu provided on the left hand side of the graphic organizer. A definition for each of the words on the menu was discussed beforehand. After the students had completed the worksheet, I requested they take turns telling the rest of the class which words they had chosen for themselves and why. A similar self-awareness activity and worksheet, “Are We All Different?,” had been administered the previous week by another teacher. Because students were given an adjective menu from which to make their choices and only had to write a minimum of three words, 14 out of 15 students were able to complete the task I gave them satisfactorily. A follow-up exercise titled “Self-Awareness Worksheet” (see Appendix VII) however, provided mixed results. Although we had reviewed job interview questions and practices on at least three prior occasions, only 6 out of the12 students who participated (50%) demonstrated proficiency when completing the graphic organizer. Again, only one student of the 6 benefited from one-on-one assistance throughout the assessment; his other 5 classmates finished the task with minimal (if any) help. Because of the more advanced nature of this second assessment, I fully expected to see fewer completed questionnaires. Nevertheless, I was surprised by the number of students who showed so little proficiency in completing the assignment. (It should also be noted that a total of 7 students did not submit any work that day.) The 6 students who did meet this lesson’s objective were among either the more advanced or the hardest-working in the group. A careful review of the facts pertinent to the second self-evaluation exercise, however, suggests that better results could have been (or can be) achieved with better advance preparation on the part of the teacher as well as repeated assessments.Assessment Results—Proficient and Non-Proficient SubgroupsObjective #2BObjective #3AIndividual Analysis Students #2 and #15 (see Assessment Results Table on page 43) both have been diagnosed with Autism Spectrum Disorder (ASD) in addition to their intellectual disability (ID). Both students exhibit a moderate form of ASD insofar as they are typically fully aware of their surroundings and are capable of functioning (although usually with some trepidation) in a classroom environment. Both students are sensitive to sensory overstimulation; both also require speech therapy and social skills training. Student #2 frequently uses manipulatives (e.g., a small rubber ball) at his desk to release nervous energy and remain calm; student #15 almost never makes use of “fidgets.” Although both of these male students’ present levels of performance (PLEPs) are roughly equivalent, Student #15 demonstrated proficiency in three of the four assessments related to Objectives #2b and #3a of this instructional unit while Student #2 only achieved proficiency in one. Because these two very similar students produced such different results, it should be illuminating to compare their work and thereby determine steps a teacher might take to aid Student #2 with attaining increased mastery of the desired objectives. As can be confirmed from the Assessment Result Table on page 42 of this report as well as a copy of the student’s simulated job application (see Appendix VIII), Student #2 did not fill in any other information other than his full name. His work contrasts significantly with the application returned by Student #15, who provided nine additional pieces of information on his worksheet (see Appendix IX). Both students were present in the classroom as I walked the students through the sample application item by item. Neither student demonstrated proficiency in this pre-assessment related to Goal #2, Objective #2b; however, Student #15 only failed to meet the objective in this case because he did not recall his full address (refer to the copy shown in Appendix IX). In a subsequent formative assessment related to this same objective, Student #2 only managed to include two additional pieces of correct information (city/state and zip code—see Appendix X) along with a partial street address. Student #15, on the other hand, provided a total of eleven correct details in the second assessment (see Appendix XI). Again, both students were present as I walked the students through the second simulated job application item by item, this time using the Promethean board. Individual Analysis—Objective #2BPlease note: Student #15 had 2.5 points deducted from the 10-point maximum for the above exercise as a student had to provide both full name and full address to meet the task objective. Student #2 satisfactorily completed a preliminary self-awareness exercise associated with Goal #3, Objective #3a, as did Student #15; however, this anticipatory assignment at a minimum only required the students to choose three adjectives from a word bank included on the worksheet. As can be seen from copies of both students’ work (see Appendices XII & XIII), Student #15 also provided a written rationale for his choices. On the more demanding “Self-Awareness Worksheet” (see Appendices XIV and XV for copies of both students’ work related to this second task), students were instructed to answer a minimum of three questions regarding their talents, skills, strengths, and/or weaknesses. Student #2 only answered two questions (one in a way that indicated insufficient comprehension); by comparison, Student #15 (despite errors in grammar, spelling, and word selection) answered three questions as requested in a manner that demonstrated an acceptable level of content comprehension. Individual Analysis—Objective #3APlease note: Students had to answer a minimum of 3 questions in order to meet objective for the task shown above. Several factors could account for the discrepancies in performance exhibited by Students #2 and #15 in relation to the aforementioned tasks and objectives. Student #15 is more vocal, more apt to ask questions, and more skilled at self-advocacy than Student #2. Student #2 experiences greater visible anxiety when another individual crosses into his personal distance zone (i.e., from direct contact to approximately two feet); as a result, he is far less likely to ask questions, especially when approached. Although I offered to provide Student #2 with one-on-one assistance at least once during each assessment, he always replied in the negative. Throughout the duration of this instructional unit, Student #15 repeatedly expressed a much greater interest in job hunting than did Student #2. Because of the nature and extent of Student #2’s ASD symptoms, he is more likely to remain homebound throughout his lifetime than Student #15. Despite all of these considerations, however, I can determine no specific reason why Student #2 could not (or should not) be able to master Objectives #2b and #3a as Student #15 did. Rather, I remain convinced that Student #2 yet could complete these types of exercises if he were given additional explanations, coaching, and opportunities to practice. Standard #7: Reflection and Self-EvaluationIntroduction If students are to master the conceptual connections involved in higher order thinking, the learning process cannot be approached in a haphazard manner. Contextual factors, academic objectives, instructional strategies and techniques, assessment methods, and student performance all must be carefully scrutinized and integrated when assembling and implementing an instructional plan. Teaching, however, does not stop once the students’ papers or performance have been graded. The final key component to becoming a proficient teacher involves reflection, which requires educators “to think about what they are doing, why they are doing it, what the outcomes are, and how the information can be used for continuous improvement” (Bullock & Hawk, 2010). In this final section of the Teacher Work Sample, I will evaluate my performance relative to the goals and objectives central to my instructional unit. By doing so I hope to identify possible future actions I may take for improved practice and professional growth. Instruction and Student Learning First to be considered are the specific strategies, activities, and/or technologies that either facilitated or hindered student learning. As was shown by the data provided in my previous analysis of learning results, our students were making gradual progress toward several of the objectives stipulated in this instructional unit. The practices or tools that contributed most to student learning included:Designing activities with similar objectives (or repeating activities), allowing participants to benefit from recurrent attempts at assimilating or applying targeted contentUsing various technological devices (including assistive technologies) to optimize student engagement and differentiate instruction. Equipment employed in the classroom included a Promethean board, desktop computers, and “smart” phones (all with Internet access); assistive devices included an iPad with voice recognition software (for a student with limited mobility) and a “talking machine” (for a student who is deaf)Providing additional time for students to respond to questions or complete tasksIntegrating a variety of strategies and methods (e.g., individual and cooperative learning, graphic organizers and games, visual and auditory elements, manipulatives, etc.) into lesson plans to address multiple learning styles and preferencesWhen possible, spending one-on-one time with students who required individual tutoringFactors within a teacher’s control that hindered learning primarily originated from classroom management issues. Several students exhibited unacceptable behaviors (e.g., inappropriate language, a refusal to participate or work, an unwillingness to remain seated) that either interrupted or frustrated learning for the rest of the class. To avoid these same problems in the future, I will need to do a better job of communicating behavioral expectations from the very beginning, enforcing those expectations consistently using a predetermined schedule of rewards and consequences, and enhancing lesson plan structure (and associated activities) to require increased student interaction. Student Teacher Effectiveness I believe this Teacher Work Sample accurately showcases both my strengths and weaknesses as a student teacher. My considerable research and organizational skills have enabled me to address contextual factors, learning goals and objectives, assessment methods, instructional design and decision-making, and results analysis in a thorough and comprehensive manner. Knowing I am only a beginner, I nonetheless feel reasonably adept at instructional planning and comfortable with incorporating various technologies and media into my lesson plans. Combined with the enthusiasm I bring to my new career, I am confident these abilities have helped my students with their gradual progress toward this unit’s educational objectives. At the same time, I acknowledge my inexperience with different forms of assessment, classroom management, and behavioral management yet preclude me from being a highly proficient teacher. Had I been able to demonstrate greater skill in these areas, my teaching likely would have been even more effective and my students’ accomplishments more pronounced. Going forward, I will continue my investigations into pedagogical theory and method. I will seek out and attend opportunities for further professional development, especially in regard to technological applications, assessment practices, classroom management, and behavioral management. I will make time to study the ethnic, cultural and sociological influences that shape my students. Furthermore, I plan to choose a mentor and befriend colleagues with whom I can regularly discuss all aspects of my new vocation and solicit input regarding my performance. Of all the important things I have learned during my short tenure as a student teacher, the most powerful insight was the realization that my overriding responsibility as a teacher is to facilitate learning. All of my passion, skill, understanding, and effort must be focused on helping my students learn everything they will need to prosper as adults. ReferencesAurora Public Schools (2013). 2012-13 Bond/Mill Levy Community Report. Retrieved February 8, 2014, from 2/2013/05/APSBondReport2012.pdfAurora Public Schools (2013). ELD Planning Guide. Retrieved February 16, 2014 from /edit?pli=1 Bullock, A., & Hawk, P. (2010). Developing a teaching portfolio: A guide for preservice and practicing teachers (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. The Colorado Department of Education (2011). Extended Evidence Outcomes: Reading, Writing, and Communicating. Retrieved February 16, 2014 from documents/rwc_with_eeos.pdf The Colorado Department of Education Schoolview? Data Center (2012). Gateway High School: Students. Retrieved February 8, 2014, from ? afrWindowMode=0&_afrLoop=25709709914088&_adf.ctrl-state=4r85yldfz_4 Gateway. (2014). About Gateway. Retrieved February 8, 2014, from (2014). Teen jobs--Zip Code 80120. Retrieved March 23, 2014, from and A&M University Transportation Services (2013). High school student employee job application (page 1). Retrieved February 22, 2014, from (2014). Aurora, CO Income and Careers. Retrieved February 8, 2014, from (2014). Aurora, CO Population and Races. Retrieved February 8, 2014, from , H. & Wong, R. (2009).? First Days of School: How to be an Effective Teacher.? Mountain View, CA:? Harry K. Wong Publications, Inc.Appendix IAppendix IIAppendix IIIHow would you describe yourself?-19050259715Sincere AthleticMusicalFashionistaComicalSeriousArtisticRelaxedDramaticUnderstandingFocusedConfusedDrivenCuriousFriendlyTalkativeFrustratedShyOutgoing 00Sincere AthleticMusicalFashionistaComicalSeriousArtisticRelaxedDramaticUnderstandingFocusedConfusedDrivenCuriousFriendlyTalkativeFrustratedShyOutgoing Appendix IVName _________________________ Date ______________________How do I get a job as a __________ ?319087593345Step 1:_______________________________________________________________Step 2:_______________________________________________________________00Step 1:_______________________________________________________________Step 2:_______________________________________________________________017145Step 3:________________________________________________________________________Step 4:________________________________________________________________________00Step 3:________________________________________________________________________Step 4:________________________________________________________________________ Step 5: _______________________________________________________________________________________________Step 6: _______________________________________________________________________________________________Appendix VAppendix VIAppendix VIIAppendix VIIIAppendix IXAppendix XAppendix XIAppendix XIIAppendix XIIIAppendix XIVAppendix XV ................
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