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CORRECT SmithSally Work Sample

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TEACHER WORK SAMPLE

(Title of Project)

Sally Smith

Red Bird Elementary

Third Grade

Science (Math, Communications Arts)

October 21, 2010

Missouri State University

Springfield, Missouri

Contextual Factors (1)

Community, School System, School Factors

Geographic Location

Rural or Urban -

List unique features of community -

List contributions of community to school -

School System

Name of school system -

Number of students in school system -

Number of students in school system on free or reduced lunch -

School

Name of school -

Grades served in school -

Student enrollment -

Classroom Characteristics:

Students

Grade level -

Boys/girls ratio -

Age range -

Ethnicity -

Socio-economic Profile -

Reading Achievement -

Mathematics Achievement -

Classroom Organization

Type -

Resources -

Parental Involvement -

Website (class and/or school) -

Individual Differences

Number of students attending pull-out or supplementary programs -

Language proficiency numbers by type -

Number of students with Individual Education Plans -

Number of non-IEP students who are behaviorally or academically challenged -

Number of developmentally delayed, emotionally or behaviorally disordered; learning disabled; physically disabled -

Other -

Short Paragraph: Based on the above information, predict how these factors will affect your (1) planning, (2) teaching, and (3) student learning.

Topics and Learning Goals (2)

TOPIC -

TOPIC PARAGRAPH

LG1 – Students will know that

DESE GLE -

Measurable Objective 1.1 (A, B, C, D) -

Measurable Objective 1.2 (A, B, C, D) -

Measurable Objective 1.3 (A, B, C, D) -

LG2 – Students will know that

DESE GLE -

Measurable Objective 2.1 (A, B, C, D) -

Measurable Objective 2.2 (A, B, C, D) -

Measurable Objective 2.3 (A, B, C, D) -

LG3 – Students will know that

DESE GLE -

Measurable Objective 3.1 (A, B, C, D) -

Measurable Objective 3.2 (A, B, C, D) -

Measurable Objective 3.3 (A, B, C, D) -

Assessments (3)

Pre-test with Criteria for Scoring

Assess Prior Knowledge

Assessments (3)

Whole Class Pre-Test Results

Table and Graph of Whole Class Pre-Test Results

Pre-test Results	LG 1	LG 2	LG 3
Advanced 86% and up	1	1	2
Proficient 76-85%	2	1	2
Basic 60-75%	5	4	1
Below Basic Below 60%	10	12	13

Assessments (3)

Analyze Pre-Test Results

Summary of Pre-test Results

Specifically citing the data above, what changes, if any, will you make to:

Learning Goals -

Objectives -

Assessments -

Lesson Plans (including accommodations/modifications) -

Assessments (3)

Post-test with Criteria for Scoring

Design for Instruction (4)

Lesson Plans

Lesson Plan 1

Lesson Plan 2

Lesson Plan 3

Lesson Plan 4

Lesson Plan 5

Analysis of Student Learning (5)

Analyze and Profile Student Learning of Whole Class

Table and Graph of Whole Class Results

Pre LG 1	Post LG1	Pre LG2	Post LG2	Pre LG3	Post LG3
Advanced 86% and up	1	12	1	13	2	10
Proficient 76-85%	2	4	1	2	2	5
Basic 60-75%	5	1	4	2	1	1
Below Basic Below 60%	10	1	12	1	13	2

Complete the following for the Whole Class:

Cut score for met vs. not met on your LGs -

Number and percent of students who met all LGs -

Number and percent of students who did not meet all LGs -

Number and percent of students who met more LGs on post-test than on pre-test -

Number and percent of students showing no change/regression in meeting LGs -

Most improved LG -

Least improved LG -

Summary Paragraphs of Whole Class Results:

Interpretation of Student Learning

Insights on Effective Instruction and Assessment

Analysis of Student Learning (5)

Analyze and Profile Student Learning of Sub-Group

Name of Sub-Group -

Brief Justification of Choice -

Table and Graph of Sub-Group (add sub-group name) Results

Pre LG 1	Post LG1	Pre LG2	Post LG2	Pre LG3	Post LG3
Advanced 86% and up	0	8	0	6	0	4
Proficient 76-85%	0	0	0	2	0	4
Basic 60-75%	2	0	1	0	1	0
Below Basic Below 60%	6	0	7	0	7	0

Complete the following for Sub-Group:

Cut score for met vs. not met on your LGs -

Number and percent of students who met all LGs -

Number and percent of students who did not meet all LGs -

Number and percent of students who met more LGs on post-test than on pre-test -

Number and percent of students showing no change/regression in meeting LGs -

Most improved LG -

Least improved LG -

Table and Graph of Sub-Group Remainder of Class Results

Pre LG 1	Post LG1	Pre LG2	Post LG2	Pre LG3	Post LG3
Advanced 86% and up	1	4	1	7	2	6
Proficient 76-85%	2	4	1	0	2	1
Basic 60-75%	3	1	3	2	0	1
Below Basic Below 60%	4	1	5	1	6	2

Complete the following for the Remainder of Class:

Cut score for met vs. not met on your LGs -

Number and percent of students who met all LGs -

Number and percent of students who did not meet all LGs -

Number and percent of students who met more LGs on post-test than on pre-test -

Number and percent of students showing no change/regression in meeting LGs -

Most improved LG -

Least improved LG –

Summary Paragraphs of Sub-Group and Remainder of Class Results:

Interpretation of Student Learning

Insights on Effective Instruction and Assessment

Analysis of Student Learning (5)

Analyze and Profile Student Learning of Individual

Table and Graph of Individual: Pre/Post Test Results

Student	LG1	LG2	LG3
Pre-Test	5	15	50
Post-Test	95	100	90

Complete the following for the Individual:

Cut score for met vs. not met on your LGs -

Met or did not meet all LGs -

Met more LGs on post-test than on pre-test -

Showed no change/regression in meeting LGs -

Student improvement percentage on each LG -

Most improved LG -

Least improved LG -

Summary Paragraphs of Individual Results:

Interpretation of Student Learning

Insights on Effective Instruction and Assessment

Sample Products for Individual

Reflection and Self-Evaluation (6)

Implications for Future Teaching

Implications for Personal Professional Improvement

References and Credits