EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY TEACHER UNIT WORK SAMPLE GUIDELINES

Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each students strengths, needs and prior experiences. Through this performance assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: The candidate uses multiple assessment strategies and approaches aligned with learning goals to assess student learning before, during and after instruction.

The candidate designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

The candidate uses regular and systematic evaluations of student learning to make instructional decisions.

The candidate uses assessment data to profile student learning and communicate information about student progress and achievement.

The candidate reflects on his or her instruction and student learning in order to improve teaching practice.

The candidate will create a Unit Teacher Work Sample to demonstrate its impact on student learning. The attached template which consists of several components, should be used to fulfill this requirement. Attach samples of student work as an appendix.

EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY TEACHER UNIT WORK SAMPLE TEMPLATE
Candidate: Katelyn Price Mentor Teacher: M. Bryan Academic Year: 2012-2013

District: Orangeburg School District 5 School: W. J. Clark Middle School Grade Level: Seventh Subject: Social Studies Dates of unit: from February 4, 2013 to February 15, 2013

Section I: Unit Title and/or Description: Post World War Section II: Description of Students: Describe (1) the number of students, (2) demographics of the
students, and (3) any other special features or important information that you included in your Long Range Plan as you described your students.

I have a total of 107 students broken down to four blocks, two regular ed. classes, and two magnet classes. The majority of my students are African American but a few of tem are from different countries in the Middle East. About ten of my 106 students have IEPs and are pulled out during RTI time and when test are administered. The majority of my students are living in or below poverty. Section III: Contextual Factors: Describe the contextual factors, including the (1)
relevant student characteristics from Section II, as well (2) as other factors related to the community, district, school, classroom or students, that are likely to impact instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which each of these factors will be taken into consideration during unit planning and instruction.

I have a total of 106 students during the day. I have the opportunity of working with children on different academic levels, with a wide range of backgrounds. My first two classes are regular education classes and I have students with learning disabilities in there as well as high achieving students who have not been able to test into the magnet program yet. My last two classes are magnet classes, so I have to prepare my unit to reach every type of student from the low achieving, to the high achieving. I will need to differentiate my instruction a lot and very often.
Section IV: The Unit Plan Section IV A: Major Unit Objectives (Key Eleme nt 2.A) (1) List the unit objectives and (2)
indicate the corresponding state standards. (Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

Unit Objectives Key Element 2.A

Correlated Standards/Expectations

1. 80% of the students will be able to identify and explain the effect of the holocaust on the European society and Jewish culture.

7-4.6

Analyze the Holocaust and its impact on European society and Jewish culture, including Nazi policies to eliminate the Jews and other minorities, the Nuremberg trials, the Universal Declaration of Human Rights, the rise of nationalism in Southwest Asia (Middle East), the creation of the state of Israel, and the resultant conflicts in the region 7-6.2 Compare features of nationalist and independence movements in different regions in the postWorld War II period, including Mohandas Gandhis role in the nonviolence movement for Indias independence, the emergence of nationalist movements in African and Asian countries, and the collapse of the apartheid system in South Africa.

2. 80% of the students will be able to identify and compare nationalist and independence movements in the world. They will also be able to identify differences between different movements.

Section IV B: Unit Plan (Key Element 2.B)

Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that are addressed.

Instructional Plan for the Unit Key Element 2.B

Activities/Strategies/Materials/Resources (Key Element 2.B) PowerPoint Presentations: Students will view a PowerPoint that will outline the effects of the Holocaust. Students will interact with a review game for the common assessment test. Unit Objective Number(s) 1 1

PowerPoint Presentations: Students will view a PowerPoint that will outline the different national independence movements. Students will interact with a review game for the common assessment test.

2 2

Reflect on the instructional plan for the unit: How does this instructional plan (1) establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students characteristics, needs and learning contexts.

The instructional plan balances grade-level academic standards and expectations and the needs, abilities, and developmental levels of individual students by using the district pacing guide and spending two weeks on this unit. I tried an activity called graze and gather in my classes, this allowed the students who do not understand the standard to et help without asking anyone because they get to walk around and look on the other students paper. The district created the pacing guide for me to follow and I created the unit based on how often I have to a have a common assessment which is every two weeks. Section V A: Unit Assessments (Key Element 3.A) - List the key unit assessments. Type of Assessment (Check one for each assessment)

Key Unit Assessments (Key Element 3.A) Ticket out the Door

Teacher-Made
(A copy of each teacher made assessment must be attached to this plan.)

Commercially Available

Common Assessment Common Assessment Retest

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students skills to plan your instruction? I determined the validity of my unit assessments by using the support document as well as the PASS study book to make the common assessment. All of the seven trade teachers meet together and make the common assessment. The ticket out the door was a formative assessment used to assess the students after the lesson. I know what my students are capable of so I adjust their formative assessments based on their skill level.

Section V B: Assessments (1)Describe and attach the assessments for each unit objective. (2)
Include descriptions of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly labeled to indicate their relationship to the elements in the table below.

Assessments (Key Element 3.A) Unit Objective 1: Assessment(s) : Re-Assessment(s) : Other Assessment(s)

Accommodations (Key Element 3.A) My resource students had the test read to them by the resource teacher.

Unit Objective 2: Post-Assessment(s) : Re-Assessment(s) : Other Assessment(s)

The students who did not pass the first assessment with at least 80% get the opportunity to retake it. The only accommodations made for the ticket out the door were the amount of time the students had on it and the amount of information required. My resource students had the test read to them by the resource teacher.

Evaluation Criteria (Key Element 3.C) It is a multiple choice test. The student as mastered the objective if they pass with at least 80% of the questions right. This is the students second chance to sow that they have mastered the objective. I will read each paper and check for purpose and understanding of the objective.

The students who did not pass the first assessment with at least 80% get the opportunity to retake it. The only accommodations made for the ticket out the door were the amount of

It is a multiple choice test. The student as mastered the objective if they pass with at least 80% of the questions right. This is the students second chance to sow that they have mastered the objective. I will read each paper and check for purpose and understanding of the objective.

time the students had on it and the amount of information required.

Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the
unit objectives. (2) Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the pre-assessment(s) and describe the implications of these results on instruction.

The students in my first two blocks did not do well on their common assessment the first time. In the first block the lowest grade was 24, only 11 people in that class passed the common assessment, no one made an A. The highest grade for common assessment six in that class was a 92. In the second block the lowest grade was a 20, only nine people in this class passed the common assessment, out of those nine, two made an A. The highest grade for common assessment six in block two was a 96. In the third block the lowest grade was a 68, only one person in the class did not pass the common assessment. The highest grade in third block was a 100 and nine people made a 100. In the fourth block the lowest grade was a 60, only one person did not pass the common assessment in that class. The highest grade in fourth block was a 100, 12 people made a 100. From this data I concluded that my first two blocks were not going home and doing their homework or studying so I needed to create opportunities for them to study in class. I adjusted my instruction and added more review time for the common assessment six for my first two blocks. The last two blocks did not need more review time because it was just a few who did not pass. Block 1
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Common Assessment
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Block 2 Common Assessment

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Block 3 Common Assessment

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Block 4 Common Assessment

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Section VI: Analysis of Student Learning) Key Elements 3.B and 3.C)
Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit objectives. (1) Did the information increase your understanding of individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance ( strengths and weaknesses) for the entire class, for one selected subgroup and for at least two individual students. For

each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been reported. 1. The information that I received told me a lot about how to teach my students a lesson. I now know that I have to spend more time reviewing with my regular education classes while most of my magnet students will be reviewing outside of class. This demonstrated to me that the students might do well learning at the end of the lesson but they need to spend more time reviewing weekly so that they can excel on the common assessment. When I would review the ticket out the door for my first two classes it seemed as if they understood the content and that they understood it well enough to explain it. They might have known the information then but they could not recall it a week later. My magnet classes do well with multiple choice tests and with the short answer responses at the end of class. While my regular classes do well with the short answers and have a little trouble with the multiple choice. 2. One of my regular classes
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One of my magnet classes

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Series1 Series2 Series3 Series4 Series5 Series6 Series7 Series8 Series9 Series10 Series11 Series12 Series13 Series14 Series15

You can tell the difference in their multiple choice scores. Attached are some of the responses to the ticket out the door for the regular class and the magnet class. They contain the same amount of substance, but the regular class as grammatical errors. 3. The majority of the students in my regular classes rarely pass their common assessment because of lack of intrinsic motivation. They have lots of opportunities to study, they receive a copy of the study guide every Monday before the common assessment and the study guide is the exact test just in a different order. Since I noticed that the lack intrinsic motivation and extrinsic motivation from home I decided to give them incentives to do well on their assessments the first time they take it. Most of the students do not take the first common assessment serious because they know they will be able to take it again, but when they take it the second time the highest they can get is an 80. When we finish the next unit I will be able to see if my incentives worked. 4. Common assessment is graded electronically; I grade the short answer questions based on whether they are right or wrong and if the students have a justification for their answer. 5. Based on my results the students in my magnet class gained all that I expected but not my regular education classes. As a teacher this means I need to reflect on my approach I took to teaching them this lesson. 6. The scores for the common assessment are recorded as data and placed on the teachers data wall.

Section VII. Reflection and Self-Assessment (Key Elements 3.B and 2.C)
(1) Reflect on and describe the relationship between your students progress and achievement and your teaching performance. If you were to teach this unit again to the same group of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified? When I first saw the scores I was very disappointed in my performance as a teacher, but when I looked at their past scores I was pleased with their progress. Many things factor into teaching a good lesson and having the students do well on assessments, the type of assessment plays a major role in how the students will do on it. Since I am a guest in this classroom I had to assess them the way that the teacher normally does, but in my own classroom I will not solely rely on one type of assessment.