Teacher Work
Sample
by:
Brandon Terrell Cooper
November 9, 2010
Prairie View A&M University
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Table of Contents
Section 1: The Learning Context………………………………………………. 3
Instructional Implications of the Community
Instructional Implications of the School
Instructional Implications of the Classroom
Instructional Implications of the Classroom Teachers
Instructional Implications of the Students
Literary Context
Section 2: Learning Goals and Objectives……………………………………... 14
Appropriate Learning Goal
Multiple Objectives Lead to the Goal
Objectives Match Learner Context
Objectives Suggest Multiple Learning Activities
Objectives Align with Texas Essential Knowledge and Skills (TEKS)
Section 3: Assessment Plan……………………………………………………..
Section 4: Design for Instruction………………………………………………
Section 5: Instructional Decisions……………………………………………...
Section 6: Analysis of Student Learning………………………………………..
Section 7: Reflection and Self-Evaluation……………………………………...
Learning
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Context
Instructional Implications of:
The Community
The School
The Classroom
The Classroom Teacher and Teacher Candidate
The Students
Literary Support
Instructional Implications of the Community
Washington County, Texas was established and organized in 1837 as one of the earliest
settlements in Texas. Brenham has such a rich and significant background. The characteristics
of the city’s historic milieu will positively affect the learning of our students.
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Today, Brenham is expanding by the day. With a growing population of 32,900 citizens,
Washington County has been known to be a wonderful, peaceful, and homely place to live for
many years. Washington County houses Brenham, Independence, Old Washington, and
Chappell Hill communities.
Today, Brenham has approximately 79.8 Caucasian, 17.7 African American, 12.6%
Hispanic, and 0.3% of American Indian and other nationalities. The socioeconomic profiles are
moderately high to mid-working class families. There are a few low class or poverty stricken
families in the community as well.
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Community Demographics
90%
80%
70%
60%
50%
40%
Community Demographics
30%
20%
10%
0%
Caucasian
African
American
Hispanic
Other
The community members are avid supporters of the school district, and their perspective
schools as a whole. Brenham Elementary School is one of the community’s favorites. They
support through HOSTS, VIPs, and financially as well. HOSTS is Help One Student To Succeed
– a mentor program in reading, that help the children academically. Parents, grandparents, retired
teachers, the Blinn College athletic department, and local business contribute to the educational
success of the students. The VIPs program is considered the “booster” club of the school.
Parents come together to help the school financially, and donate time to help teachers with
personal classroom errands such as copying, laminating, and much more.
Instructional Implications of the School
Brenham Elementary School was built in 1948. The first school was built in the center of
the city located at 805 South Market Street. This school served as the facility for all the
elementary school children after integration. Until 2006, under the administration of
Superintendent David Yeager, the grade level designs changed to Pre-Kindergarten through 4th
grade at all three elementary school campuses. Brenham, called its brand new elementary
campus Brenham Elementary School, now located at 1000 Blue Bell Road. The new school is on
the opposite side of town.
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The new school building has a unique shape, and is not a normal square or rectangular
shaped building. The new oddly shaped rooms and colorful bliss is a positive learning affect for
the students.
There are approximately 768 students who attend BES. Along with over seven hundred
children, there serves 2 administrators, a counselor, diagnostician, 40 certified classroom
teachers, and over 20 certified support staff, and 25 paraprofessionals.
There are two Pre-Kindergarten Teachers (Butler and Doelitch), seven Kindergarten
Teachers (Hertel, Klump, Juarez, Deramus, Miles, Wiess, and Moudry), seven First Grade
Teachers (Burgess, Grantham, Winkelmann, Adams, Kaldis, Prewitt, and Pavlock), seven, now
eight Second Grade Teachers (Markwardt, Colvin, Richter, Avis/Cooper, Lester, Altman, and
Prazak), seven Third Grade Teachers (Boenker, Harris, Mouser, Felder, Schmidt, Murphy, and
Jones), and seven fourth grade teachers (Andreas, Pierce, Cangelosi, Maxwell, Purvis, Dalman,
and Zieders). Most all teachers from Grades 2-4 are departmentalized. One teacher teaches
Reading, Language Arts, Spelling, and Writing, while the partner teacher teaches Math, Science,
and Social Studies. Our school feels like home. There is an educational environment, friendly,
and a fun place to be.
Instructional Implications of the Classroom
Our classroom is located at the far south end of the campus. Room K-5 is the sunshine
room. You cannot miss us! Just look of the large sunshine on the door!
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The rooms in the school are odd shaped, and large. Each classroom is designed
differently. Our classroom is very bright! A window and restrooms are shared with the next-door
neighbor. As you are walking in, immediately to the right are the green tables, cubbies, and the
horseshoe table (my desk). Immediately to the left are the library, writing centers, and restrooms.
Straight ahead is the whole group area; which holds the floor carpet, the white board with the
calendar activities. To the right of that is the teacher desk, which is cornered by the bookshelves,
and computers and technology area is to the immediate right of that.
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Whole Group Area, White Board, Sinks, and Boys Restroom in the corner.
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From the first day of school, the children hit the ground running learning about
procedures and our classroom management procedures. We taught the students how to begin the
day all the way to how to end the day. The classroom is run very smoothly. It may be a tad bit
chaotic; however, with the management procedures the students get in the habit of following the
rules, classroom schedule, grouping, and much more. Each day was a busy day. The classroom
routine was quite difficult to understand initially, however, I got the hang of it, as well as the
children.
7:50 – 8:30 a.m.
8:30 – 9:00 a.m.
9:05 – 9:50 a.m.
9:50 – 10: 25 a.m.
10:30 – 10:55 a.m.
11:00 – 11:30 a.m.
11:30 – 12:00 p.m.
12:00 – 12:30 p.m.
12:30 – 1:15 p.m.
1:15 – 2:00 p.m.
2:00 – 3:00 p.m.
Opening Activities, Calendar, and Journal
Reading Part 1: Letter Drills, Songs, and Chants
P.E. and Music (Conference Period)
Reading Part 1: Introduction of Letters and Activities
Learning Stations and Small Groups (Part 1)
LUNCH
Learning Stations and Small Groups (Part 2)
RECESS
Mathematics
Quiet Time (Students Resting)
Oral Language, Science and Social Studies ME
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The school rules are “Be Nice and Work Hard!” The administrators, faculty, and staff
agree these two rules cover everything from behavior to academics. I predict, the classroom
management characteristics will positively affect the learning of the students. Our management
suggestions will initiate stability, and be grounded with structure.
Instructional Implications of the Teachers
Janis Miles is a native of Washington County, Brenham, Texas. She has been an educator
for 31 years. She attended Brenham Public Schools, and attended Prairie View A&M University
from 1974 to 1978. Graduating with a Bachelor’s of Science degree in Elementary Education in
1978, she taught Pre- Kindergarten and Kindergarten for Fort Bend Independent School District.
From 1978 to 1988, she only taught Kindergarten.
While teaching, she returned to her alma mater, and earned a Master’s of Science Degree
in Mathematics in 1982. She decided there was a need for more African American teachers in
Brenham. In 1989, she and her family moved back to Brenham, Texas after teaching in Houston
for 10 years. Mrs. Miles then taught 4th grade Math and Science at Brenham Intermediate
School. She also taught 5th grade Mathematics, and 4th and 5th grade Art and Physical Education.
In 1992, Mrs. Miles sought a position that was dear to her heart, Kindergarten. Mrs.
Miles did not know that one day she would be teaching an inspiring student to be a teacher! Yes,
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I am a product of Mrs. Miles class of 1993 Kindergarten class at Brenham Elementary School.
What an impact she has made on my life to become an elementary teacher, and to love
Kindergarten!
Comparing my life and experiences, I am nowhere near the marking stone as Mrs. Miles;
however, I am a native of Brenham, Washington County, Texas. I am a 23-year-old graduate
candidate of Prairie View A&M University. I have worked hard to pursue an education and
receive a Bachelor’s degree in Education. I will continue my post-graduate studies at Prairie
View in Curriculum and Instruction, with an emphasis in Reading.
Implications of the Students
In our classroom, there are 19 Kindergarten students. Each student ranges from ages 5 to
7 years of age. From the 19 students, there are 7 girls (2 black, 5 white), and 12 boys (4 black, 6
white, and 2 Hispanic). The primary language is English, however, there are two students who
come from two fluent Spanish speaking families.
This is a unique group of students. They are mostly a visual learning group. However,
there are students who can depict their learning from auditory instruction.
There are students who participate in special instruction. Only one identified as Special
Needs. There is one student who is pulled for speech therapy, one student who is identified as
deaf, and there are three total retainers. With minor complications, students are adapting fast to
the fast paste work environment.
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Learning Goal
& Objectives
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Appropriate Learning Goal
Multiple Objectives Lead to the Goal
Objectives Match Learner Context
Objectives Suggest Multiple Learning Activities
Objectives Align with TEKS
Appropriate Learning Goal
1.
2.
3.
4.
5.
To be avid, fluent readers.
To be able to identify letters Aa – Zz
To be able to know and identify basic sight words.
To know basic alphabetic principle skills.
To understand phonemes.
Multiple Objectives Lead to the Goal
1. The students need to understand with or without prior knowledge
a. Letters of the alphabet
b. Sounds
c. Print Awareness
d. Letter – Sound Relationships
e. Sight Words
f. Reading Left to Right
Objectives Suggest Mulitples Learning Activities
LETTERS
1. ABC Rock
2. Sound Song
3. Vowel Song
4. Uppercase and Lowercase drill
5. Chants
6. Alphabet Mat
7. Teaching a letter a day or week.
WORDS
1. Drill Cards
2. Grouping
3. Daily Journals
4. Drawing and Labeling
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Texas Essential Knowledge and Skills (TEKS)
K.5.A – G Reading/Print Awareness. The student demonstrates knowledge of concepts of print.
The student is expected to:
a. recognize that print represents spoken language and conveys meaning such as his.her
name and signs such as Exit and Danger.
b. know that print moves left to right across the page and top to bottom.
c. understand that written words are separated by spaces.
d. know the difference between capital and lowercase letters.
e. recognize how readers use capitalization and punctuation to comprehend.
K.6..A – F Reading/Phonological Awareness. The student orally demonstrates phonological
awareness (an understanding that spoken language is composed of sequences of sounds). The
students is expected to:
a. demonstrate the concept of word by dividing spoken sentences into individual words.
b. identify, segment, and combine syllables within spoken words such as by clapping,
syllables, and moving manipulatives to represent syllables in words.
c. N/A
d. N/A
e. blend sounds to make spoken words such as moving manipulatives to blend phonemes in
a spoken word.
f. segment one-syllable spoken words into individual phonemes, clearly producing
beginning, medial, and final sounds.
K.7.A-C Reading/Letter-Sound relationships/ The student used letter-sound knowledge to
decode written language. The student is expected to:
a. name and identify each letter of the alphabet.
b. understand that written words are composed of letters that represent sounds.
c. learn and apply letter-sound correspondences of a set of consonants and vowel to begin to
read.
Assessment
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Plan
Pre-Assessment
Assessment Plan Overview
Reliable Assessment
Valid Assessment and Scoring Procedures
Adaptations in Assessment Administration Procedures
Pre-Assessment
The students will be assessed on letter recognition. The students have the opportunity to identify
at least 52 letters (uppercase and lowercase).
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30
Dylong
Codie
25
Daveon
Joshua
Logan
20
Mateo
Fletcher
Jahyden
Brant
15
Shawn
Jared
Luke
10
Gracie
Robin
TaKyra
5
Alana
Angelena
Star
0
Kameron
Lowercase
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Uppercase
Uppercase
Slice 3
Slice 4
The students knew more uppercase letters than lowercase. This is baknsed upon prior knowledge. Pre-Kindergarten teaches uppercase
during the majority of their instruction.
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Name
Group
Plan
Dylon
Green
Intervention
Daveon
Green
Interventions
Codie
Green
Interventions
Gracie
Green
Interventions
Joshua
Yellow
Interventions
Jared
Yellow
Interventions
Robin
Yellow
Interventions
Shawn
Yellow
Interventions
TaKyra
Red
On Level
Jahyden
Red
On Level
Alana
Red
On Level
Mateo
Red
On Level
Fletcher
Red
On Level
Star
Blue
Enrichment
Brant
Blue
Enrichment
Logan
Blue
Enrichment
Kameron
Blue
Enrichment
Angelena
Blue
Enrichment
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Reliable Assessment
The Pre-Assessment is an assessment that only scores the students’ knowledge of
uppercase and lowercase letters, along with the sounds. This assessment determines the
placement of each student’s group level.
The Formative Assessments are used during instruction and reading groups. These
assessments will reveal their knowledge of the letters and sounds. As the teacher begins to
instruct a letter per week, the students have the opportunity to show knowledge from instruction.
The teacher may have the students to use a specific skill to check for understanding. Playing a
game, cutting and paste, a worksheet, 1:1 correspondence, or through some type of creative
display.
The Post Assessment will be used for the end of 12 weeks assessment plans. The teacher
will administer a standardized test for the students. This assessment will include sounds, writing,
sight words, and a small reading passage of basic sight words.
Valid Scoring Procedures
The teacher will divide 52 letters into four. The students will be placed in their respective
groups as follows:
Blue: Beyond Level
Red: - Beyond Level
Yellow: - On Level
Green: - Approaching Level
Adaptions in Assessment Administration Procedures
From the three students who actually require extra assistance, especially the student who
is identified as special education, will be administered the assessment differently. The special
education student will be the only one who will be required to leave the room. His assessment
will be administered by the Inclusion teacher.
Design for
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Instruction
Interpretation and Applications of Pre- Assessment Data
Plan for Instruction
Impact of Learning Context
Use of Technology
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Interpretation and Application of Pre –Assessment
100
80
60
Approaching
40
On Level
Beyond Level
20
0
Pre-Assessment
Formative Assessment
The Pre-Assessment Data suggested that about ten students are beyond level. Five
students are on level, and only four students are below level. The teacher predicts that over 90%
of the class will show growth in the areas tested with formative Assessments.
The teacher will immediately respond to those students who are approaching level, and
on level with various interventions, focusing on phonemic awareness. The interventions found
with a school-adopted program Great Leaps, TPRI, and the newly adopted Reading curriculum.
After the teacher observes the students during the first week of instruction, the color codes of
groups will take place for reading groups.
Plan for Instruction
Based upon the information provided in the pre-assessment, the data revealed how the
teacher should strategize instruction. Through instruction of reading groups in place, the teacher
will use the Distar program, sight word drills, and interventions such as: reviewing whole group
material with the approaching levels and on level students. This mean time is taken away from
the Beyond Level students; those groups will only receive enrichment.
The students will have journal writings, to strengthen print awareness, Introduction of sight
words daily. The students will break down the sight words into phonemes. The students have
alphabet mats. They must place each letter on the mat within 4 minutes from A-Z. The teacher
may then ask the students to spell the sight word, or blend sounds in the middle of the mat. This
instruction will allow the students to build up their emergent literacy skills.
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Impact of Learning Context
As I instruct, I use real-life experiences in the classroom for the children. Many of the
students in our classroom are not exposed to many adventurous happenings. Based upon the
Learning Context, I try to take those precautions. The children experience cooking foods they
may not be exposed to at home, dancing and listening to music they may not have heard,
dressing up, and learning about cultures and various characters in stories, going outside to
explore, and experiencing various elements that are relevant to our daily lessons.
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Use of Technology
The use of technology will be used throughout the day. The students have the opportunity
to use the computers for starfall.com, to work on concepts learned in class; English in a Flash for
the ELL learners.
Instructional
Decisions
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Instructional Decisions Informed by Student Performance
Instructional Impact on Student Attitudes and/or Behavior
Instructional Decisions Informed by Student Performance
Modifications were used for the students who were moderately below or approaching level.
1. Distar Reading: Distar is a program that enhances phonetic awareness, and builds on
other reading strategies to help students to read, blend sounds, and enhance their
academic growth. It uses basic strategies to rapidly get children caught up to the next
level. Distar uses a lot of repetition to allow the students to grasp concepts, review, and
move to the next.
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2. A few assessment performances were individually in response to behavioral problems. A
management modification would be the dollar system. The dollar system is used to keep
behavior under control. Each student participates, but the most affect is on the students
who are receiving modifications. This system helps keep the students motivated and is an
incentive for accelerated work.
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Analysis of
Student Learning
Graphic Representation of Assessment Results
Analysis of Student Learning
Interpretation of Assessment Results
Graphic Representation of Assessment Results
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100
90
80
70
60
Approaching
On Level
Beyond Level
50
40
30
20
10
0
Pre-Assessment Post-Assessment
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Reflection &
Self-Asssement
Reflection on Modifications to the Unit of Instruction
Reflection on Implications for Professional Development
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Reflections on Modifications to the Unit of Instruction
After reflections and contemplating over the instruction of our class, there
are changes that would have improved student learning throughout the entire unit. I
was satisfied with the pre-and post assessments, however, the formative
assessments should have been more detailed and thorough. I wanted the
assessments to reveal results that are more detailed. While assessing, their
knowledge of print awareness, phonological and alphabetic principle would have
been more accurate with 1:1 correspondence activities. This method would have
zoomed in on the individuals rather than a whole group.
Implications for Professional Development
Going into the field experiences as a Kindergarten teacher, a path in which I
have already taken for five years prior, I knew about the subject matter. Using
prior experience, my instruction, teaching style and correspondence with this
particular grade level promoted a stronger awareness.
My strengths would be personally pointed out as: planning, implementing,
creativity, energy, classroom management, knowledge of the subject, and teaching
for effectiveness. However, my weaknesses would be addressed by my supervising
teacher as: assessing, observing, grouping, and patience (after a long period of
time).
Teaching Kindergarten requires a lot of planning. The key to teaching for
effectiveness is reviewing and creativity – making learning fun! I believe I
successfully mastered those educator standards. In order to exceed in the areas of
lowest achievement is to consult with my mentor teacher to discuss way to assess,
and implement them into future teaching.
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