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PSU TEACHER WORK SAMPLE TEMPLATE

Your First and Last Name: Date Su mitted: Distri&t '(ere )ou &om*+eted t(e TWS: Name o. S&(oo+ /ui+din0 '(ere )ou &om*+eted t(e TWS: Content Area o. )our TWS: TWS Unit To*i&: 2rade Le3e+ o. t(e C+assroom # Students in W(i&( t(e TWS Unit Was Com*+eted:

Cole Pruitt !"#$"#$!%" USD ,"-

Jayhawk Elementary

6th gra e mathematics

Sur.a&e Area and 1o+ume

6th gra e

Pittsburg State University

Teacher Work Sample

45 Conte6tua+ 4n.ormation and Learnin0 En3ironment Fa&tors


A5 Narrati3e 2enera+ Conte6tua+ 4n.ormation .or Communit)7 Distri&t7 and S&(oo+ !limite to 1 page"
The emographics o# the school inclu e $%& stu ents' The ethnicities o# these stu ents inclu e 1 (#rican (merican) 1* +ispanic (mericans) %*, Caucasians an $ other' The school has very little iversity as you can tell by the emographics shown' This school is locate in Southeast -ansas towar s the northern part' .early hal# o# the schools receive #ree an re uce lunches) but almost the whole school is /uali#ie ' (s 0 compare this school where my stu ent teaching was complete to other schools in Southeast -ansas an the rural Wichita area) they are all pretty similar in emographics' The areas have a low socioeconomic status) have har ly any iversity in their populations) an the ma1ority o# the schools receive #ree or re uce lunches' The ma1ority o# the school istricts in this area are all the same when it comes to #ree an re uce lunches' The stu ents are respect#ul) clean) an come to school almost every ay rea y to learn' The community has a small town #eel where everyone knows what is happening' The people in the community are very generous towar s the school an o

whatever it takes to keep the community sa#e an clean' This is a very up an coming school istrict an are beginning to create a school environment that is very pro uctive #or the stu ents learning' The teachers an a ministrator in the buil ing mesh together to become one big #amily' They set high stan ar s #or their stu ents an #aculty members which in turn pays o## to have high testing scores'

Ta +e %5% C+ass Conte6tua+ 4n.ormation !limite to 1 page" 2ra e level 33363333 Content area !e'g') mathematics" mathematics Topic !e'g') geometry" pre4algebra (ge range o# stu ents 1141% .umber o# male stu ents %6 Total number o# stu ents &1 .umber o# #emale stu ents 15 Percentage o# stu ents receiving re uce lunch 33333&*3 Percentage o# stu ents not receiving re uce lunch33335%3333 6i. .ree#redu&ed +un&( in.ormation not a3ai+a +e .or &+ass7 *ro3ide s&(oo+ *er&enta0es8 (rea in which stu ents live !check all that apply" Urban 33333 Suburban 333333 7ural 3833333 Pittsburg State University Teacher Work Sample %

Ethnicity o# stu ents !give numbers"

;anguage pro#iciency o# stu ents !give numbers" 0 enti#ie special nee s categories represente !give numbers"

3339333 (#rican (merican or :lack 3331333 .ative (merican<(laskan .ative 3339333 (sian or Paci#ic 0slan er 3333&133 >luent English Pro#icient

3333933 +ispanic or ;atino 333&9333 White 339333 =ther !speci#y" 3333333333 3339333 English ;anguage ;earners

33335333 Speci#ic ;earning ?isability 33339333 Speech<;anguage 0mpaire 33339333 +ar o# +earing 33333933 @isually 0mpaire 33339333 ?ea# 39333333 =rthope ically 0mpaire 33339333 ?ea#4:lin 33333393 Emotionally ?isturbe 33331333 =ther +ealth 0mpaire 33333313 (utism 33339333 Aultiple ?isabilities 3333333 Aental 7etar ation 33339333 :rain 0n1ury 33333332i#te 33339333 Establishe Ae ical ?isability !945 yrs" 3333333 ?evelopmentally ?elaye 33331333 (t risk #or evelopmental isabilities 3333333 =ther !Speci#y"333333333333333

Pro3ide a**ro*riate &(arts#0ra*(s to dis*+a) demo0ra*(i& data .or distri&t7 s&(oo+7 and &+assroom in A**endi6 A5

Pittsburg State University

Teacher Work Sample

Ta +e %5$ Student C(ara&teristi&s .or W(o+e C+ass !limite to 1 page" Student C(ara&teristi&s 4nte++e&tua+ C(ara&teristi&s 9 0nclu ing rea iness) cognitive abilities) learning nee s) evelopmental levels) etc' S*e&i.i& Des&ri*tions The ata compile an attache proves that this school istrict is not very iverse' The ma1ority o# the stu ents in this school are Caucasian' Aost o# the stu ents entere into the classroom were on target level or eBcee the target level' (lmost 1<$ o# the stu ents complete the testing as eBemplary' (lmost 1<5o# the stu ents in the class receive a certain type o# accommo ation such as having a Para to help with gui e practice) lesson mo i#ications) an having the test rea to them an spen ing eBtra time on the test' The stu ents to a very goo 1ob o# #inishing homework in the allotte time they are given) there#ore they o not have to spen eBtra time in the classroom to make it up' 2roup work is a very big struggle with this class' They have trouble staying #ocuse an keeping to the task at han ' They ten to gossip more than work when they are given the chance to work together' 0# groups are create they are matche with higher level an lower level stu ents together' This gives both stu ents the chance to learn an also the higher level stu ent is capable o# helping the lower level stu ent' =n occasion they are given the opportunity to use computers an work together on the program Stu y 0slan which allows them to pick a sub1ect that they are struggling with an try to master it' .<(

Previously emonstrate aca emic per#ormance< abilityC D (bove stan ar 369'5D D Aeets stan ar 31*'&D D :elow stan ar 31*'&D So&ia+ C(ara&teristi&s 4 0nclu ing emotional) attitu inal) motivational) etc'

(t the 6th gra e level there are all sorts o# i##erent emotions running aroun the classroom' (ttitu es are very /uick to change because o# hormones beginning to o what they o' The stu ents still keep a very goo attitu e towar s learning' They are beginning to un erstan the importance o# what we are trying to o in the school system' There are a #ew stu ents that are very tough to keep motivate ' They have hear teachers in the past say they o not like mathematics there#ore they #eel it is ok #or them to re1ect it also' They have not seen the importance o# knowing mathematics in the real worl yet so they nee to be pointe in that irection' There are many i##erent personalities running through this small class' ( lot has change in the #our months 0 have been aroun each o# the stu ents' They have become more mature an they are beginning to branch out more socially' We have a number o# i##erent talents in the classroom such as sports) rea ers) artists an more' The classroom acts as a tight knit community that takes care o# each other' This comes #rom the personal values that their parents have instille in them' Even i# the stu ents are not in the same Esocial categoryF they still have the respect towar s one another an un erstan that they will be together in the classroom #or a long time to come'

Persona+ C(ara&teristi&s 9 0nclu ing physical) social) in ivi ual eBperiences) talents) language) culture) #amily an community values) etc'

Pittsburg State University

Teacher Work Sample

&

/5 Narrati3e: 4m*+i&ations .or W(o+e C+ass 4nstru&tion /ased on 4n.ormation .rom Ta +e %5$ :+imited to % *a0e; The implications that are ma e in this class are minimal but largely increase instruction time in the classroom' :ecause there are such an e/ual amount o# higher level an lower level stu ents there is always a group that #inishes be#ore the others' When 0 am giving instruction to the class 0 give a large amount o# eBamples so that the stu ents can see problems in many i##erent #orms' ;etting them see these eBamples helps to show the i##erent scenarios that can happen with a problem) especially with the picture problems' :ecause we have a Para in the classroom the Para an one stu ent set through the teaching o# the lesson then move on to a i##erent room to complete the lesson' This seems to be very e##ective #or the stu ent so that there are no istractions ma e by him or that cause him to stray #rom his train o# thought' :ecause there are a large amount o# higher4level learners in the classroom the eBpectations are set high #or them an the others' :ecause the stu ents are very close together the higher4level learners will #inish an then work cooperatively with those who are still learning' When stu ents are not comprehen ing what is being taught it shows by the amount o# /uestions aske uring their gui e practice session' This tells me that 0 nee to #in a i##erent way o# teaching' 0# 0 am using more

pictures then 0 nee to try to create han s on mo el #or the stu ents so that they can see an touch the mo els' When we built our own mo els #or sur#ace area the stu ents were actively engage with the activity' ;earning that the stu ents o better with concrete mo eling helps me to emphasiGe it in lessons to come'

Pittsburg State University

Teacher Work Sample

C5 Su 9 2rou*s#Students 4n.ormation Des&ri e t(is su 0rou*#student usin0 in.ormation .rom Ta +e %5%


T(is .o&us student is a Cau&asian ma+e t(at stru00+es 'it( sta)in0 on tas= and (as e(a3iora+ issues5 T(e student is &urrent+) under re3ie' .or an 4EP em*(asi>in0 e(a3ior5

W() 'as t(is su 0rou*#student se+e&ted<


This stu ent was chosen because o# his behavioral issues outsi e o# the classroom an the i##erence he has shown in one particular class'

W(at 'as +earned a out t(is su 0rou*#student< 4nte++e&tua+


This stu ent is very intelligent) but nee s more structure in the classroom' +is #avorite sub1ect is mathematics where he eBcels in learning very /uickly' +e struggles with rea ing'

SU/2ROUP or FOCUS STUDENT

So&ia+
This stu ent is very social in the school' Everyone knows who he is) partially because o# his behavior' +e has several #rien s an seems to get along with pretty much everybo y' +e ten s to be more o# the class clown) which stunts his learning ability'

Persona+
This stu ent is always getting in trouble #or talking) not staying on task) an isrupting class' +e oes usually complete his mathematics homework an is late #or a lot o# the other sub1ects' 0 set him neBt to my esk in or er to try to keep him #ocuse on what he is oing' +is parents are very involve in the school istrict an are o#ten aroun the class' T(is .o&us is on a Cau&asian ma+e student t(at is a &+ass +eader5 He is rare+) in trou +e and =ee*s ot(ers in +ine5 1er) rare+) does (e (a3e a e(a3iora+ issue5 0 chose this stu ent because he is a lea er in the classroom' +e tries very har an has not always been the best at mathematics' +e score a per#ect on my last mathematics test'

4nte++e&tua+
This stu ent is o# average intelligence' +is har work is what puts him to the neBt level' +e struggles in mathematics regularly' +e is consistently on task an #ocuse to make himsel# better'

SU/2ROUP or FOCUS STUDENT

So&ia+
This stu ent is the class presi ent type' +e is an outstan ing athlete that stan s out in the whole state o# -ansas' +e has many #rien s an no enemies' +e oes not start trouble or rama in the classroom'

Persona+
This stu ent makes a point to strive to be the best in the class' +e oes get #rustrate when he is not' This comes #rom his competitive si e) which he learne in sports' When his competitive si e oes come out he gets #rustrate with himsel# rather than blaming it on anyone' +e oes not like to ask /uestionHs which hurts him because he woul rather o it himsel#' +e uses common sense an previous knowle ge to work through problems'

Pittsburg State University

Teacher Work Sample

D5 Narrati3e 4m*+i&ations .or Su 92rou*?s#Fo&us Student?s 4nstru&tion !limite to 1 page"


Stu ent 1 nee to #in a way to keep #ocuse on his work' 0 think i# he can #in interest in the work that he is given he will be able to stay #ocuse ' +e nee s to make better ecisions as to his actions when the assignment is given' +e works 1ust #ine without the manipulatives) but he oes seem to grasp a little better un erstan ing when he has the chance to have han s on interaction' The own#all o# him having a manipulative in #ront o# him is that he oes not always use time properly' +e nee s to make better ecisions so that he oes not get in trouble so o#ten' Stu ent % nee s to be more reliant an trusting o# others' +e ten s to be too stubborn to ask #or help) an in return he oes not #ully grasp the concept that is being taught' :ecause he tries so har he can get by with oing it on his own' 0# he were to become more reliant on asking a /uestion every once in a while he woul be less stresse in the class' 0# 0 put him into a group he is the group lea er an can take a vice once it is actually proven' 0# the partner cannot prove anything then he will not agree with the other person even i# they are correct'

Pittsburg State University

Teacher Work Sample

445 4nstru&tiona+ Desi0n


A5 Narrati3e Des&ri*tion o. Ran0e o. O @e&ti3es and Rationa+e .or Se+e&tion :+imited to % *a0e;
0 chose this unit selection because this skill is something that not many o# the stu ents ha ever worke with' This is one o# the several math stan ar s liste in Common Core' Sur#ace area is very important #or the stu ents to learn because it can be use #or many i##erent things' (lso it was very easy to compare to some o# their parents 1obs such as those that work in construction' This got a lot o# the stu entHs attention when they realiGe it was something that their parents coul o' 0 broke this section own into #our i##erent sections) which inclu e parts o# a prism) area o# a rectangle an triangle) #in ing the area o# a rectangular prism) an #in ing area o# a triangular prism' When seeing the i##erent types o# prisms they must realiGe that not all o# the prisms look the same even thought they may be the same types o# prism' 0 emonstrate this by using lots o# eBamples) either #rom the book) internet) an sel#4ma e' We use real worl problems to create images o# prisms in or er to #in the sur#ace area'

/5 State O @e&ti3es Here: >ocus shoul be on stu ent per#ormance J not activities' What will stu ents know or be able to oK :+imited to % *a0e; O @5 No5 % $ , " A Unit O @e&ti3es Stu ents will label the #ace) e ge) an verteB o# a prism Stu ents will give eBamples o# real worl prismHs Stu ents will raw an label their own rectangular an triangular prism Stu ents will i enti#y the #ront an back) top an bottom) an both si es o# rectangular prism Stu ents will buil their own rectangular prism an #in the area using a car boar boB Stu ents will take the steps given to #in the sur#ace area o# both rectangular an triangular prismHs Pittsburg State University Teacher Work Sample Le3e+:s; :e505 /+oom?s Ta6onom); -nowle ge Comprehension (pplication (nalysis Synthesis Evaluation *

C5 4denti.) State Standards B /en&(mar=s Addressed ) Unit O @e&ti3es J +ow o ob1ectives a ress these stan ar sK !+imited to % *a0e;
2eometr) Sur#ace (rea an @olume Standard 6'2'%4 >in the volume o# a right rectangular prism with #ractional e ge lengths by packing it with unit cubes o# the appropriate unit #raction e ge lengths) an show that the volume is the same as woul be #oun by multiplying the e ge lengths o# the prism' (pply the #ormulas V = l w h an V = b h to #in volumes o# right rectangular prisms with #ractional e ge lengths in the conteBt o# solving real4worl an mathematical problems' 2eometr) Sur#ace (rea an @olume Standard 6'2'&4 7epresent three4 imensional #igures using nets ma e up o# rectangles an triangles) an use the nets to #in the sur#ace area o# these #igures' (pply these techni/ues in the conteBt o# solving real4worl an mathematical problems' O @e&ti3es Stu ents will be able to label the parts o# a prism Stu ents will be able to #in the area o# a rectangle an triangle Stu ents will be able to #in the area o# a rectangular an triangular prism Stu ents will be able to tell the i##erence #rom the #ront) back) top) bottom) an both si es

Pittsburg State University

Teacher Work Sample

Pre9assessment:
1' 2iven an empty boB an cubes) the stu ents will make pre ictions about how many cubes will #it in the entire boB' %' Upon being aske ) stu ents will orally i enti#y memoriGe area #ormulas #or a rectangle) sur#ace area #ormulas #or rectangular prism) an volume o# rectangular prisms'

$' Teacher an stu ents will work together to evelop a table that will list known #ormulas as well as in icate which other #ormulas still re/uire instruction' S&orin0 Criteria: Teachers will use the #ollowing rubric to evaluate stu entsH workC Pre9Assessment:
Una&&e*ta +e A&&e*ta +e E6&e*tiona+
(ppropriate .ormu+as were use so that the #inal &a+&u+ations were correct' The *ro&ess was escribe seCuentia++) an coul be easily #ollowe an replicate '

Stu ents #aile to apply (ppropriate .ormu+as were appropriate .ormu+as an applie ) most o# the #inal Content as a result ha errors in the &a+&u+ations were correct' #inal &a+&u+ations' The simple *ro&ess was The *ro&ess was un e#ine ' emonstrate ' E6*+anation was simple but The mode+ was not containe the essential complete' elementsC #ormulas) an a La)out Presentation was missing escription o# the process' elements' The mode+ represente the etails o# the #igures'

Presentation was very pro#essional an inclu e #ormulas an escriptions' S&a+e was use to create mo el'

Lesson

Date

T R 4

Lesson O @e&ti3e:s;
The stu ents will University un erstan that volume has height) wi th an length'

4nstru&tiona+ A&ti3ities# Strate0ies

Formati3e Assessment :.orma+#in.orma+;

Des&ri e S*e&i.i& Ada*tations# Di..erentiation


+igher level learners were paire up with lower level learners to help level out the groups' This 19worke great #or the lower level stu ents because they were able to collaborate with the others in or er to eBplain their thoughts an compare' The higher level learners ha to be able to use manipulatives an

Pittsburg State %
$<%& 7) 0

Stu ents participate in collaborative Teacher Work Sample conversations about 0n#ormal what volume is an where they can see

Ta +e $5% B 4nstru&tiona+ Desi0n B Unit P+an


T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Ta +e $5$: Narrati3e Des&ri*tion o. Pre9assessment7 Formati3e Assessments7 and Summati3e Assessment !limite to % pages" W(i&( o @e&ti3es 4denti.) (o' t(e assessment 'i++ e Des&ri e t(e assessment to e E6*+ain rationa+e .or &(oosin0 445 D7 H7 and K does t(is s&ored and#or t(e &riteria to e used t(is assessment assessment used .or e3a+uation5 address<
UnacceptableC The stu ents i not eBplain the process what so ever' They i not un erstan what volume or sur#ace areas were' (cceptableC The stu ents gave a simple eBplanation o# what volume an sur#ace area are' EBceptionalC Stu ents gave a etaile eBplanation o# volume an sur#ace area' They coul state #ormulas an how they correlate with the shapes'

Pre4(ssessment !?iagnostic"

( paire up collaboration o# how to #in the amount o# cubes that woul #it into a tissue boB' ( paire up collaboration o# how to #in the area o# a $ imensional #igure' They will write their eBplanations'

0 chose this assessment because 0 will be able to see how many o# the stu ents un erstan what the meaning o# volume is' (lso the stu ents will be able to come up with creative ways to #in the volume an sur#ace area'

14&

>ormative (ssessment - Informal

Stu ents were given net shapes an cut them out to create $ imensional #igures' They were able to properly label each si e an the lengths' =n a separate piece o# paper they wrote out their math to show they un erstoo the process' Stu ents were given $ imensional ob1ects on a worksheet' They were given 59 minutes to #in the sur#ace area an volume o# each #igure' ( written test over #in ing the sur#ace area an volume o# prisms'

0 chose this assessment because the stu ents are seeing the trans#ormation o# a #lat net ob1ect an piecing it into a $ imensional shape' The stu ents get to visualiGe what the shapes look like #rom a i##erent point o# view 0 chose this assessment because it resemble the #ormat o# my summative test' This woul give me an i ea i# the stu ents were prepare #or their test' 0 chose this assessment because it is similar to what they shoul see on their state testing'

14&

;abel si es) measure si es) #in area o# each in ivi ual si e) an a the si es up to #in the sur#ace area' % points per item complete ' TotalL*pts

>ormative (ssessment - Formal

14&

1 point #or sur#ace area) 1 point #or volume o# shape 1 point #or sur#ace area) 1 point #or volume 16 points

Summative (ssessment

14&

Pittsburg State University

Teacher Work Sample

11

Narrati3e .or 4nstru&tiona+ Desi0n 445 E5 Why are the lessons se/uence in this mannerK 445 F5 What learning strategies were incorporate into this unitK +ow o the instructional strategies<activities a ress the learning ob1ectives #or this unitK 445 25 +ow will critical thinking an problem solving strategies be implemente K 2ive speci#ic eBamples o# use' 445 45 EBplain the rea ing strategies that will be use throughout the unit' 2ive speci#ic eBamples' !7emember that using teBt is not a rea ing strategy" +ow will technology be integrate within the unitK EBplain both teacher use an stu ent use' +ow oes the unit emonstrate integration o# content across an within content #iel sK 445 D5 What speci#ic a aptations or i##erentiate activities were use to accommo ate in ivi ual learning nee s #or the whole classK What speci#ic a aptations or i##erentiate Pittsburg State University
The learning strategies that were incorporate in this unit were gui e practice) in epen ent practice) cooperative learning' 2ui e practice was emonstrate at the beginning o# each lesson by reviewing previously learne in#ormation' 0n epen ent practice occurre when the stu ents create their own $ imensional #igures an also when they were answering sur#ace area an volume problems on the worksheets' Cooperative learning was emonstrate when the stu ents collaboratively eBplaine the processes o# volume an sur#ace area' The instructional strategies an activities a ress the learning ob1ectives #or the unit in completing several activities that #ollowe the new in#ormation an buil ing onto prior knowle ge' Critical thinking was implemente by /uestioning the stu ents o# how sur#ace area an volume are emonstrate in the real worl ' They got to think o# i##erent scenarios that they woul encounter the two' They coul also compare it to something that they have seen their parents eal with' The lessons are se/uence in this or er because they buil on each other an make it easy to re#er to an review #or the neBt ay' Each ay the stu ents are a ing one or two skills onto what they learne the ay be#ore' They go through the visual an han s on stages o# learning' They get to see i##erent scenarios #or the #igures to be shown

The rea ing strategies that were implemente in this unit consist o# the stu ents collaborating together to create an eBplanation o# how sur#ace area an volume work in the real worl ' The stu ents ha to collaborate about real worl situations where they might see volume or sur#ace area' Stu ents utiliGe technology by getting onto Stu y 0slan an reviewing material that they ha previously learne ' (s the teacher 0 use an (pple T@ to pro1ect #rom an 04pa #or E ucreations' (lso 0 use a oc camera to show problems on the (pple T@' This unit emonstrates integration o# content across an within content #iel s because the stu ents have to use their rea ing skills to rea the irections an be able to complete assignments' 0 was able to i##erentiate my activities by giving stu ents i##erent problems an activities that allowe them to work towar s the same goal' Some problems were #it better #or the lower level learners an gave them a chance to work on the same concept with simpler math' The higher level learners were given more practice because they were assignment more problems' Stu ents were able to use manipulatives to help them un erstan more about the shape they were working

Teacher Work Sample

1%

activities were use to accommo ate in ivi ual learning nee s #or the i enti#ie sub4groups < stu entsK

with' There was lots o# collaborative learning going on between the stu ents which allowe them to verbally talk through the process o# #in ing the sur#ace area an volume'

Pro3ide a &o*) o. t'o &om*+ete detai+ed +esson *+ans in A**endi6 /5

Pittsburg State University

Teacher Work Sample

1$

4445 Tea&(in0 and Learnin0


A5 Narrati3e: Dai+) Tea&(in0 Re.+e&tions !limite to & pages" Da) %: 0 was very nervous to start the new lesson' 0 ha 1ust taken over this class an it was not my cooperating teacherHs classroom' 0 ha only been in the room #or two weeks prior to taking over' 0 was still trying to learn the names o# the stu ents' The reason 0 took over #or this class was because the normal teacher was on me ical leave' The stu ents were very well behave as 0 #igure they woul be because they wante to impress me' We iscusse what volume meant an the area o# si es' Then 0 showe a couple o# manipulatives that 0 ha lying aroun an talke about what the volume an sur#ace areas o# the ob1ects woul be' 0 was not #amiliar with what prior knowle ge they ha about area an volume so 0 ha the stu ents pair up an write me an eBplanation o# what they believe the two things meant' Aa1ority o# the stu ents un erstoo area #airly well' Some o# the stu ents struggle with volume but with collaboration they were able to come up with a reasonable eBplanation' =verall the #irst lesson went very well an the stu ents ha something to buil on because they ha visually seen the eBplanations that 0 ha given'

Da) $: To ay is the ay that we learn about i##erent si es o# a prism' 0 wante to #in a way to link the thought o# separating si es in or er to a all o# them up to #in sur#ace area' The stu ents woul pick apart the #ront) back) top) bottom) si e 1 an si e %' They woul eBplain to me what two imensional #igure each si e was then they woul give me the #ormula o# how to #in its area' :y separating each si e 0 was able to show that there were certain si es o# a rectangular prism that ha the same areas' The top an bottom) si e 1 an si e %) an the #ront an back were all e/uivalent' 0 eBplaine to them that each #ace was parallel to the other that was e/ual to it' This helpe them to realiGe that they only nee e to #in the area o# one si e them multiply it by two' 0 was able to pick up some boBes #rom the kitchen to use #or rectangular prisms' =n this ay 0 measure with a ruler to show a real live situation o# sur#ace area' (s a class we talke about how we woul label the boB an 0 use a sharpie to label each si e' (#ter this 0 woul measure the e ges an stu ents woul tell me which e ge 0 nee e to multiply to #in the area o# each #ace' This was great #or the stu ents because they got observe which e ges were e/uivalent to each other'

Da) ,: Stu ents paire up an use their own boBes #rom the kitchen to #in the sur#ace area an volume' They labele each e ge then wrote the area o# each #ace' They a e all o# the si es up to come up with the sur#ace area' .eBt they labele the length) wi th) an height' They then woul multiply the three to #in their volume' (#ter they were #inishe each group eBplaine how they got their sur#ace area an volume to the class' 0 paire the stu ents up as higher level learners with lower level learners so the higher level stu ents coul help the others' (#ter this the stu ents were given a worksheet that they coul work on by themselves an complete by the neBt class perio ' There was one #ocus group that went with a para4e ucator to work on the worksheet' The worksheet consiste o# rectangular an triangular prisms that the stu ents ha to #in the sur#ace area an volume #or' Pittsburg State University Teacher Work Sample 1&

Da) ": To ay was the ay 0 checke #or un erstan ing' 0 gave the stu ents a worksheet that they ha the whole class to complete' They coul use their notes to work through the problems' This was not #or a gra e but 0 use it to see what they still nee e to #ocus on' The ki s #ollowe instructions very well an ha very #ew /uestions' 0 gra e the worksheets that night an they score well enough on them 0 believe they were rea y #or a test the neBt week' Da) A: To ay is their review ay' 0 #oun a 1eopar y game online that 0 mirror image onto the (pple T@' 0 split the stu ents up into & teams o# & or 5' The stu ents woul answer the /uestions in ivi ually an then collaborate as a team to make sure they all agree on an answer' =nce their time was up one person !the recor er" woul show me their answer an i# they got it correct they were awar e the points as a team' The group that won the game was awar e recess with the 5th gra e as well as their original recess' This gave them a lot o# incentive to o well an try' Da) -: To ay is the test ay' 0 gave the stu ents 5 minutes to look in their notes to review' 0 then i a /uick review o# what volume an sur#ace area was an how to #in them' We reviewe area o# a s/uare) rectangle an triangle' The stu ents were allowe 59 minutes to complete the 19 /uestions' Some o# the lower level learners were given eBtra time uring recess to come in an #inish the test' =nly two stu ents ha to take a vantage o# this accommo ation' When the stu ents turne their tests in they sat /uietly at their esks an rea their personal books' /5 C+assroom Mana0ement P+an :rules) proce ures) preventative strategies) supportive strategies" !limite to 1 page"
Listen '(en t(e tea&(er is ta+=in0 Fo++o' dire&tions Cui&=+) and Cuiet+) Raise )our (and to e &a++ed on Res*e&t ot(ers7 res*e&t )ourse+.7 and res*e&t )our s&(oo+ A+'a)s do )our est :ecause 0 have taken this classroom over /uickly an o have not been in the room #or very long) 0 went over my classroom rules with the stu ents verbally' 0# the stu ents break a rule they receive a warning which is a name on the boar ' This means they lose 5 minutes o## recess' >or the #irst checkmark neBt to their name they receive 19 minutes o## recess' >or each a itional check it is a ays recess misse '

C5 Student 4ntera&tion and En0a0ement !Strategies #or promoting stu ent to stu ent interaction an stu ent motivation" !limite to 1 page"
>or stu ent motivation we o##er play money rewar s which in turn can be re eeme at the en o# the year #or gi#ts that the teachers all pitch in an buy' This usually has stu ents eager to listen an work har #or their money' They will o whatever it takes to receive a little money' 0 also like to use manipulatives in the classroom which gives the stu ents a more han s on #eel' They ten to en1oy this because they can touch the ob1ects) which is crucial #or some learners' There is a lot o# cooperative learning going on in the classroom too' The stu ents like to be able to eBplain themselves using their own wor s rather than writing on paper'

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D5 Student Communi&ation ! etaile

escription o# appropriate strategies to encourage stu ent to stu ent communication" !limite to 1 page"

We encourage stu ent collaboration #or each lesson' This gives the stu ents a chance to talk about why an how things happen' They also can iscuss many i##erent creative strategies that they have create ' Some stu ents learn new ways #rom other stu ents that the teachers o not think o#' They can buil a reliance on other stu ents that will be willing to help them' This creates a great learning environment #or the stu ents also' They are very motivate to help each other an can choose their own partners usually'

Narrati3e: Ana+)sis o. Assessment E5 Pre9Assessment =verall analysis o# results'


(lmost hal# o# my stu ents #aile the pre4assessment' They struggle to un erstan volume an also were not very etaile in eBplaining how they woul #in sur#ace area an volume' 0 am going to start with reviewing two imensional ob1ects so that they will know at least how to #in the area o# each #ace' The stu ents that i #ail were not able to even tell me how to #in the area o# a triangle' They nee a /uick review because once they saw it they remembere ' This gave me a goo starting point an tol me what they nee to un erstan ' The stu ents nee to review % imensional ob1ects an nee to grasp a better un erstan ing o# volume' 0 will show more han s on eBamples o# both o# these things' >or the lower level learners 0 will give simpler eBamples so they can #ollow along with them' >or the higher level learners 0 will make them eBplain how they are getting their answers by writing own each step'

?iscuss the results in re#erence to the learning ob1ectives' ?escribe how pre4assessment ata was use to procee with instruction #or all stu ents' What is the plan to i##erentiate #or all learnersK F5 Formati3e Assessment =verall analysis o# results'

(lmost M o# the stu ents seeme to grasp the concept o# sur#ace area an volume' The stu ents that i not pass the #ormative were the regular lower level learners' 0 create a #ocus group that happens be#ore lunch time to get them caught up' 0 #elt that the stu ents un erstan the concept well enough to pass a test'

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?iscuss the results in re#erence to the learning ob1ectives' (re stu ents learning what was inten e they learnK

The ma1ority o# the stu ents mastere the ob1ectives that were set in place #or them' They were able to emonstrate that they ha graspe the ob1ectives by completing the #ormative assessment with a passing gra e' The stu ents are learning what they were inten e to learn' +a they not they woul have #aile the #ormative assessment

?iscuss any a aptations base on the have been place in a #ocus group to give them more practice on the concepts' They will work on the comprehension o# volume an sur#ace area in groups' results o# #ormative assessments' 0 enti#y i##erentiation nee e to help all stu ents meet the goals an ob1ectives o# this unit' 25 Summati3e Assessment What i the isaggregate the assessment revealK ata o#
(ll o# the stu ents ha improve #rom their pre4assessment compare to the summative' 0 ha * (Hs) %1 :Hs) 19 CHs) an 5 ?Hs an >Hs' 0 was very happy that 0 ha three 199DHs' This summative was very tough but it was a great preparation #or their state assessments' 0 #elt that the gra es receive re#lecte that the ma1ority o# the class learne the ob1ectives' The ma1ority o# the stu ents met the ob1ectives #or Sur#ace (rea' (ll o# the stu ents met the ob1ectives #or @olume' The stu ents who have not graspe sur#ace area yet are being place in a #urther #ocus group'

The stu ents that i not pass the #ormative assessments will be given a longer time on the summative test' They also

0 was able to i##erentiate #or the lower level stu ents by giving them #ewer problems in or er #or them to have time to #inish their homework' The stu ents that struggle were presse #or time an began to hurry'

?iscuss the results in re#erence to the learning ob1ectives' ?i all stu ents learn what was inten e they learnK EBplain'

The ma1ority o# my stu ents learne what was inten e #or them to learn' They un erstan how to #in the sur#ace area an volume o# a rectangular prism' They un erstan how to #in the sur#ace area o# a triangular prism' They can label all o# the #aces an know the amount o# vertices) e ges an #aces'

Pro3ide a &o*) o. *re9assessment do&ument and t(e &orres*ondin0 s&orin0 =e)#ru ri& in A**endi6 C5 Pro3ide a &o*) o. one .orma+ .ormati3e assessment do&ument and t(e &orres*ondin0 s&orin0 =e)#ru ri& in A**endi6 C5 Pro3ide a &o*) o. one in.orma+ .ormati3e assessment do&ument and t(e &orres*ondin0 s&orin0 =e)#ru ri& in A**endi6 C5 Pro3ide a &o*) o. t(e summati3e assessment do&ument and t(e &orres*ondin0 s&orin0 =e)#ru ri& in A**endi6 C5 Pittsburg State University Teacher Work Sample 1I

H5 1isua+ Re*resentation o. Disa00re0ated Data C(art#Ta +e#2ra*(s o. disa00re0ated data .or t(e Pre9assessment s(ou+d e in&+uded in A**endi6 C5 ?ue to the varie nature o# ata collecte by the teacher can i ates) each &andidate is as=ed to &reate a &(art#ta +e#0ra*( that inclu es ata #or the Whole Class) Subgroup) an >ocus Stu ents' Title the table<chart<graph an use labels to accurately portray the ata'

C(art#Ta +e#2ra*( o. disa00re0ated data .or t(e Summati3e Assessment s(ou+d e in&+uded in A**endi6 C5 ?ue to the varie nature o# ata collecte by the teacher can i ates) each &andidate is as=ed to &reate a &(art#ta +e#0ra*( that inclu es ata #or the Whole Class) Subgroup) an >ocus Stu ents' Title the table<chart<graph an use labels to accurately portray the ata'

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415 Se+.9E3a+uation and Re.+e&tion


A5 Narrati3e des&ri*tion o. Su&&ess.u+ A&ti3ities and .uture im*+i&ations /ased on t(e ana+)sis o. a++ t(e assessment 2i3e more t(an one reason .or ea&( o. t(e su&&esses identi.ied5 resu+ts7 identi.) TWO +earnin0 o @e&ti3es .rom t(e unit students 'ere most su&&ess.u+5 =b1ective 1C Creating a three imensional ob1ect This ob1ective was success#ul because they got to see a $ imensional ob1ect broke own an put into a net' The also got the opportunity to label a net an also label the same ob1ect that is #orme into a $ imensional an labeling it #rom a net'
ob1ect'

=b1ective %C The stu ents collaborate to label a This ob1ective was success#ul because the stu ents were able to collaborate to #in the sur#ace area o# the ob1ect' They got to eBplain their reasoning to the classroom an were able to use the han s on part to large boB an #in its sur#ace area'
eBplain their reasoning'

Dis&uss at +east TWO t(in0s to do di..erent+) in t(e .uture to e6tend t(ese su&&esses to &ontinue students? a&ademi& 0ro't(5
0 woul o a more han s on lesson with volume' 0nstea o# 1ust showing them the #ormula 0 woul give each stu ent little blocks to place in a boB' They woul #in the height) wi th an length using these cubes' (lso 0 woul have the stu ents compare a be#ore an a#ter thoughts on what sur#ace area an volume is' They woul be able to put more observation into the comparison an eBplain why their new concept is more in epth'

/5 Narrati3e des&ri*tion o. Least Su&&ess.u+ A&ti3ities and .uture im*+i&ations /ased on t(e ana+)sis o. a++ t(e assessment 2i3e more t(an one reason .or ea&( o. t(e +east su&&ess.u+ o @e&ti3es identi.ied5 resu+ts7 identi.) TWO +earnin0 o @e&ti3es .rom t(e unit students 'ere +east su&&ess.u+5 0n the #uture 0 woul create a prop to put in the classroom so the stu ents can be remin e o# the #ormulas =b1ective 1C AemoriGing #ormulas

each an ever ay' (lso 0 woul have them re4write the #ormula in their 1ournals each ay so that they coul memoriGe it easier'

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=b1ective %C Creation o# $ imensional #igures

>or this part o# my lesson 0 really wish 0 coul have ha a better eBample #or them to see' 0 rushe to create my own an #orgot a #ew key etails' 0 shoul have ha better labeling so that they woul have properly known how to o it' Aost o# the class un erstoo but a #ew lacke the etail they nee e '

Dis&uss at +east TWO t(in0s to do di..erent+) in t(e .uture to im*ro3e students? *er.orman&e5
E3en t(ou0( it 'as t(e .irst time t(e -t( 0rade (ad to +earn t(is *art o. 0eometr) 4 .ee+ +i=e 4 &ou+d (a3e done some etter resear&(5 4 &ou+d (a3e as=ed t(e midd+e s&(oo+ mat( tea&(er some o. (is te&(niCues5 Anot(er t(in0 4 'ou+d +i=e to do is rin0 a rea+ 'or+d situation into t(e &+assroom5 Possi +) ui+din0 somet(in0 t(at &ou+d e used .or ot( sur.a&e area to s(o' (o' mu&( 'ood )ou 'ou+d need7 and a+so somet(in0 t(at &ou+d dea+ 'it( 3o+ume and *+a&e a un&( o. &u es in it5

TA/LE "5% Communi&ation Lo0 Fo++o' U* :i. ne&essar);


.one

Date
$<%&

Person Conta&ted
(ll Stu ents Parents

Met(od o. Conta&t
E4mail

Reason .or Conta&t


They were noti#ie that 0 woul begin teaching their chil renHs math classes #or the neBt month' 0 noti#ie the stu ents that there woul be a test the #ollowing class perio '

Resu+t or 4m*a&t on 4nstru&tion


The parents may want to have a certi#ie teacher teach the concepts' The stu entHs were able to spen time stu ying uring the weeken an ha their parents /uiG them on #acts about sur#ace area an volume'

$<%*

Stu ents

>ace to #ace

.one

Add rows as needed

C5 Narrati3e Re.+e&tion on 4m*a&t o. Communi&ations !limite to 1 page"

The e4mail to the parents was #or legal purposes' :ut it was brought to their attention that 0 was going to be certi#ie as a mi le level mathematics minor' 0 #eel like this coul have brought some reassurance to them because most elementary teachers are not certi#ie in mathematics' (s #or the #ace to #ace noti#ication o# the test) 0 #eel like i# the stu ents know what is going to come an when they will have no eBcuses to not prepare #or the test an o well' They i stu y an it really showe ' 0 was very prou o# how they i an how har they worke to succee '

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D5 Narrati3e Re.+e&tion on Future Pro.essiona+ De3e+o*ment !limite to 1page" 4denti.) at +east TWO as*e&ts o. instru&tion t(at &ou+d e im*ro3ed5 E6*+ain reasonin05 (spect 1C 0 #elt as i# my classroom i not utiliGe technology enough' We ha
a lot o# technology at our han s an i not pay enough attention to them'

W(at s*e&i.i& *ro.essiona+ de3e+o*ment o**ortunities#a&ti3ities 'i++ (e+* to a&Cuire t(at =no'+ed0e or s=i++<
There are plenty o# apps an internet sights that can help to evelop stu entHs knowle ge o# geometry' 0 plan to research more an begin to implement them into lessons so that the stu ents have a chance to see them use in technology'

(spect %C 0 #elt as i# my classroom management skills can always improve'


There were some isruptions that 0 #elt coul have been taken care o# very easily i# 0 ha taken more precautions'

0 think that by utiliGing my time better in the classroom there woul be less own time an the stu ents woul not have to be istracte by #ree time' 0# they were to stay busy 0 guarantee that there woul be less behavioral problems'

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REFERENCES

Coo*eratin0 Tea&(er9 Lisa A3er) C+assroom Para9 Ke+se) Li0man Prin&i*a+9 Mar= Pro..itt Coo*eratin0 Tea&(er9 Susan S&(neider Student 4m*ro3ement Ser3i&es9 Dann) /ro'n

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APPEND4E A

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APPEND4E /

Lesson Description Title: Surface Area and Volume Grade Level: Sixth Grade Author: Cole Pruitt

Domain, Cluster, Standard Geometry Sole real !orld and mathematical pro"lems involvin# area, surface area, and volume $%G%&% 'ind the volume of a ri#ht rectan#ular prism !ith fractional ed#e len#ths "y pac(in# it !ith unit cu"es of the appropriate unit fraction ed#e len#ths, and sho! that the volume is the same as !ould "e found "y multiplyin# the ed#e len#ths of the prism% Apply the formulas V ) l ! h and V ) " h to find volumes of ri#ht rectan#ular prisms !ith fractional ed#e len#ths in the context of solvin# real !orld and mathematical pro"lems $%G%*% +epresent three dimensional fi#ures usin# nets made up of rectan#les and trian#les, and use the nets to find the surface area of these fi#ures% Apply these techni,ues in the context of solvin# real !orld and mathematical pro"lems%

-".ective/s As a result of these activities, students !ill "e a"le to: 0% 1se the formula V)Lx2x3 to find volumes of ri#ht rectan#ular prisms !ith fractional ed#e len#ths &% 1se the formula SA)&4Lx256&4Lx356&42x35 to find the surface area of a rectan#ular prism !ith fractional ed#e len#ths 7% Create a three dimensional fi#ure usin# a net cut out of rectan#les and trian#les Assessment/8valuation 0% Cut out a net of a rectan#ular prism, measure the ed#es, find the surface area and volume of the net, then piece it to#ether into a three dimensional fi#ure 9aterials and Tools 0% Scissors &% Pencil 7% Paper *% :et fi#ures of a rectan#ular prism and trian#ular prism

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;% Tape $% +uler 9otivation or Anticipator Set 0% Today !e are #oin# to create our o!n three dimensional fi#ures% 2hat are some three dimensional fi#ures you see in the around the classroom< 3o! lar#e do you thin( the surface area and volume is of this item< Teachin# Procedures and Learnin# Activities 0% +evie! !hat you discussed the day "efore and tal( a"out the different !ays of findin# surface area of fi#ures &% +evie! multiplyin# decimals and fractions 7% Sho! students your o!n model that you created and ho! you found the surface area and volume of it

Adaptations and Accommodations 0% Adaptations and accommodations !ill "e made accordin#ly durin# the lesson Closure They !ill #et to sho! their three dimensional fi#ures to the class and explain ho! they fi#ured the surface area and volume of the o".ect%

=ndependent Practice 0% 3ave your students find the area of each individual t!o dimensional fi#ure on the net fi#ure &% 3ave the students find the surface area of the net 7% 3ave the students create the three dimensional fi#ure "y cuttin# it out and tapin# it to#ether *% 3ave the students find the volume of the three dimensional fi#ure "y usin# the formula

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Lesson Description Title: Surface Area and Volume Grade Level: Sixth Grade Author: Cole Pruitt

Domain, Cluster, Standard Geometry Sole real !orld and mathematical pro"lems involvin# area, surface area, and volume $%G%&% 'ind the volume of a ri#ht rectan#ular prism !ith fractional ed#e len#ths "y pac(in# it !ith unit cu"es of the appropriate unit fraction ed#e len#ths, and sho! that the volume is the same as !ould "e found "y multiplyin# the ed#e len#ths of the prism% Apply the formulas V ) l ! h and V ) " h to find volumes of ri#ht rectan#ular prisms !ith fractional ed#e len#ths in the context of solvin# real !orld and mathematical pro"lems $%G%*% +epresent three dimensional fi#ures usin# nets made up of rectan#les and trian#les, and use the nets to find the surface area of these fi#ures% Apply these techni,ues in the context of solvin# real !orld and mathematical pro"lems%

-".ective/s As a result of these activities, students !ill "e a"le to: 0% La"el the front, "ac(, top, "ottom, side 0 and side & of a rectan#ular prism Assessment/8valuation

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0% 9easure and la"el a shippin# "ox !ith the len#ths of each ed#e and face name 9aterials and Tools 0% >ard stic( &% 9ar(er 7% Athletic tape *% Paper ;% Pencil $% Different si?ed "oxes 4 as( the cafeteria5 9otivation or Anticipator Set 0% 3o! much !rappin# paper do you thin( it !ill ta(e to cover this entire "ox< 2hat !ould !e "e measurin#< 3o! did you come up !ith this surface area< 3o! many one inch cu"es do you thin( !ill fit inside this "ox< This !ould "e volume in inches% 3o! did you #uess ho! many !ould fit< Teachin# Procedures and Learnin# Activities 0% +evie! !hat you discussed the day "efore and explain that surface area is the amount of space coverin# the outside of the fi#ure and volume is the amount of space inside the fi#ure &% +evie! measurin# fractions 7% Sho! students your o!n model that you created and ho! you came up !ith the surface area and volume *% 8xplain !hy you chose the front, "ac(, top, "ottom and sides to "e !here they are Adaptations and Accommodations 0% Adaptations and accommodations !ill "e made accordin#ly durin# this lesson Closure Students !ill display their "oxes to the class and !al( them throu#h the steps of findin# their surface area and volume

=ndependent Practice 0% Pair the students up !ith hi#her level and lo!er level learners to#ether &% Give the pairs their o!n "oxes and materials 7% 3ave the students find the len#ths of the ed#es of the "ox *% 3ave the students la"el the front, "ac(, top, "ottom, and "oth sides ;% 3ave the students find the area of each individual face $% The students !ill then add the areas to#ether to find the surface area

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@% The students !ill then multiply the len#th, !idth and hei#ht to find the volume of the "ox

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APPEND4E C
Una&&e*ta +e A&&e*ta +e E6&e*tiona+
(ppropriate .ormu+as were use so that the #inal &a+&u+ations were correct' The *ro&ess was escribe seCuentia++) an coul be easily #ollowe an replicate ' Stu ents #aile to apply (ppropriate .ormu+as were appropriate .ormu+as an applie ) most o# the #inal Content as a result ha errors in the &a+&u+ations were correct' #inal &a+&u+ations' The simple *ro&ess was The *ro&ess was un e#ine ' emonstrate ' E6*+anation was simple but The mode+ was not containe the essential complete' elementsC #ormulas) an a La)out Presentation was missing escription o# the process' elements' The mode+ represente the etails o# the #igures'

Presentation was very pro#essional an inclu e #ormulas an escriptions' S&a+e was use to create mo el'

Pre9assessment:
1' 2iven an empty boB an cubes) the stu ents will make pre ictions about how many cubes will #it in the entire boB' %' Upon being aske ) stu ents will orally i enti#y memoriGe area #ormulas #or a rectangle) sur#ace area #ormulas #or rectangular prism) an volume o# rectangular prisms'

$' Teacher an stu ents will work together to evelop a table that will list known #ormulas as well as in icate which other #ormulas still re/uire instruction' S&orin0 Criteria: Teachers will use the #ollowing rubric to evaluate stu entsH workC

Formati3e assessment ru ri&: - Cuestions % *oint .or &orre&t 3o+ume % *oint .or &orre&t sur.a&e area F *oint .or mat(emati&a+ error ut &orre&t .ormu+a %$ tota+ *oints Round ans'ers to t(e nearest tent(

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4n.orma+ assessment ru ri&: $ *oints .or &reatin0 t(ree9dimensiona+ .i0ure $ *oints .or +a e+in0 ea&( .a&e9 % *oint .or +a e+in0 some .a&es9 ! *oints .or none , *oints .or &orre&t sur.a&e area9%5A *oints .or &orre&t .ormu+a ut mat(emati&a+ error9 ! *oints .or in&orre&t .ormu+a $ *oints .or +a e+in0 ea&( ed0e9% *oint .or +a e+in0 some ed0es9! *oints .or none $ *oints .or .indin0 area o. ea&( side9 % *oint .or .indin0 some areas9 ! *oints .or none %% tota+ *oints

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