Teacher Work Sample Part I: Setting and Context

Loveland High School

The School Community
As the bell buzzes over the intercom system for students to head to class at 7:25 in the
morning, I look around the crowd of the young men and women that make up Loveland Highs
student population. The faces are mixed racially, but the white faces remain prominent seeing
as how they are almost 80% of the schools demographic. There are Hispanics, Native
Americans, Asian-Americans, and a few African-Americans, but those are the minorities at
Loveland High School, Home of the Indians. The cafeteria walls are lined with flags and banners
pertaining to various clubs and sports and events. KEY Club, DECA, Student Council, football,
soccer, tennis, baseball, softballthe list goes on. More than half of the student population
(1500) is involved in some sort of extracurricular activity at LHS AND if you look at the schools
website you can also see that parents and community members are invited to be a part of the
school too. Whether or not you have students in the district, we welcome your involvement.
LHS is the oldest school in Thompson Valley School District; its learning environment reflects
that. There are all the traditional fixesa library, cafeteria, gym, theater, offices, and
classrooms. The classrooms come with chalkboards, and a few whiteboards here and there, but
no SmartBoards, like you may see in the Poudre School District. In 2012, the graduating class
had 40% planning to attend a four-year collegiate institution and 36% planning to attend a two-
year junior college. The major employers in the area include, but are not limited to Hewlett-
Packard, Agilent, Wal-Mart, McKee Medical Center, Medical Center of the Rockies, Hach
Company, U.S. West Resources, Woodward Governor and a number of art and bronze casting
studios.


Students and Classroom
When I walked into my first class that I would be working in, I was absolutely horrified.
The fluorescent lighting, combined with old-fashioned chalkboards, white walls, and desks in
rows with the teachers desk in the front, was my own classroom nightmare. Where was the
music? Where were the cheesy, yet inspirational learning posters? Why were the desks set up
like every boring classroom I have ever been in? It was a lot to take in at first, but once I met my
students and my cooperating teacher, Ms. Caikowski, I felt like this was exactly where I needed
to be. Ms. Caikowski is fun, intelligent, and really connects with her students, which helps
create a positive learning environment. She meets their needs with visuals, written and oral
directions, and auditory learning strategies. There is only one student with a current IEP, and
requires more time on assessment, but rarely takes advantage of the extra time allowance. Ms.
Caikowski also engages her students in casual conversation every day, making them feel
comfortable in her English 9 class. Every desk is taken, and the ratio of female to male students
is almost half and half. They are a noisy and chatty bunch, but at least their socialization seems
healthy. When I look around the classroom, I notice very little diversity in regards to race; this
group of students is primarily White-Caucasian, with a few Hispanic students. As far as interests
go, these students are freshmen just trying to fit in and impress their peersI would say that
they are becoming individuals, but perhaps focus still on being a part of a social group.
Topic and Rationale
For my formal lesson plan in April, I am planning on introducing students to the novel
Parallel Journeys and the topic of Hitler Youth. As of right now, the students have not had any
formal exposure to a Holocaust Unit in English 9they have read the Diary of Anne Frank, but
very few know about the Hitler Youth. I am planning on using the instructional strategy of
Chalk Talk, to assess where my students are in terms of knowledge on the Hitler Youth, the
Holocaust, Non-Fictional texts, and possibly Anne Frank. This will be more of an exploration and
introduction of all of these topics as they will be reading Parallel Journeys soon after I teach this
lesson. I think by using Chalk Talk I can cultivate meaningful discussion with my students and
give them a chance to speak up about one of the most important and tragic events in our
history.
Sources:
http://www.usaschoolinfo.com/school/loveland-high-school-loveland-
colorado.17351/enrollment
http://thompsonschools.org/loveland











Teacher Work Sample Part III: Data Analysis

The data being analyzed in the proceeding portions of this paper comes from the School
Growth Summary of Turner Middle School in Loveland, Colorado. Grades 6
th
through 8
th
will be
discussed in terms of Median Growth Percentile, which is calculated with the comparison of
TCAP scores with CSAP scores over the course of three years (2011-2013). The Reading scores
will be the primary source for data, and data from the school, the district and the state will be
looked at. It is important to collect and analyze data from these tests because, in general, the
results give teachers and administration, an idea of what is working and what needs further
development. In addition, it gives parents an extra piece of information about a school or
district they are considering sending their student to. This particular set of data includes male
and female, all ethnicities, and all able bodied students; data is separated by grade level only.
The standards that are being addressed are the Colorado State StandardsReading for all
Purposes section. Over time, the scores should be increasing with the improvement of learning
and teaching. However, this may not be the case.
In the graph below, we see the results of the data. In the first set of columns, the school
scores are presented. Surprisingly, 8
th
grade level students in the school were the only grade
level to have an increase over time in Median Growth Percentile. Otherwise, scores decreased
over the span of three years of testing. This same pattern occurred in the district; 6
th
and 7
th

grade test scores in Reading decreased 2011-2013, while 8
th
grade remained about the same
each year. Why is this happening? Are 8
th
grade teachers better preparing their students? Or
are 8
th
graders more familiar with the test? There could be many possibilities for the variation,
but it is curious as to why 8
th
grade test scores increase or stay the same, rather than decrease,
0
10
20
30
40
50
60
70
6th 7th 8th 6th 7th 8th 6th 7th 8th
2011
2012
2013
over the span of the past three years. (Please note: State Median Growth Percentile remains at
50 for all grades 6
th
-8
th
). Another trend in the data was the high scores in 2011 for 7
th
graders
in the school and in the district. These scores were significantly higher than 6
th
grade, and
higher than 8
th
grade scores. Again, we can only wonder why the scores were higher. This leads
me question what teaching looks like in the classroom to get these scores, and how the
standards are or are not being met.
School State District

Because the data can only show us so much about the learning in the classroom, and
because standardized tests can lead to inaccurate conclusions, we will use hypothetical
reasoning for why we should implement new strategies in the classroom. No matter what, we
can still see positive and negative trends in the data above. It is clear some things are working
and some things are not. What can we do? With Common Core State Standards in place and the
PARCC test coming soon, teachers really needs to be conscientious of what is expected of
students and themselves. Using my knowledge of teaching reading, I plan on incorporating the
techniques and tools I have learned and acquired in the classroom. If I am helping students
grow as readers, students will be more likely to succeed on these standardized tests. It is also
important to share these ideas, and learn from my colleagues. If we can work towards a
common goal, we can start to see the growth of students in their reading abilities and skills. We
can measure improvement through reading logs (to show reading stamina in increase of pages
read per week), book groups (to see discussion improve through further comprehension), and
in reading reflections (to showcase how students are improving their engagements with a text).








Teacher Work Sample Part IV:Modifications and Accommodations
Student A: Impaired Hearing Disability
Student B: IEP, Mild Learning Disability

For Student A, student will be placed at the front of the room so that he may hear instruction,
presentations, lessons, etc. He will also be given copy of notes to follow along with during
extended lecture. If student reads better with an audio book as he reads through books-- that
will be allowed. During oral exams, when I am asking questions and students write answers,
student will either be provided with a set of typed questions, or given the opportunity to test in
a separate space with questions.
For Student B, I will be working with the student as closely as possible during independent
practice. I can repeat instruction multiple times, focusing on my clarity. Student needs to be
closer to the front of the room, and given extra time on assessments. Amount of extra time will
depend on length of assessment. Having visual aide for this student is very importantmuch
like Student A.
When it comes to making modifications, adaptations, and accommodations for a wide range of
learners, it is always important to remember VARIETY. If you are differentiating lessons for
particular students, the lessons are sure to touch on multiple needs of students. Just how visual
aide helps both Student A and Student B, there are many accommodations that will help out
multiple students. In my experience, I have seen special seating arrangements, use of visual,
auditory, and manipulatives in the classroom. In the end it is all about knowing your students
and knowing their needs. With some students you will be informed of specific needs, and with
others you will have to develop relationships with them in order to find out what they need in
their classroom environment to be successful.















Teacher Work Sample Part V: Reflection of EDUC 450 Practicum

What a semester it has been! I feel as though I am walking away from this practicum with more
knowledge about myself as a teacher, and with more tools I can use in the classroom. At the beginning
of this semester I was absolutely dreading having to be in a high school setting, but I can now honestly
say that the kids at Loveland High School and the staff made this experience worthwhile.
I guess part of the reason I wasnt looking forward to teaching in a high school classroom was
because I did not feel like my classroom management skills were where they needed to be. In addition, I
had such an amazing experience at Weber Middle School I was not sure if this experience would
compare. By the end of all this, I have gained more classroom management techniques that work well
with high schoolers, an amazing group of pre-service teachers I now call my friends, and a fantastic
instructor that always encourages me to see the obstacles I face as learning opportunities.
Specifically, in the classroom I have become a teacher of patience with struggle, and intolerance
of disrespect. The philosophy that has stuck with me throughout the semester was Charmaines
Respect Rule. This rule included respect for yourself, respect for your peers, respect for your
instructor, respect for you learning environment and respect for the learning process. In its simplicity, it
covers everything that I value in my classroom. I can be patient with students as we work through these
things, but I have also become a teacher that feels responsible to hold my students accountable to these
expectations. I used to be passive in the hallwayslet things go if I heard them because it wasnt like I
was their actual teacher. Ive come to realize that Im not their age anymore; Im not their peer, so it is
important to draw that line clearly and effectively by setting an example for them. I am now one of their
many guides and I feel obligated to set them up for success as they move forward in their lives.
A challenge that I faced this year was building relationships with students because of the every
other day schedule Loveland follows. Seeing students every other week and sometimes every other
other week proved to be a frustrating obstacle at times when it came to connecting with students. Of
course this would be rare to happen once I have my own classroom, but I do think having this
experience pushed me to get to know my students more so than in a setting where I got to see the same
students every week. I still think these relationships could have been better, but given the time frame
and schedule, I feel as though I did an alright job getting to my high schoolers!
When I think back to the lessons I taught this semester, one formal and one informal, I feel
great. The lessons were not perfect, but I still learned from them and the students really enjoyed my
teaching as far as I could tell. I even got the opportunity to plan a last minute lesson at 8 at night the day
before my 7:30AM lesson commenced. Getting four hours of sleep to plan an engaging and interactive
lesson that students loved was worth it and may have even been a realistic experience in regards to
having my own classroom. Getting students out of their seats was a wonderful way to spice things up I
this class settingthey never get up out of their seats, so I knew I could win them over with some
movement in the classroom! I also think differentiation was covered to a certain degree with having the
activity be hands-on, include visuals, and some auditory instruction. As I grow as an educator my ability
to differentiate further will improve, but I think I am making significant progress through the licensure
program.
This brings me to my last and final point: my goals. Personally and professionally I have set goals
that I would like to accomplish as I move into student teaching. Professionally, I want to further my
knowledge of English curriculum, and classroom management. I am still learning new things about
English and this is a beautiful thing! I also am striving to find that balance of stern and engaging teaching
style because I want respect, but I also want to be a fun teacher. I think this is just one of those things
that come as you teach more and more and get comfortable in the classroom. On a personal level, I
really would like to improve my ability to handle the very full plate my life has granted me. How can I
balance a serious relationship, friendships, work, student teaching, and still have time to sleep, eat, and
bathe? I just want to figure out some practical ways to accomplish this goal, and I hope my colleagues
and mentors can help me get there. More than anything though, I am just so excited for the adventure
that is ahead!