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Teacher Work
Sample
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Daven Trammell
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Dixie State University Elementary
Education Program

Daven Trammell: Teacher Work Sample

Contextual Factors:
I am placed for student teaching in a fourth grade class. In this specific class there are twenty
four students. Of the twenty four students, there are twelve boys and twelve girls. I am at a Title I
school. All of the twenty four students but six qualify for free or reduced lunch. The ages of the
students range from nine to ten years old. The seating chart is arranged so that there is a balance
of boys and girls in rows. Below, Table 1 depicts the gender in this class.
Table 1:

Gender
16
14
12
10

Gender

8
6
4
2
0
Boys

Girls

The class consists of primarily Caucasian students. There are two Hispanic students in the class.
One of which is very advanced in math and reading. The other is approaching grade level in
reading and is improving in math but still needs additional help in small group (tier two
instruction) Below, is Graph 2 representing the Demographics for this class.

Daven Trammell: Teacher Work Sample

Graph 2:

Demographics

Caucasian
Hispanic

22

There are only two native languages in this class. The first is English. This is the dominant native
language in the classroom. The second is Spanish. Only one of our students native language is
Spanish. He is an English Language Learner (ELL) student. Damion is our only Spanish speaker.
Below is Graph 3 comparing the two native languages represented in this class.

Daven Trammell: Teacher Work Sample

Graph 3:

Native Language

1
Spanish
Enlgish

23

There is only one ELL student in this class. The student is Damion. He is at a World-Class
Instructional Design and Assessment (WIDA) level 5. He also has Imagine Learning program
before the school day for a half hour each session. WIDA level 5 is bridging: specialized or
technical language of the content areas; a variety of sentence lengths of varying linguistic
complexity in extended oral or written discourse, including stories, essays, or reports; oral or
written language approaching comparability to that of English-proficient peers when presented
with grade-level material. Below is Graph 4 depicting the WIDA level of this ELL student.

Daven Trammell: Teacher Work Sample

Graph 4:

ELL WIDA LEVEL

7
6
5
ELL WIDA LEVEL

4
3
2
1
0
Damion

Below is a graph depicting the number of students who are on level for fourth grade reading,
above, or approaching. Each student is a part of a reading group that meets at least 3 times a
week. The students are approaching at receiving Leveled Literacy Intervention 4 times a week
and are also pulled out for reading individually. The students in the fourth grade are all
participating in our twenty five book reading challenge. They are encouraged to read every day.
They are given time in school and are expected to read at home.

Daven Trammell: Teacher Work Sample

Reading Levels

On Level
Above
Approaching

The students attend Success Maker every day. This is a program that reviews math and reading in
a fun way for the students on computers. They have a goal to be at an eighty percent or higher on
their math and reading session. If they receive a lower percentage, they redo that session. The
review of the key concepts for math and reading are in a form of a game. The students enjoy this
time. They are in the lab for thirty minutes during this time. Below are Graphs 5 and 6 depicting
their levels of where they are in math and reading, and where they should be.

Daven Trammell: Teacher Work Sample

Graph 5:
(Source: Mentor Teacher)

Math Success Maker Scores

7
6
5
4
3
2
1
0

Student scores

Standard Level

Graph 6:
(Source: Mentor Teacher)

Reading Success Maker Scores

6
5
4
3
2
1
0

Student scores

Standard Level

Daven Trammell: Teacher Work Sample

Accommodations:
There are a few students that are placed in the front of the room because of their eye sight. There
are also two students in our class who have ADHD. They are placed specifically in the class so
that they are not distracted by others. One of the students has to take this medication daily at the
school. My mentor teacher has established that the class is respectful to one another. She and I
create a caring and supporting environment for all of her students. Scott is accommodated for
his writing. He is left handed and does not write when asked to. He is in speech and this affects
his ability to spell. Because he has trouble spelling his affective filter goes up more quickly. We
accommodate how much he writes and we also will write it on a white board what he wants to
say and he will then have something to reference to for his writing. Damion is our only ELL
student. He is placed in the front row to help him to stay on task and he is also able to reference
when needed to the sources available on the board. Cailey is afraid of loud noises and whenever
there is a drill or alarm we have to give her ear plugs. Scott, Owen, Emma, Jalon, and Marissa
are all taken to the back table for tests so that it is read to them. They are pulled frequently
throughout the day for special interventions. For my advanced students I am challenging them
throughout this unit by extending their learning with higher level questioning. I will ask them to
make connections that stretch their knowledge. I have also extended activities that they can do to
connect what it is we are learning to the world we live in.

Daven Trammell: Teacher Work Sample

Behavioral Concerns:
In this class there are a few behavioral concerns. Among those are the two who are diagnosed
with Attention Deficit/Hyperactivity Disorder (ADHD) no Individualized Education Plan (IEP)
is available. These students are currently taking medication and are seated separately to avoid
distractions. Owen is placed in the back of the class because he will turn around to look at others
if he isnt. I have two students who are currently going through a tough situation at home. They
stress very easily. Throughout the lessons I will make sure that they are engaged and
understanding to avoid any meltdowns. I have one student who is a helpless hand raiser. She is
very smart but constantly asks for help. I use the praise prompt and leave strategy to avoid this
problem. I have two students that will check out during the lesson. They do not like to
participate and will sit there doing nothing if I do not monitor them. I use the zone of proximity
and monitor their engagement frequently. I have one student that is struggling to stay awake. She
is going through a tough time at home as well and I am informed that she doesnt not get much
sleep. We have addressed this at her parent teacher conferences but this still remains a problem. I
monitor her behavior and use engaging activities to keep her awake.

Daven Trammell: Teacher Work Sample

Graph 7:
(Source: Mentor Teacher)

Behavioral Concerns Compared to Class

ADHD
1

None

1 2

Emotional
Helpless handraisor

Does not work

Falls Alseep
16

Classroom environment:
The students are at desks. These desks are in rows facing the white board
and smart board. The students are assigned a number. The students must
write their name date and number on every assignment. The numbers
correspond with their mailboxes, clips (Behavioral classroom management),
and jobs assigned weekly. There are computers in the back available for
student use. There is a computer up front at the teachers desk. There is an
Elmo and Smart Board for instruction. There are many resources available
around the room. The students are aware of expectations/rules; they are

10

Daven Trammell: Teacher Work Sample

posted on the wall. There are two tables available in the room for small
group instruction or centers. We use whole brain teaching strategies to help
with our classroom management. This will allow the students to gain points
or have them taken. We use many cues and prompts to get the students
attention. The students take turns rotating through the classroom jobs. The
students that are responsible for specific job will help for that whole week.
When the students finish early with any assignment, we have a What do I
do when Im finished? poster. This is a reference for students so that they
are never not doing anything. There are no excuses! We are here with for the
purpose of student learning!