WILLIAM PATERSON UNIVERSITY

Department of Elementary and Early Childhood Education

CIEE 322
Modified Teacher Work Sample
Assignment #1: LEARNING GOALS
Candidate Name: Mary Hocking

School: Marie V. Duffy Elementary School

Grade: 1

I. Subject Areas: Social Studies and Language Arts

II. Topic and Core Standards:
Topic: New Jersey Facts
Core Standards:
6.1.4.B.10- Identify major cities in New Jersey, as well as in the United States, and the world,
and explain how geographic and demographic tools (e.g., maps, globes, data visualizations) can
be used to understand cultural differences.
6.1.4.C.12- Evaluate the impact of ideas, inventions, and other contributions of prominent
figures who lived in New Jersey.
CCSS.ELA-Literacy.W.1.8- With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a question.
CCSS.ELA.Literacy.SL.1.6- Produce Complete sentences when appropriate to task and
situation.
III. Concept(s): New Jersey Facts
IV. Essential Question: What makes New Jersey unique?
V. Learning Goals / Objectives:
SWBAT: Locate New Jersey on a map, identify the capital, governor, and county that you live
in, and know the abbreviated form for New Jersey.
SWBAT: Create a postcard with a unique fact about New Jersey.
VI. Resources and Materials:
Materials:
Epson Smart Touch projector to show
pictures of New Jersey and to fill in
graphic organizer together.
Mini-Booklets of grade-appropriate facts
of New Jersey
Construction paper
Paper/graphic organizer
Paper for postcard to be filled in

Memory game sets of NJ state facts

(animal, insect, tree, flag, seal, flower,
bird, New Jersey, fruit)
Coloring page of a New Jersey stamp
Books:
G is for Garden State by Eileen Cameron
New Jersey by Julie Murray
Welcome to the U.S.A. New Jersey by Ann
Heinrichs
New Jersey by Ann Heinrichs

WILLIAM PATERSON UNIVERSITY

Department of Elementary and Early Childhood Education

CIEE 322
Modified Teacher Work Sample
Assignment #2: ASSESSMENT PLAN
DIRECTIONS: CREATE AN ASSESSMENT PLAN USING THE TEMPLATE
BELOW. ATTACHED RUBRIC WILL BE USED TO GRADE THIS
ASSIGNMENT.
Candidate Name: Mary Hocking
Grade:1
Lesson Topic: New Jersey Facts

School: Marie V. Duffy Elementary School

Concept: New Jersey

Essential Question: What makes New Jersey unique?

Learning Goal

Learning Goal #1:

Lower Order
Locate New Jersey on
a map, identify the
capital, governor, and
the county that you
live in, and know the
abbreviated form for
New Jersey.

Format of
Assessments
(Used for all students)

Differentiation of
Assessments
(Did not need to be used)

Pre-assessment / Post-assessment
(identical):
Students will answer the following
questions. Students will color in
New Jersey on a given map, and
circle the answer that they believe is
correct out of four possible answers.
1. Color in New Jersey on the
map of the United States.
Circle the correct answer:
2. What is New Jerseys
Capital?
O Jersey City
O Trenton
O Newark
O Paterson
3. Who is New Jerseys
Governor?
O Barack Obama
O George Washington
O Chris Christie
O May Berry

Pre-assessment / Post-assessment:

1. Color in the part of the

United States where New
Jersey is located. (North
East)
2. Circle the correct answer.
What is New Jerseys
Capital?
O Jersey City
O Trenton
3. On a county map with
Wharton starred, identify
which county you live in.
4. Circle the correct answer.
What is New Jerseys
Abbreviated form?
O NJ
O PA

4. What county do you live

in?
O Morris
O Sussex
O Passaic
O Cape May
5. What is New Jerseys
abbreviated form?
O PA
O MD
O GS
O NJ

Formative Assessment(s):
Student Participation, student
engagement.

Formative Assessment(s):
Student participation, student
engagement.
Learning Goal #2:
Higher Order
Create a postcard with
a unique fact about
New Jersey.

Formative Assessment(s):
Formative Assessment(s):
Students will fill in a graphic
Student participation and student
organizer about the state of NJ with engagement
all of the information that they need
to know for post test. They will then
be assessed on student engagement
and choosing/writing about a fact
about New Jersey. Student
engagement and participation will be
assessed.
Post-assessment
(Create/Performance Task):
Students will create a postcard with
one fact of their choice about New
Jersey. They will then draw a
picture about the topic, and then
write a sentence about it. A rubric
will be sued to assess the postcard.

Post-assessment
(Create/Performance Task):
Students will find an interesting
fact and draw/label the objects that
they find interesting. Student will
present picture to the class and
explain what they drew.

WILLIAM PATERSON UNIVERSITY

Department of Elementary and Early Childhood Education

CIEE 322
Modified Teacher Work Sample
Assignment #3: DESIGN FOR INSTRUCTION
DIRECTIONS: DESIGN YOUR TWO-THREE DAY, EXTENDED LESSON
PLAN BY FILLING IN THE CATEGORIES BELOW. USE A VARIETY OF
INSTRUCTIONAL STRATEGIES AND TECHNOLOGY. THE ATTACHED
RUBRIC WILL BE USED TO GRADE THIS ASSIGNMENT.
o

Lesson plan and handouts given are attached in aother document.

WILLIAM PATERSON UNIVERSITY

Department of Elementary and Early Childhood Education

CIEE 322
Modified Teacher Work Sample
Assignment #4: INSTRUCTIONAL DECISION-MAKING
DIRECTIONS: WRITE AN ANALYSIS OF HOW YOUR OBSERVATIONS OF
STUDENT LEARNING HELPED YOU TO MAKE INSTRUCTIONAL
DECISIONS THROUGHOUT YOUR LESSON, FOLLOWING THE
INSTRUCTIONS BELOW.
THE ATTACHED RUBRIC WILL BE USED TO GRADE THIS ASSIGNMENT.
Candidate Name: Mary Hocking
Grade: 1

School: Marie V. Duffy Elementary School

Prompt: Provide two examples of instructional decision-making based on students

learning or responses.
1. Think of a time during your lesson when a students learning or response caused you
to modify your original design for instruction. (The resulting modification may affect
other students as well.) Cite specific evidence to support your answers to the following:
A. Describe the students learning or response that caused you to rethink your plans.
The students learning or response may come from a planned formative assessment or
another source (not the pre-assessment).
During the time where I was explaining the role of a governor, a lot of students
questioned why Barack Obama wasnt the governor of New Jersey. They all seemed
confused that the Governor was in charge of New Jersey, while the President was in
charge of the United States. I assessed this through formal assessment, and thought to
pause and further explain the difference between a president and a state governor.
B. Describe what you did next and explain why you thought this would improve student
progress toward the learning goal.
I then went back to the map of the United States. I explained that the Presidents
role was to take care of the United States, and that he stays in the Whitehouse in our
capital, Washington D.C. I then showed them Washington D.C. on the map, so the
students will know where that is (we already discussed our states capital). I then had the
students re-look at New Jersey, and state whether they thought it was a big or a small
state compared to the rest of the United States. The students said it was a small state, so
then I continued on. I told the students that though the President, Barack Obama, was in
charge of the entire country, that he couldnt be everywhere at once to make sure that the
states were running well and were good places to live. I said this is why states have their
own government, and someone who is in charge of each state to make sure that everyone
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is following the laws and creating new ones that are specific to each state. I told the
students that the Governor is like our president, but just for our state, and that each state
has their own governor. I gave some examples, and then told them the governor of our
state is named Chris Christie. I told them that, like the president, that he can make new
laws, select other people who he wants in charge, and do other important things to make
sure that our state, New Jersey, is running well. I then asked if anyone had any other
questions about the difference between a president and a governor, and everyone seemed
to understand.
I thought this would improve student progress towards the learning goal because
the students needed to understand that the governor was not a president, and vice versa.
Learning how to recall or remember the name of our governor, I felt, is almost pointless
if the students did not understand what he actually does, and why he is important to
know.
2. Now, think of one more time during your lesson when another students learning or
response caused you to modify a different portion of your original design for instruction.
(The resulting modification may affect other students as well.) Cite specific evidence to
support your answers to the following:
A. Describe the students learning or response that caused you to rethink your plans.
The students learning or response may come from a planned formative assessment or
another source (not the pre-assessment).
In day one, when the students were exploring the mini-books during the stations
activity, I was observing groups of studetns, and I realized a select few students were not
actually reading the books, but just looking at the pictures. I realized that their reading
level may not be high enough to decode, read, and comprehend the information in the
mini-books. I then formatively asked questions about the material in the mini-books, and
they were unable to tell me any of the answers that they should have read and learned
within the mini-books.
B. Describe what you did next and explain why you thought this would improve student
progress toward the learning goal.
After making that observation, I changed my lesson by selecting a reader for the
group for the stations that require reading. I had the other students who were listeners sit
next to the reader, and they were to take turns choosing what the higher-level reader
would read next. I also had the students who were listening, along with the reader, create
questions about the books to ask each other to make sure that everyone was participating
and listening. The students then were able to read and comprehend most of the
information that they were exploring, and I was able to check this by formatively asking
questions about the material, and most of the students were able to tell me the answers to
what I was asking. I then did this to other groups with lower readers, to ensure that
everyone had a chance to understand and see everything that they were exploring within
the stations.
I felt that modifying the lesson in this way would improve the student progress to
the learning goal 1 and 2 because the inromation that was in the mini-books was essential
to learn and comprehend. The material covered most parts of the learning goals, and
13

even though stations were to create awareness about our state of New Jersey. If the
students were not able to understand anythnig but the pictures, then they would have
trouble recalling the information and fully understanding the material that they will be
revising and re-learning for the next part of the lesson. I wanted the students to begin to
build a basis of understanding of the material during this activity, and if they were not
able to do this, then the next days graphic organizer activity would not have gone as
smoothly as well.

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WILLIAM PATERSON UNIVERSITY

Department of Elementary and Early Childhood Education

CIEE 322
Modified Teacher Work Sample
Assignment #5: ANALYSIS OF STUDENT LEARNING
DIRECTIONS: Analyze your assessment data, including pre/post assessments and
formative assessments to determine students progress related to the lessons
learning goals. Use visual representations and narrative to communicate the
performance of the whole class, subgroups, and two individual students.
Conclusions drawn from this analysis should be provided in the Reflection and
Self-Evaluation section.
THE ATTACHED RUBRIC WILL BE USED TO GRADE THIS ASSIGNMENT.
Candidate Name: Mary Hocking

School: Marie V. Duffy Elementary School

Grade:1

This section should be organized as follows, following the directions below:

A. Table 1: Performance of entire class on Learning Goal 1 (Pre- and PostAssessments)
B. Questions: Performance of entire class - Learning Goal 1
C. Questions about performance of two selected subgroups in the class
Learning Goal 1
D. Questions about individual students Learning Goal 1
E. Table 2: Performance of entire class on Learning Goal 2 (rubric elements)
F. Questions about performance of entire class Learning Goal 2

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A. Table 1: Entire class

Performance*of*Entire*Class*for*Learning*Goal*1*
Pre+Assessemnt"

Post+Assessment"

5"

Preformance*x/5*

4"
3"
2"
1"
0"

Name*of*Student*

B. Questions: Performance of the entire class on Learning Goal 1

1. Percentage change in scores from the pre- to the post-assessment: 121.21%
This percentage, the 121.21 percent change shows that all students were able to
learn throughout the lesson. Each individual student was able to improve his or her test
scores from the pre-assessment to the post-assessment. Every score was able to go up,
thus proving that the students have learned. Learning Goal 1 is to Locate New Jersey on
a map, identify the capital, governor, and county that you live in, and know the
abbreviated form for New Jersey.
I was able to facilitate this by engaging students in multiple ways in
exploring the information. The students were able to independently read and look at the
information presented on the assessment, as well as fill out a graphic organizer as a group
for guided practice. Lastly, the students were able to further practice through the teacher
or the co-teacher asking questions to the students as they were working on their fun facts.
I had consistently asked the questions to gather formative data to see if the
students were picking up on the information during teach part of the 3-day lesson. I also
had the students practice multiple times in learning where New Jersey was located on the
map. I had showed the students where New Jersey was located a map of the United
States, on the globe, and had the students color in New Jersey on their own graphic
organizers. Through guided and independent practice, and gathering formative data, I
17

was able to facilitate the student learning to ensure that the students were understanding
the information that was being taught in my lesson, and that most met the Learning Goal
1.
C. Questions: Performance of two selected subgroups in the class on Learning Goal 1
Subgroup A:
Subgroup B:
Emiliano: Pre-2/5 & Post-5/5
Daniel: Pre- 2/5 & Post-3/5
Briana: Pre-1/5 & Post-5/5
Makayla: Pre-1/5 & Post-3/5
Jisele: Pre-2/5 & Post-5/5
Jordan: Pre-2/5 & Post-4/5
Teresa: Pre-2/5 & Post-5/5
Ronnie: Pre-2/5 & Post-4/5
1. Why did you choose these groups? Refer to concerns about performance of this group
vs. another group.
Subgroup A is a control group, where the students were all engaged and
participating in the entire part of each lesson. I chose Subgroup B because each of these
students were not fully engaged in each part of the lesson, and were not following
directions through the stations and the guided practice where we filled out the graphic
organizer as a group. I had to call out these students to follow along during multiple
points of the lesson, so I chose to compare their scores to students who were fully
engaged who received the same scores on the pre-test. Though both of the groups pretest scores are the same, the post-test scores are not the same. Subgroup B had not met
the learning goal, while Subgroup A had.
2. Refer to the modifications you made and whether or not they were successful in
improving students performance. What can you do or learn about to improve their
performance?
The modifications that I made for Subgroup B was to try to get these students
more engaged into the lesson. For the stations teaching, I modified the lesson so that a
reader would read, while the others asked questions about what they read, or they
followed along. During the guided practice, I tried to give these students mini-books
with the information on it so that they can participate in the class. Though I tried to
further engage the students who lose attention quicker, I believe they were successful in a
way because the students had improved from their pre-assessment to post-assessment
scores, but they were not able to successfully met the learning goal that was set, where
the the students who were fully engaged were able to.
I can learn to always check for student engagement, and to be more aware of the
students who are not paying attention. I can try to make my lessons in the future more
interactive and engaging, and perhaps these students may have benefited from a YouTube
or an educational 5-10 minute video of New Jersey. I could try more interactive
methods, and have the students learn about a certain topic to present to the class, thus

18

giving them something to focus on. If I try other methods of keeping student engagement
high, I will hopefully be able to improve student performance in the future.
D. Questions on Individual Students - Learning Goal 1
Consider the achievement of two individuals in the class, one who met the learning goals,
and one who did not. Refer to Table 1 for each students data.
Student who has met Learning Goal 1: Briana
Student who has not met Learning Goal 1: Makayla
1. Describe each students relevant characteristics. Connect their learning outcomes to
your own goals, instruction, and assessment, including any modifications you made.
The first student, Briana, is a student who was actively engaged in the 3-day
lesson. Her reading level is a bit below average, and she sometimes has auditory
processing problems where it takes her longer to comprehend and understand the
material. However, she was extremely engaged in this lesson, and enjoyed reading and
looking at the mini-books, and was actively engaged during the guided practice of the
graphic organizer, where the students were really learning about all of the material on the
learning goal. Brianas pre-assessment score was a 1/5, and her post-assessment score
was a 5/5, signifying that she has met Learning Goal 1.
The second student, Makayla, is a student who was somewhat engaged during all
parts of the 3-day lesson. Makaylas reading level is below average, and is the lowest in
the class. She was able to fill out the graphic organizer during the guided instruction, but
I do not feel she spent as much time listening opposed to copying what was supposed to
be written down. Makayla stays engaged during the lessons, but has trouble keeping up
when you have to write something down, as her decoding and spelling skills are slightly
lower than the rest of the classes. During Day 1 with the station teaching, I had the
students in her group read to her, though I am not sure she was able to fully comprehend
all of the information. Makaylas pre-assessment score was the same as Brianas with a
score of a 1/5, but her post-assessment score was a 3/5, signifying that she was not able to
meet Learning Goal 1.
I feel that I tried to help each student meet the learning goals, but I may have
moved too fast for Makayla to comprehend everything that she was writing in on the
graphic organizer. I believe that since Briana was able to be fully engaged and keep up
with filling in the graphic organizer, she was able to listen to the information and really
comprehend all of the material that she was learning. I had tried to make the station
learning activity to be able to be understood by all, but perhaps Makayla was not paying
fully attention to the reader, and she was focusing more on the pictures to understand
what the student was saying. My instruction had been successful for most students, but
Makayla did not comprehend New Jerseys spatial location on the map, or the capital on
her post-assessment.
2. What can you do or learn about to improve their performance?
In order to help Makaylas performance, I could have used more formal
19

assessment during Day 1 of stations learning. I could have predicted that she would have
problems reading the mini-books and decoding the words, so I tried to change it so that
she would understand. Perhaps if I had asked more questions to each of the students,
Makayla may have spent more time listening to what was being read and comprehended
more.
In order to improve Makaylas performance and comprehension during the guided
activity of filling out the graphic organizer, I could have anticipated that Makayla would
have had problems filling in the words. I could have given her a modified graphic
organizer with the words already filled in, so that she would be less focused on writing
the words in and more focused on listening. Instead of having Makayla fill out the
graphic organizer, she still would have been accountable for coloring in New Jersey on
the map, placing a star on Trenton, and coloring in the county that they lived in, but
instead of writing in words, she could highlight them as we go along. This may have
improved her performance and comprehension of the material being taught.
I have learned to anticipate student problems that have trouble reading/filling in
graphic organizers, and to be aware of adaptations that could be made to ensure that
every student gets the best opportunity to comprehend the information that is being
taught. I have also learned that modified graphic organizers can be helpful for students
who have trouble keeping up and filling in the information. In the future, I will be more
aware of the challenges that students can place, and anticipate and modify the lesson so
that they will not be as challenged and can focus more on the material.
E. Table 2: Entire class

Performance*of*Entire*Class*for*Learning*Goal*2*
Scores*of*Students*as*per*Rubric**x/3*

Completion"of"the"Written"Part"of"the"Postcard"

Fun"Fact"

3"
2.5"
2"
1.5"
1"
0.5"
0"

Names*of*Students*

20

Grammar"and"Punctuation"

Picture"

F. Questions about performance of entire class Learning Goal 2

Refer to data from Table 2. Consider your goals, instruction, and assessment, along with
student characteristics.
1. Select the rubric element where your students were most successful. Provide 2 or more
reasons for their success.
There are two rubric elements where the students were most successful. The
students were most successful in completing the written part of the postcard, in which
they had filled in their name, the state name (New Jersey or NJ), the capital (Trenton),
and writing a fun fact. The other part of the rubric element that the students were most
successful was drawing a picture that illustrates and is related to the fun fact that they had
written about. I believe that the students were successful in these parts of the rubric was
partially due to the directions that I was giving the students, and that during when the
students were working on completing their postcards, either my cooperating teacher or I
would remind students of what they needed to fill in and that they need to draw a picture
that is related to the fun fact that they had written about. The students are also used to
filling in a prompt for writing workshop and then illustrating what they had written about,
so the students also had background experience in illustrating to their writing. The
students were able to fully understand what was required of them, and I believe that is
why they scored so high on these two elements of the rubric.
2. Select the rubric element where your students were least successful. Provide 2 or more
reasons for their lack of success. What can you do or learn about to improve their
performance?
The rubric element where the students were least successful was the grammar,
capitalization, and punctuation. Many students had either missed capitalizing the
beginning part of a sentence, a name, or a place, and many students had also failed to put
ending punctuation at the end of the sentences. Some students had even misspelled
important words in which should have been spelled correctly (New Jersey, Trenton, Bon
Jovi).
The students were given materials that had the correct spelling for the students to use, but
many of them opted not to use these materials. I think that the students did not spell
important names/places/people correctly because they are used to sounding out and
spelling out words to the best of their ability. What I can learn from this is that I can
remind students to use the material given to them in order to spell irregular words that
they normally would not spell, especially if they are important words.
As stated before, some students also struggled using correct capitalization in
names/people/places, and also struggled using ending punctuation. I had tried to remind
students to do these things, and also tried to work with the students to ensure that they
were using these elements, yet some students still struggled to do this. What I had
learned from this is that the students could have benefitted from a checklist that reminded
21

students to check for punctuation and capitalization and spelling of appropriate words.
Before the students had handed in the postcards, I could have given them the checklist to
check their work, and only after they had checked everything off, they could hand the
postcard in. I feel like had I done this, or even stressed the students to check their
capitalization and punctuation and spelling, that they might have been more successful in
this part of the rubric.

22

WILLIAM PATERSON UNIVERSITY

Department of Elementary and Early Childhood Education

CIEE 322
Modified Teacher Work Sample
Assignment #6: REFLECTION AND SELF-EVALUATION
DIRECTIONS: Reflect upon three professional learning goals that emerged after
teaching this lesson. These goals should reflect the areas students had difficulty with
as documented in the Summary of Assessment Data. Provide specific details
regarding exactly what you will do to meet your stated goals.
THE ATTACHED RUBRIC WILL BE USED TO GRADE THIS ASSIGNMENT.
Candidate Name: Mary Hocking School: Marie V. Duffy Elementary School

Grade: 1

Prompt: Write about three professional learning goals, along with two specific steps
each that you will take to meet these professional learning goals.
Professional Goal 1: To anticipate areas in a lesson where students may have trouble,
and to adapt that part of the lesson to increase student comprehension. I would like to be
able to make adaptations to my teaching style and to the materials so that all students are
able to focus, read, and comprehend the material.
Step 1: I will learn the student characteristics of all students, so that I can
anticipate where students may find problems within the lesson. Some students
may struggle in filling out organizers, or reading the independent material that is
given to them. If I become aware of the struggles that students may face, I can
make changes to my lesson and materials so that all students are able to have the
best chance at comprehending the material.
Step 2: Once I anticipate the struggles some students will face, I can make
changes to my lesson, including the materials that I use. For example, if I notice
that some students are having problems with paying attention while filling out the
graphic organizer, I can give those students a partially filled out one so that they
can still fill it out, but can spend more time listening and comprehending the
information given to them opposed to writing the information down.
Professional Goal 2: To make sure that I have all students attentions before giving out
directions or information that the students need to know. I also want to be aware of the
students who lose attention easier, and to check that I have their attentions all throughout
each part of the lesson.

25

Step 1: For the students who have trouble focusing, I can be sure to be aware of
who to look out for. Once I know which students consistently have problems
focusing, I can check on these students and formatively assess whether they have
been paying attention and comprehend the material that I have been teaching.
Step 2: I can be sure that I have the attentions of these students by using
attention-getting cues that are already practiced in the classroom. Once attentions
are given, I can continue to give directions or information. I do not want to call
out these students, but I can give these select students who have trouble focusing
jobs or material that I want them to present so that they stay attentive during all
parts of the lesson. If I can try to limit attention loss, and plan ahead of time to
minimize this, I can increase the comprehension of all students.
Professional Goal 3: To give specific directions to students about their expectations for
the create piece of lessons. I would like the students to be aware of and to be able to look
at the types of elements that they will be graded on, so that the students can check that
they have all parts of their assignment filled in correctly.
Step 1: While giving directions for the create portion of lessons, I can show on
the board the rubric that they will be graded on. I can read the students what they
need to do to get a target score, and then check if anyone has any questions about
what is expected of them. I can walk around the room once the students are
working independently, and formatively assess whether or not students have
understood the assignments directions, and what they need to do to get a target
score.
Step 2: After the students are finishing up their projects, I can give out or present
a checklist handout for the students to look over and use. If I create a checklist of
all of the elements that are needed on a rubric for a target score, the students can
go back and re-check their work that they have everything that they need to get a
target score, and during this time they can ask questions if they are confused with
any part of the project, and check if they have all parts filled in.

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