Teacher Work

TEACHER WORK SAMPLE
The materials in this document were adapted from The Renaissance Partnership
For Improving Teacher Quality Project Teacher Work Sample, downloaded 6/22/2011 from
http://edtech.wku.edu/rtwsc. Last modified 6/1/2015
TWS Standard 1: Contextual Factors
Community, District, and School Factors
Geographic Location
City and state – New Orleans, Louisiana
Population of city - 1,268,883

‘
Stability of community (state of growth, decline, or stability) – The stability of this
community is steadily changing.
Perception of the level of community support for education -
District
Name of school district and grades served – The name of this district is
Recovery School District and it serves PK-8th grade.
Number of schools – 68
Number of students enrolled in district - 27,500
Percentage of students in district receiving free or reduced-price lunch – 82%
School
Name of school and grades served – Esperanza charter school serves grades K-
through 8th grade.
Number of students enrolled in school – There is a total of 537 students enrolled

at this school currently.
Percentage of students in school receiving free or reduced lunch – The

percentage of students receiving free lunch is 100 percent.
Academic achievement ranking/label – This school is a grade B on the state

level.
Thompson, Lakeisha
Classroom Factors
Demographics
Grade level(s) and content area(s) – The classroom is 3rd grade with the content areas of Math,
Science, Social studies, and English Language Arts
Total number of students – There are 30 students in the classroom.
Number of boys/number of girls – There is a total of 14 boys and 16 girls in the classroom.
Ages represented – The ages of all 30 students range between 8-9.
Cultures/ethnicities represented – The ethnicity of this classroom is Spanish and African American.
Socioeconomic information - The students in this classroom ranked between low income and the
working class.
Environment
Physical room arrangement – The teacher has two desks stations in the classroom, which are
located in the back and on the side of the classroom. The students are arranged in groups of six. Two
students are on islands by themselves, which means they sit along. The computer station is against a
side wall with four available computers. There is anchor chart hanging from the ceiling all around the
room. There is a library in the corner of the room. The library is a cozy place that has lounge chairs
and many different levels of books. The smart board is in the front of the classroom where everyone
can see.
Classroom resources - The classroom has many different resources to help the students
Level of parental involvement – Parental involvement is low or minimal.
Availability of and/or access to technology – There is an available set of class computers on a cart
http://edtech.wku.edu/rtwsc. Last modified 6/1/2015.
3
Thompson, Lakeisha
for sharing in the school. The smart board also have internet that is accessible for teaching and
learning in the classroom.
Student Factors
Number of students receiving educational services outside of the classroom (e.g.,

reading/math intervention, speech services, special education services) - There are 6 students
receiving math intervention services. There are 8 students receiving reading intervention services.
Number of students whose primary language is other than English – There is 11 students whose
primary language is Spanish.
Number of students with Individual Education Plans - There is no students with Individual
Education plans at this time.
Number of non-labeled (e.g., non-IEP, non-ADA Section 504) students who are behaviorally or
academically challenged – There is at least six students who are academically or behaviorally
challenged in the classroom at this time.
Other -
Research Connection
Locate one literature source that expounds upon one of the topics described in this standard.
The reference may be found in a peer-reviewed or a professional journal. For example, you
may add a reference for why student demographics are important to consider in the process
of instructional planning goals.
Reference:
Naresh, B., Sree Reddy, D. B., & Pricilda, U. (2016). A Study on the Relationship
Between Demographic Factor and e-Learning Readiness among Students in
Higher Education. Global Management Review, 10(4), 1-11.
Three to five bullet summary of the literature source:
1. We have to update our live with global exposure because this world is competitive.
4
Thompson, Lakeisha
2. Technology is a tool utilized for e-learning, which can allow students to compete
around the world.
3. The awareness of online learning and assessments analyzes the awareness,
acceptance and adoption of the student willingness to perform well.
Instructional Implications
Based on the contextual characteristics of the community, classroom, and students, describe
in one to three paragraphs the possible impact those characteristics could have on the
planning, delivery, and assessment of your unit.
Educators should definitely take contextual characteristics in consideration before planning,

delivering or choosing assessments for a unit. The impact of the community, classroom, and student
factors have a major effect on the end result of the students’ success. Planning is one of the most
important part of educating students because, it gives the teacher step by step layout of lessons. The
lessons should adhere to necessary barriers such as, language difficulty home life and or academic
struggles. Language is important for lesson planning. The teacher must know and learn how much
English the student knows because, a translator maybe necessary along with accommodations and
differentiation in the lessons. Considering language also give the teacher an opportunity to arrange
the class where other student can learn a different culture. Diversity is important because it shows
students that there are different types of people in the world but, I can befriend them and become
more comfortable and socialize effortlessly. Minimal parent involvement can be a big hinder on lesson
planning. Many students do not have committed assistance with their homework in this community.
Therefore, the teacher must give a realistic amount of homework through planning that a student can
complete along with adequate practice in mind. Academic struggles are evident to consider during
planning because giving students higher levels skills without mastering lower levels or even
combating them together, as an option, is a major disaster waiting to happen. The student can shut
down and give up without the possibility of returning to a state where they are eager to learn.
Delivery is the ultimate way of communicating new information to the students in the classroom,
and contextual factors are important. Each student has a different life style at home, and the teacher
must yearn to understand that life style; it directly effects the delivery of his or her lesson. There are
students who are spoiled, control things at home, and some who do not have any type of choice. The
student who control things at home can be looked upon as disrespectful for things such as, blurt out
during lesson delivery. The student with no choices may never speak during lesson and it is look to
the educator as this child do not participate or involve in the learning process. Spoil children may
become sad or feeling uneasy the minute the educator pick someone to answer a question. The
educator must learn these students immediately because it will the teacher control the narrative of
these outcomes.
Assessment should be measurable and realistic with contextual factors taken into consideration.
The language of an assessment is important because the student must be able to read and
comprehend the text to perform well. The skill and content must be at an appropriate academic level
for the student to perform well. The physical arrangement of the room is also important for
assessment because, some student have less distractions away from a window. Technology can be
an asset for assessment because, it can give animated tests for students how consistently inattentive.
5
Thompson, Lakeisha
6
TWS Standard 2: Topics and Learning Goals
Unit Topic – Compare and Contrast
National or state academic content standards –
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RF.3.3.C
Decode multisyllable words.
Learning goal (LG) –

Students should be able to recognize differences and similarities of two or more things
because, it promotes critical thinking and defending opinions derived from text
evidence.
One to three measurable objective(s) -

1. Students will be able to compare and contrast two or more things using text as
evidence.
2. Students will understand the meaning of text vocabulary after learning and
decoding multisyllable words.
Research Connection
Thompson, Lakeisha
Locate one literature source that expounds upon one of the topics described in this
standard. The reference may be found in a peer-reviewed or a professional journal.
Reference:
Nicholls, J. G., Nelson, J. R., & Gleaves, K. (1995). Learning 'facts' versus learning that
most questions have many answers: Student evaluations of contrasting
curricula. Journal Of Educational Psychology, 87(2), 253-260. doi:10.1037/0022
0663.87.2.253

1. The studying of comparing and contrasting helps students understand fairness
in two types of curricula and the purposes they may serve.
2. Contrasting could promote learning, ability to memorize and ability to think and
figure things out.
3. Comparing and contrasting also promote group discussions between teacher
and peers.
8
TWS Standard 3: Assessment Plan
Pretest – include scoring criteria

(Copy and paste below)
Vocabulary is 10 possible choices

10 points for each correct answer.
Compare and contrast

The students must write at least two similarities and differences for Ron and Blake
to gain full credit.
Ron similarities/differences= total of 4 answers
Thompson, Lakeisha
12.5 points for each correct answer.

Blake similarities/differences =total of 4 answers
12.5 points for each correct answer
Pretest Data: Whole Class

(Remove the example data and fill in your data as number of students)
LG
Exceeds 1
92-100%
Meets 5
80-91%
Approaches 14
60-79%
Falls Far Below 11
59% and below
Pretest Analysis: Whole Class

Based on the data above, what changes, if any, will you make to the previously identified
information:
National or state academic content standards –
Learning goal –
Measurable objectives -
Based on the whole class pretest data, describe in one to three paragraphs the possible
impact this data could have on the planning, delivery, and assessment of your unit.
The class is moving into a more complex topic that requires critical thinking and research. Comparing
and contrast can be difficult for this class to grasps because, it has a variety of students who are English
language learners. The language barrier along can be the problem of the poor pretest scores on
comparing and contrasting. The vocabulary pretest can have the language barrier problem as well. The
planning must include previous learning such as locating synonyms, and images that may correlate with
words. The planning for compare and contrast must include images or categories because it will give
10
Thompson, Lakeisha
students an opportunity to categorize their thoughts. The implementations should definitely include
pictures, motions for kinesthetic learners, and an abundance of practice before the students’ complete
work independently. Students learn from each other daily. Therefore, grouping should be considered
during guided practice. There are factors that should be taken into consideration for assessments
because, it will allow the students to be successful. There should be more time allotted for students who
are English language learners, and students that are on lower levels.
Research Connection
Locate one literature source that expounds upon one of the topics described in this
standard. The reference may be found in a peer-reviewed or a professional journal.
Reference:
Rjosk, C., Richter, D., Luidtke, O., Hochweber, J., & Stanat, P. (2015). Classroom
composition and language minority students' motivation in language
lessons. Journal Of Educational Psychology, (4), 1171. doi:10.1037/edu000003
1. Students develop their individual interest based on the interaction with peers in
the classroom.
2. “Teachers who foster students’ feeling of competence provide their students
with appropriate tools and feedback promoting success and feelings of efficacy,
and they are clear about their expectation”.
3. The classroom must have all the materials and interest needed to drive up
student participation.
11
Thompson, Lakeisha
Post-Test– include scoring criteria

12
Thompson, Lakeisha
13
Thompson, Lakeisha
14
TWS Standard 4: Design for Instruction
Unit Scope and Sequence
Sequence of
Lesson: Adaptations:
Lesson Topic instructional Measureme Determined by
and nt of the Student
Engagement Learning Factors
Strategies
Da I Wanna Iguana The teacher The teacher There are
y 1 Phonics/Spelli explains rule walks several
ng of LE using a around and students that
Prezi observes are ELL
presentation the students. The
on smart students’ teacher
board. progress by rearranges the
noticing students seats
The teacher where their to
and students lines are accommodate
break up drawn. students with
syllable words language
with the LE barriers. There
ending. are a couple of
students that
The teacher have learned
tells the two languages.
students to
write all the
LE syllable
words in their
notebook with
a line to divide
the sounds.
Thompson, Lakeisha
Da I Wanna Iguana The teacher The The students of

y 2 Vocabulary displays a measureme ELL talk to the
Prezi nt of shoulder
presentation learning is buddies for
to the done clarification
classroom to through because, those
unfold observation students know
multisyllabic of two languages.
words to the participatio
students. n.
The Prezi is
colorful and
has plenty of
pictures.
The definition
and the part of
speech is also
shown on this
Prezi.
The students
and teacher
create motion
for the new
vocabulary
words.
16
Thompson, Lakeisha
Da I Wanna Iguana Reviewed The Two ELL

y 3 Compare and spelling students are students are
Contrast given two allowed to write
Review short in Spanish.
vocabulary stories to
compare The other ELL
The teacher and are allowed to
uses the contrast. work as
smart board partners.
to display and
explain her
compare and
contrast chart.
The chart
utilizes the
words that
identify alike
and different.
The compares
and contrast
to complete
different
things in a
Venn diagram.
The teacher
uses a Venn
Diagram to
compare and
contrast
examples with
the students’
participation.
Da I Wanna Iguana Reviewed The The ELL

y 4 Comprehensio spelling students students are
n compared allowed to work
Review and in partnerships.
17
Thompson, Lakeisha
vocabulary contrast the

other
Reviewed characters
Compare and in the story,
contrast using a
Venn
The teacher diagram.
and students
read the story
I wanna
Iguana.
The
students
The students
reread the
story
independently
.
The students
and teacher
then read the
story and
dissect the
meaning from
each
paragraph.
The students
and teacher
then compare
and contrast
the main two
characters in
this story
using a Venn
diagram.
18
Thompson, Lakeisha
Da I Wanna Iguana Spelling test The tests There are

y 5 Assessments are range several
Vocabulary from 0-100 accommodatio
Test. percent. ns for students
in this class.
Comprehensi Some students
on Test that have test read
includes all aloud, and
skills learned modifications.
for the week.
19
TWS Standard 5: Instructional Decision-Making
Instructional Decision-Making
In one paragraph, describe a student’s learning or response that caused you to rethink
your plans.
There are two students that speak very little English. During my brainstorming, one
of those students burst into tears because, of the frustration of learning a new
language. She became even more frustrated when I asked her about the problem. The
cooperating teacher was not in the classroom at this time. There is a teacher that
translates Spanish into English on the school grounds. This particular teacher came to
the class twenty minutes after the incident. The student was shut down by this time.
The translator took her out of the classroom to communicate effectively without any
distractions. Later on that day, the translator told the cooperating teacher and I, the
student is easily frustrated after learning is not pick up after several times of
explanation.
In one paragraph, describe what you did next, including why you thought this would
improve student progress, and what effect, if any, it had on the student(s).
The students in a classroom should never feel frustrated about learning. I
immediately wanted to add fun to my instruction. I too share some of those feelings
sometimes with classes of my own. I wanted to give this students hands-on learning
without overstepping the boundary lines of my cooperating teacher. The students and I
came up with motions to displays the vocabulary words. This gave the students an
opportunity to move, giggle, and learn all at once. The motions will help the frustrated
student because she will like the movement because, it is associated with fun.
Post-Test– include scoring criteria

Thompson, Lakeisha
21
Thompson, Lakeisha
22
Thompson, Lakeisha
The multiple choice questions are worth 3.5 points each and the constructed
response is worth 16 points for a total of 100 points. Vocabulary, phonics, and
comprehension questions are worth 3.5 points each. The I Wanna Iguana story was
attached to each student test to answer the comprehension questions.
TWS Standard 6: Analysis of Student Learning
Post-Test Data: Whole Class

LG LG
Pre-Test Post-Test
23
Thompson, Lakeisha
Exceeds 1 0
92-100%
Meets 5 11
80-91%
Approaches 11 13
60-79%
Falls Far Below 14 7

59% and Below
Post-Test Analysis: Whole Class
Based on the whole class post-test data, write a one paragraph interpretation of the
students’ learning:
Assessments are important for future instruction because, it allows teachers to

understand or recognize if re-teaching is necessary. In the pretest data shown above, the
students had some knowledge of one or two concepts on the assessment. The post-test
shows that some students knew more after the week of lessons, but some errors did
occur. The teacher should break the test in portions to see where the majority of errors
lie. This will allow the teacher to plan accordingly to input missed information into future
lessons.
Based on the whole class post-test data, write one paragraph analyzing the effectiveness
of your instruction and your assessment:
The effectiveness of instruction will be displayed in the performance of tests. In the post
assessment above, the data shows that the instruction was not effective as it could have
been. There was no student that attained a score that led to the Exceed category. There
was also an instance where a student regressed after the assessment. Those scores
should be analyzed and categorized by the mastering of skill, comprehension, and
language acquisition because, it will give the teacher a better outlook of the error, or
limited information that happened during instruction.
Post-Test Data: Subgroup Selection

Analyze the common characteristics of the students. Based on those characteristics,
select one subgroup to analyze. List the subgroup.
24
Thompson, Lakeisha
English Language Learners
English Language Learners have several possible characteristics. Some of them have
started school at a later age or in the grade of second. In other countries, the resource of
education can be limited. There is also a language barrier between teacher and student
because the teacher only speaks English.
Brief rationale for your selection (one to three sentences) -

English is the only language that I have spoken my entire life. In many cases, I will have to
educate students that speak little to no English or English as a second language. In this case, I
want to know how effective the lesson was for them.
Post-Test Data: Subgroup

LG LG
Pre-Test Post-Test
Exceeds 0 0
92-100%
Meets 0 1
80-91%
Approaches 6 7
60-79%
Falls Far Below 5 3

59% and Below
Post-Test Data: Remainder of Class

(Remove the example data and fill in your data)
LG LG
Pre-Test Post-Test
Exceeds 1 0
92-100%
Meets 4 10
80-91%
Approaches 6 6
60-79%
25
Thompson, Lakeisha
Falls Far Below 9 4

59% and Below
Post-Test Analysis: Subgroup and Remainder of Class
Analyze the data of the subgroup as compared to the remainder of the class. In one
paragraph, describe the finding of your analysis with respect to the effectiveness of your
instruction.
The data for the remainder of the class and the ELL group have given the teacher some
great information about the effectiveness of her lesson. The students in both groups have
gain a significant amount of information after the lessons of the week. No one in both
groups have proceeded to the Exceed group which means, there was some room for
correction or improvement in the lesson. There was more of a significant change with the
remainder of the class that proceeded to the group Meet, which means, the educator
should implement a new learning style or tool to better help the students that are English
Language Learners.
26
Thompson, Lakeisha
Post-Test Data: Single Student

(Remove the example data and fill in your data as total score)
LG
Pre-Test 63
Post-Test 82
Post-Test Analysis: Single Student
Based on the single student data, write a one paragraph interpretation of the student’s
learning:
The data shows that the above student has gained knowledge from the teacher
candidate’s lessons. The student understood the vocabulary lesson very well but
lacked in comprehension. Comparing and contrasting was a skill taught this week to
help students better understand the stories they read. The student has gathered
learning but there is room for improvement.
Based on the single student data, write one paragraph analyzing the effectiveness of
your instruction and your assessment:
Effectiveness is important for every student because, it help student understand more
than one concept or skill at a time. The student in the above data does not any issues
or road blocks for learning. This notion gives the teacher candidate an outlook or idea
that there was a missing link in the lesson prepared for that the week. Some simple
changes can make great improvement with data with each student.
Overall Analysis
27
Thompson, Lakeisha
Whole Class Subgroup Remainder of Single Student

Class
Percentage 0 Students 0 Students 0 Students 0 Students
Exceeding LG 0% 0% 0% 0%
after Post-
Assessment
Percentage 11Students 1 Students 10 Students 1 Students
Meeting LG .03%
after Post- 35% .03% 32.2%
Assessment
Percentage 13 7 6 0 Students
Approaching
LG after Post- 41.9% 22.5% 19.3% 0%
Assessment
Falling Far
Below LG after 22% 0.09% .12% 0%
Post-
Assessment
Showing no
Change/ 0% 0% 0%
0%
Regression
from Pre-Post
Assessment
28
Considering the students who met or exceeded the scoring criteria for the LG, identify
the most successful learning activity/activities and provide a rationale by explaining
plausible reasons for the success.
There was a significant amount of students that met the meeting goal. The activity that
influence this goal the most was acting out the vocabulary words. The students also
enjoyed the Prezi presentation. The scores were significantly higher on those portions of
the assessment.
Considering the students who approached or fell far below the scoring criteria for the
LG, identify the least successful learning activity/activities and provide a rationale by
explaining plausible reasons for the failure.
The students in this group did not receive the target percentage for various of reasons.
Some students missed days of school during those specific lessons. Other students
have a significant language barrier that creates slower of processing information. The
teacher can also add some interesting changes to her delivery. The teacher can
implement more use of technology in her lesson. There is also an app to decode multiple
languages and tactile objects that will help deliver the information better.
Identify the group (whole class, subgroup, remainder of class) with the most overall
success on the LG and provide a rationale by explaining plausible reasons for the
success.
The group of whole class had the overall success on the assessments after the lessons
of the week. There are several reasons for these numbers. The students who are not
English Language Learners were more willing to participate in the lessons. These
students also speak English as their first language which made it easier to understand all
parts of the lesson. The movement activity with the vocabulary help the students
remember the vocabulary during the assessment.
Identify the group (whole class, subgroup, remainder of class) with the least overall
success on the LG and provide a rationale by explaining plausible reasons for the failure.
The group of subgroup had the overall failure on the assessments after the lessons of
the week. There are several reasons for these numbers, in which most was English
language learners. The English Language Learners were more willing to participate in the
lessons. The language barrier was very strong and in addition to this most ELL students
read and write English with their first language rules.
TWS Standard 7: Reflection and Self-Evaluation
Improved Practice
Thompson, Lakeisha
Based on your experience of developing and delivering your Teacher Work Sample, list three
implications for your future teaching practices.
1. The first implication will be to allow data to drive instruction and

creativity of implementation of lesson. The workshop model is a great
example for this implication. The workshop model allows the students to
be broken up by learning levels. This allows the teacher t consistently
push data, and increase learning and motivates students all at once.
2. Another implication will be to over prepare on each lesson because, the

different ways of understanding consistently changes. Students learn
information different types of ways therefore the teacher must
consistently change the approach to learning. For example, the way a
student learn reading can be different in science or vice versa.
3. The last implication will include to create meaningful relationships

because, it will help student feel more comfortable with participating and
asking for help.
Professional Development
Based on your experience of developing and delivering your Teacher Work Sample, construct
and describe three professional goals.
1. The first professional goal is to learn how to better connect with real life
connections. Real life connections allow students to understand the
reason they should be learning a specific content. This also help to leave
boredom out of the classroom.
2. Always understand all expectations before starting a new task because,

perception can be different from person to person. Often time teachers
educate with the information that they have learned throughout the years,
but clarification can help those teachers understand what is really
expected of them from their administration team.
3. In the future, I will always ask for help from others and collaborate often
because it allows you to learn a new way of completing a tasks often.
Collaboration is important because new ideas should be talked about
weekly or daily. It increases creativity and scaffolding for lessons.
30
References
Naresh, B., Sree Reddy, D. B., & Pricilda, U. (2016). A Study on the Relationship
Between Demographic Factor and e-Learning Readiness among Students in
Higher Education. Global Management Review, 10(4), 1-11.
Nicholls, J. G., Nelson, J. R., & Gleaves, K. (1995). Learning 'facts' versus learning that
most questions have many answers: Student evaluations of contrasting
curricula. Journal Of Educational Psychology, 87(2), 253-260. doi:10.1037/0022
0663.87.2.253
Rjosk, C., Richter, D., Luidtke, O., Hochweber, J., & Stanat, P. (2015). Classroom
composition and language minority students' motivation in language
lessons. Journal Of Educational Psychology, (4), 1171. doi:10.1037/edu000003

Teacher Work

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Teacher Work

Uploaded by

Copyright:

Available Formats

TEACHER WORK SAMPLE

Community, District, and School Factors

City and state – New Orleans, Louisiana

Population of city - 1,268,883

Perception of the level of community support for education -

Number of students enrolled in district - 27,500

Percentage of students in district receiving free or reduced-price lunch – 82%

Number of students enrolled in school – There is a total of 537 students enrolled

Percentage of students in school receiving free or reduced lunch – The

Academic achievement ranking/label – This school is a grade B on the state

Total number of students – There are 30 students in the classroom.

Ages represented – The ages of all 30 students range between 8-9.

Level of parental involvement – Parental involvement is low or minimal.

Number of students receiving educational services outside of the classroom (e.g.,

Three to five bullet summary of the literature source:

Educators should definitely take contextual characteristics in consideration before planning,

Unit Topic – Compare and Contrast

National or state academic content standards –

Learning goal (LG) –

One to three measurable objective(s) -

Three to five bullet summary of the literature source:

Pretest – include scoring criteria

Vocabulary is 10 possible choices

Compare and contrast

12.5 points for each correct answer.

Pretest Data: Whole Class

Pretest Analysis: Whole Class

National or state academic content standards –

Three to five bullet summary of the literature source:

Post-Test– include scoring criteria

Unit Scope and Sequence

Da I Wanna Iguana The teacher The The students of

Da I Wanna Iguana Reviewed The Two ELL

Da I Wanna Iguana Reviewed The The ELL

vocabulary contrast the

Da I Wanna Iguana Spelling test The tests There are

Post-Test– include scoring criteria

TWS Standard 6: Analysis of Student Learning

Post-Test Data: Whole Class

Falls Far Below 14 7

Post-Test Analysis: Whole Class

Assessments are important for future instruction because, it allows teachers to

Post-Test Data: Subgroup Selection

English Language Learners

Brief rationale for your selection (one to three sentences) -

Post-Test Data: Subgroup

Falls Far Below 5 3

Post-Test Data: Remainder of Class

Falls Far Below 9 4

Post-Test Analysis: Subgroup and Remainder of Class

Post-Test Data: Single Student

Whole Class Subgroup Remainder of Single Student

TWS Standard 7: Reflection and Self-Evaluation

1. The first implication will be to allow data to drive instruction and

2. Another implication will be to over prepare on each lesson because, the

3. The last implication will include to create meaningful relationships

2. Always understand all expectations before starting a new task because,

You might also like