TWS Reflection: This teacher work sample (TWS) was developed to showcase my preparation, development, delivery, assessment, and

reflection of teaching in a full time classroom environment. It was developed during my student teaching experience at Fossil Ridge Intermediate. A pre-test was developed with the input and assistance of both my mentor teacher and the rest of the 7th grade math department PLC. We researched the states core and found what we felt were the essential standards for our students. The pre-test was almost entirely new content, delivered in a free response format, and evaluated whether they were able to come up with a process of finding solutions without any previous guidance. The unit plan was built to help students learn how to solve real world percent problems using proportional relationships. The essential standards determined by our PLC was the basis for the learning objectives outlined in the unit, and eventual lesson plans. Formative assessments were designed to reflect student understanding and give evidence for needed intervention. The lesson plans were developed after the tests to coincide with our desired outcome. Contextual factors were taken in consideration when developing not only assessments, but lesson delivery and even the classroom arrangement. Vocabulary was reviewed to assist ELL students as well as solidify all students understanding of the mathematical language used. Students who were hesitant or deliberate in their avoidance of participation were seated with students who not only encouraged and motivated them to participate, but did not accept their noncompliance. Lessons were prepared ahead of

time for smartboard presentation as well as hands on activities. ELL students had the option to have questions read to them when needed. This unit in particular gave me a chance to draw from the depth at which I have studied mathematics in my own career. Students quickly recognized that if they struggled understanding the process of solving a problem I could show them alternative ways to reach the same conclusion. This led to great classroom discussions and even chances for peers to teach and learn from one another in seeking alternate solutions. To be able to look ahead at where the math was taking students in the future led to more specific teaching. This TWS gave me a chance to not only evaluate what I was doing on a classroom level, but look at what I was doing to help individual students succeed. It provided an opportunity to look at students as more than statistics, or names on a list. I had to get to know, understand, and empathize with each student to develop an appropriate learning plan to meet their needs. The evidence from the post-tests showed that this work was worth the time and effort. This TWS played a significant role in providing evidence to myself of the significance and benefits of creating a unit plan with the students, and the end in mind.