Northern State University

Pre-Student Teaching Experience

ELED/SPED/SEED 496
Teacher Work Sample
Fall 2016

Candidate Name:

Candidate Phone Number:

Candidate ID Number:

Name of School where data

was collected:

Subject/Content Area: Science

Grade Level: Sixth Grade

Date Submitted: 12-12-16

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.

I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.

Signature of Candidate Submitting the TWS: Brendan T. Roso

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 Description
A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates instruction on
students learning as well as provide evidence of candidates teaching performance during the Pre-
Student Teaching Experience. The TWS assignment includes the following tasks:

I. Professional Goal Setting and Reflection

II. Contextual Information
III. Instructional Design and Implementation

Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.

References and Credits: If you refer to another persons ideas or material (such as theorists), cite
these in a separate section at the end of the TWS under References and Credits. (APA is
recommended)

Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both
sides.

Anonymity: Do not include the names of individual students, teachers, or staff as well as
participating schools in any part of the work sample in order to insure the anonymity of all involved.

Submission
An electronic copy of your completed TWS must be submitted to:

D2L for ELED/SPED/SEED 496

Your electronic portfolio/professional website (please remember to remove the cover page with
identifying information before posting).

A paper copy of your TWS must be submitted to the Office of Field Experiences (Gerber 111)

Task I: Professional Goal Setting

Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.

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 Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes
Framework Categories
(You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an Respect and Concern for Students
Individual
Commitment to Health and Safety
Knowledge of the Learner Developmental Needs
Student Diversity
Knowledge of Content Understanding Subject Matter
Knowledge of Pedagogy Planning
Implementation
Assessment
Classroom Management and Organization
Instructional Materials and Technology
Knowledge of Self as a Parent and Community Involvement
Teacher and Member of a Commitment to Teaching
Learning Community Interpersonal Relations
Professional Growth and Development
1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
a. Identify the Framework Category to which your goal aligns:
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Description
Knowledge of Self as an Individual
recognizes the educators influence in the
lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the learner focuses on an
understanding of growth and development
of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content implies a broad
understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Pedagogical Knowledge includes those
principles and strategies necessary for
effective teaching, including the planning,
implementation, and assessment of
instruction, classroom management and
organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a Teacher and
Member of a Learning Community calls for
a collaboration among teachers, students
and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
 Knowledge of Self as an Individual is the category my goal aligns with.

b. Identify the specific Category Outcome you will use to determine your goal:

The category outcome for my goal is Respect and Concern for students.

c. Based on the outcome you selected, write a specific goal for this experience:

My specific outcome of my goal is to create a safe and welcoming learning environment where
everyone in the classroom feels comfortable, and I encourage and enable participation and
involvement from students which leads to student understanding of the content.

I chose this as my goal because the environment of the classroom is very important for learning.
You need to create a safe and welcoming environment where everyone feels they are safe and
can talk and participate in class without the worry of being made of fun of or feeling stupid. I
want to help all my students succeed and by creating this kind of classroom environment, that
will help students succeed.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:

One thing that I can do to accomplish this goal first of all is getting to know all of the students
and building a relationship with the students. In order for them to feel comfortable to participate
in class, there needs to be a relationship amongst teacher and student. I will build a relationship
by getting to know their names and talking to students and helping them on work or answering
questions they have as much as possible. I need to show the students that I truly do care about
them and want to see them succeed. I will also need to make sure that I respond appropriately if
a student answers the question wrong, instead of just saying youre wrong there are many other
responses to use such as that is close keep explaining more or helping them find the right
answer.

e. Reflect on your progress/growth toward achieving this goal:

I definitely made progress with my goal. I was able to learn students names quickly and I tried
building relationships and trust with many. I definitely think I succeeded at this goal. When I
gave my lesson, I had a lot of students participating, several of whom I didnt think would. I was
able to get students to participate and I think this really helped them learn. I didnt see students
not paying attention or not getting involved with the lab. I showed a respect and concern for the
students and they could tell that, and I think this helped them trust me more and get more
involved with my lesson.

Task II: Contextual Information (see rubric for scoring details)

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 Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.

Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/

**The below information and resource is taken from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.

Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Such factors include the community, classroom procedures, student demographics, and the
physical environment in which teaching takes place. Understanding these factors as they relate to your
teaching will help you determine the instructional strategies and approaches that will support your students
learning. In this chart, address any factors listed as they pertain to your teaching assignment. The
subcategories listed under each category are just suggestions; there may be other subcategories that you
would like to address, or there may be a subcategory listed that does not apply to your situation.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students I had 30 students in my class, 17 females and

(All subcategories listed in this box are required.)
Students grade and developmental levels; the age range
of students; the content area being taught; any other
factors that are pertinent to understanding your class
assignment
Community
(e.g., whether the area is urban, suburban, or rural;
socioeconomic information; census data for the
community)
13 males.
The students were ages 10-12 in sixth grade
science.
This information came from my block class,
block 3, that I spent most of my time with and
gave my lesson to in front of my supervisor.
These students are in block courses meaning
they had several different classes a day for
about 85 minutes and have these blocks for one
semester or half the year, then switch classes.
This is an urban setting with a population around
28,000 people.
The median household income is about
$47,540.
About 12% of the population lives in poverty.
91% of the population over the age of 25 have a
high school degree or higher.
Facts according to census.gov

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District
(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; graduation rates; ethnicities;
percent of students with IEPs; percent of students who are lunches in the district is about 35.4%.
ELLs; per-pupil expenditures)
School
(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; ethnicities; percent of students About 29% of students receive free or reduced
with IEPs; percent of students who are ELLs; teacher-to-
student ratio)
Classroom Demographics
(e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students physical needs, 17 females and 13 males.
and those due to cultural characteristics).
Knowledge of Students
(in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior
learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
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There is approximately 4554 students in this
district.
The students receiving free and reduced
The graduation rate for the district is at a
90.85%.
Ethnicities include: Native American, African
American, Hispanic, Pacific Islander, Asian and
White.
The percent of students who are ELL students is
3.5% for this district.
Students with disabilities is at an 11.5%.
This school has a total enrollment of 513
students.
lunches.
The ethnicities are as follows: 16
Hispanic/Latino, 21 American Indian/Alaskan
Native, 16 Asian, 11 Black/African American,
437 White, and 12 with 2 or more races.
Students with IEPs are at approximately 10.9%.
There are about 30 students to one teacher at
this school.
About 1.8% of the students in this school are
ELL students.
Ethnicities: 25 white, 3 American Indian/Alaskan
Native, 1 Asian, 1 Hispanic/Latino.
There were no physically disabled or gifted
students in this class.
There were no students with IEPs, however one
student has ADHD and other student is an ESL
student.
There was one student with ADHD
so he tends to be off task often and not
focus during the lessons.
One student is an ESL student but
she does well with English.
There are several students who
are slower to understand the material.
1 student has an allergy so he has
to go to the office and get a
 medication/supplement, so he comes into
class a few minutes late.
Several students also struggle
working with others, depending on who
that other may be.
These students enjoy hands on
activities.
Students did not have much prior
knowledge to my lesson on seasons as
we just started that unit.
Students came from different
elementary schools so what they were
taught about season in elementary
school will be different.

Task III: Instructional Design and Implementation

Objective: Candidates design, implement, and assess one lesson. (see rubric for scoring on each
component)
To complete this task use the Common Lesson Plan Template (see below). You will complete this
template for the lesson that your university supervisor formally observes.

Millicent Atkins School of Education: Common Lesson Plan

Template
Teacher Candidate Brendan Roso
Name:

Grade Level: 6th grade

Subject: Science

Date: Tuesday, November 29, 2016 (date I gave the lesson)

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

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MS-ESS1-1: Develop and use a model of the Earth-Sun-Moon system to describe
the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

List the Learning Objective(s) to be addressed in this lesson. Use the following
format: Students will be able to

Students will be able to explain why seasons occur.

Students will be able to identify where the earth is at during each season.

Students will be able to explain the difference between a solstice and an equinox.

Describe how the objective is relevant to students lives.

This is relevant to students lives because the change of seasons is always a part of
nature that occurs four times a year and it is important for students to know why
and when the seasons change. Most of the students in this class are in the concrete
operational stage meaning they are able to think logically about concrete events,
the changing of seasons is a concrete event. It is something that always happens.
Students will be able to grasp the idea of why seasons change because they are in
this stage.

List the words relevant to the content area that you will either introduce and/or
review during your lesson.

Seasons
Axis
Solstice
Equinox
Equator
Revolution

List the materials you will need to teach the lesson.

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 Smartboard for teaching and review
Sun and Earth magnets for teaching
Whiteboard for teaching
Flashlights (15) for lab
Rulers (15) for lab
Students need pencil and colored pencils for lab
Computers for assessments
Foam basketball for review
Trash can for review

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure
students level of understanding toward the learning objective(s) prior to teaching
the lesson.

To pre-assess students knowledge about this information, students will be given an

online ten question quiz. These questions cover information that will be taught in
the lesson and align with the objectives.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-assessment?

(Recommended timeline is a minimum of two days prior to teaching your lesson).

This pre-assessment will be given Monday, November 28th, 2016 which is one day
prior to teaching my lesson.

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Create and insert a table/chart/graph that shows the pre-assessment data results.
(if applicable)

Pre assessment
11
10
9
8
7
6
5 Pre assessment
Number of Correct Answers
4
3
2
1
0

Students

Pre-assessment graph showing student scores

Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction,
and post-assessment.

The results of this pre-assessment will show me what the studentss already know
and what they do not know. This will allow me to focus more on what they do not
know to teach my lesson. All of the quiz questions relate to the objectives. I will
also be able to measure student progress by comparing the pre-assessment to the
post-assessment. The average pre assessment score was 3.96 out of 11. The
median score was 4 out of 11 and the range was 1-9. On this pre assessment 7 out
of the ten questions had 50% or more of the students get incorrect. This shows that
I need to focus on all of this content.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use
to measure students level of understanding toward the learning objectives after teaching the lesson.

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 Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model
of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate
into the lesson to enhance instruction and student learning.

I will need computers for every student to take the pre and post assessment. I will
also use the Smartboard to show a video of the earth revolving around the sun.
Finally, I will use the Smartboard to show my questions in my review game.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students learning, culture,
language, etc. * Be sure that these accommodations are based on what you
identified/described in your contextual information (Task II).

There are no students on IEPs in this classroom. We do however, have a student

with ADHD. I will make sure to keep an eye on him when I am doing my teaching to
make sure he is paying attention. If I notice he is not, the teacher has a ball to give
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him so he can squeeze the ball while the teacher is talking. This allows him to be
doing something with his hands, which can help him focus better. If I notice the
students all seem to be struggling, I may take a brain break and have them stand
up and stretch or give them some quick exercise or activity to do to get the wiggles
out. I may also help students who I know struggle more with the assessments, lab,
and worksheet. I will make sure to give plenty of time for students to write their
notes in their notebooks. I will also make sure to demonstrate what they are
supposed to do during the lab so those who learn visually can see what they are
supposed to do instead of just being told.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.

The teacher claps three times to get students attention, this works for her and her
students know this so I will use this management strategy as well. She also uses
the phrase eyes and shoulders to make sure students are paying attention. By
having them turn their body to have their shoulders face you, it takes away some
distractions and makes it easier for the teacher to recognize if someone isnt
paying attention. I will pair the students up for the lab so they dont choose a
student they may mess around with. Another important management strategy I will
use is walking around the classroom; this allows me to see what is going on in the
classroom better than just standing up front. Finally, I will have all the items
students need written on the board so they know what they need and can get
those items out and ready before class, and also dont have any unnecessary items
out that may cause a distraction.

LESSON IMPLEMENTATION
I Do

(Teacher introduces lesson and models expected outcome of learning

objectives)

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Describe how you will activate student interest and present the learning objective
in an engaging way (this is your lesson opening).

To start this lesson and activate student interest I will play a video of the earth
revolving around the sun and ask them what is happening. I will then tell them that
the earth is revolving around the sun and this is one of the reasons we have
different seasons throughout the year because the eart isnt staying in one place all
the time, getting the same amount of sun. I will then tell them the other reason for
the change of seasons, which is the earth being tilted on its axis at a degree of
23.5 degrees. I will then show the students that the earth is tilted on the video.
Finally, we will talk about the four different seasons and where the earth is at
during those seasons. I will define what a solstice is and also an equinox along with
the days for the summer and winter solstice and the fall and spring equinox.
Finally, I will ask the students to where the equator is and what they think the
seasons are like in the equator.

http://www.classzone.com/books/earth_science/terc/content/visualizations/es0408/e
s0408page01.cfm

Describe how you will communicate (to students) how the objective is relevant to
their lives.

I will communicate the relevance to of the objectives to their lives by letting them
know that we go through season changes every year, four times a year. I will make
it more relevant to their lives by figuring out where the earth is during each season
in the northern hemisphere because that is where we live.

Describe what instructional strategies you will use to model/explain/demonstrate

the knowledge and skills required of the objective. (cite theories/theorists)

I will use explicit instruction during the I Do by using direct and engaging
teaching. This is a very successful teaching strategy according to Anita Archer.
Another strategy I will be using is the social learning theory by Albert Bandura
where students work together in pairs during the lab to help each other learn. I will
also have the students actively participate by having them come to the board and
show us where the earth should be around the sun at a specific season.

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Describe how you will check for students understanding before moving on to
guided practice.

I will check for student understanding by having a sun and earth with magnets on
the whiteboard and asks the students where the earth should be during different
seasons and having students come up to the board and checking to see if they put
the earth in the correct spot around the whiteboard along with putting the earth at
an angle.

We Do

(Teacher engages students in guided practice)

Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).

I will put students in pairs to work on a lab where students learn about sunlight at
different angles using flashlights. The lab is included, titled What Causes the
Seasons? They will complete the lab with their partner and then have to answer a
few questions. I will explain each step of the lab so all the groups are at the same
spot in the lab activity and then once we have completed the lab, I will let them
work on their own to answer the questions.

Describe how you will check for students understanding before moving on to independent practice.

I will be walking around checking with students and answering any questions they
have. We will also discuss the questions and their answers after every group is
done to make sure we all understood the lab.

You Do

(Students engage in independent practice)

Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives? (this is the post-assessment)

Before giving the students the post-assessment, I will give them the worksheet
The Seasons where students have to label the season the earth is in based on its
position around the sun on the worksheet. They are also supposed to write down
the date of the solstice or equinox of that season. We will then go over and discuss
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 the answers before taking the post-assessment quiz, which is online.

APPENDIX: Include a blank copy of your post-assessment.

Is your BLANK COPY of the post-assessment included at the end of this lesson
plan?

Lesson Closing

Describe how you will reemphasize the lesson objective and any skills/content that
were taught in an interactive manner (whole/small group, etc.).

To close this lesson we will play a review game called trashketball, if we have time,
where students shoot a ball from the 1, 2, or 3 point line. If they make the basket,
they get the points where they shot from. Each team will have on person come up
to shoot. After both players have taken their shot, the students will go back to their
desk and answer a question about seasons or moon phases, which they just
learned about. The student that shot must write the answer down, but they can get
help from their team. If they get that question right, their points from the shot
double. If they didnt make the shot but answered the question right, they get one
point.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:

Students progress from pre-to-post assessment. (if applicable)

Factors that may have influenced the post assessment results.

How the results of the post assessment highlight what areas of the lesson will
require re-teaching (if any).

If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you
show the comparison.

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 Pre vs. Post assessment
11
10
9
8
7
6
Pre assessment 5 Post assessment
Number of Correct Answers
4
3
2
1
0

Students

Pre-assessment vs. Post-assessment results

There was definitely student progress from the pre-assessment to the post-assessment. The
average score for the pre-assessment was 3.96 out of 11 and the average score of the post-assessment
was 8.21 out of 11, so the average student score more than doubled from pre-assessment to post-
assessment. The range of the pre-assessment was 1-9 points and that of the post-assessment was 4-11.
There were no perfect scores on the pre-assessment but there were 4 perfect scores on the post-
assessment. Also, the pre-assessment had 7 questions where 50% or more of the students got incorrect
and that number decreased to 0 questions where 50% or more of the students got incorrect. The graph
shows the results and change from pre to post assessment for each student.

Some factors that could have influenced results could be: students talking to each other because
they were in their seats so they were in close proximity to each other but that couldve happened in the
pre-assessment as well, students may have gotten frustrated with technology causing them to not do as
well on their post-assessment, students being overwhelmed with information as they took in the
information from me, did an activity, and took the post-assessment all in the same class period, and
finally just wanting to get the assessment over with because we took the post-assessment at the end of
the class after my lesson whereas we did the pre-assessment the day before at the beginning of class.

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These are all things that could possibly have influenced scores on the post-assessment.

These results show that while learning did occur and all the students improved, there are still
some things from the lesson that they did not understand because not everyone got all the questions right.
If I were teaching this class, I could look at the results and determine which questions to revisit and focus
a little more on for this lesson before moving on to make sure all the students understand the material.
This is the purpose of assessing students: to see what they knew before, what they learned from your
lesson, and what you need to focus on a little more. This lesson was a success however because there
was definitely student progress after this lesson.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

1. Implementation-I feel that the implementation of this lesson plan was a success,
more specifically the classroom management of the lesson. I was able to get
students attention and participation during my lecture, transitioned from one part
of the lesson to the next smoothly, kept the students on task during work time, and
could get their attention and gave clear and direct instructions.

2. Assessment results-I feel that the assessment process went very well with this
lesson. I gave students a pre and post assessment online. This allowed me to get
results and scores quickly and more accurately by having the computer grade the
quizzes.

List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.

1. One challenge I had with this lesson occurred during the planning. It was a little
difficult to come up with an activity to do with seasons so finding one was a
challenge but in the end with a little help from my cooperating teacher I was able

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to find an activity and that activity worked very well.

2. Another challenge of this lesson was the technology, specifically with the
assessment. While it was nice to have the quizzes online to speed up the scoring
and results process and saving some paper, some students struggled getting
logging onto their computer and getting to the quiz so that took a little extra time.
We also had to make sure we had access to computers either through the
computer lab or renting out a computer cart.

List and describe two ideas for redesign you would make if you were to teach this lesson again.

1. One thing I could do to change this lesson is to create a powerpoint with all my
information on it. I just wrote all of the information from my lesson on the
whiteboard as we discussed it. This forced me to stick more to the front of the room
more because I had to be up there to write, which allowed me to walk around and
check on students less. I still tried and walked around the room some but I didnt
move around as much as I wouldve liked. By having my information on a
powerpoint, all my information wouldve been already created so I couldve walked
around and given my presentation throughout the room using a clicker to change
slides. It may have been easier for students to read too if it was typed but I made
sure to write big enough that they could all see it from the back. The way I
presented worked well still but that is one thing I couldve changed so I couldve
been around the room a little more.

2. Another thing I could do to change my lesson is change my assessment from

online to paper. While it was nice to have the assessments graded instantly and get
the results and scores immediately, it can be more time consuming and challenging
if technology isnt cooperating the way you want it to which we experienced a little.
By having the assessments on paper, it takes less time to complete because you
dont have to get a computer, log on to that computer and go to the site to take
the quiz, but rather just hand out the paper and let them take the quiz. We also
wouldnt have to make sure computers are available for the class by doing it on
paper or have to worry about batteries dying and students not being able to take
the quiz or having them retake it because their battery died on them. Paper
assessments also make cheating more difficult because they cant just go open
another tab and use google; although none of my students did this it is something
that could possibly happen.

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 Appendix A: Blank copy of Pre/Post Assessment
*Note: this quiz was taken online, not in paper but with the same formatting.*

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 1. What are the TWO reasons for the change of season?
A. Rotation
B. Revolution of the earth around the sun
C. Revolution of the earth around the moon
D. Revolution of the moon around the sun
E. The tilt of the earth
F. The oceans
2. At what angle is the earth tilted?
A. 20o
B. 25o
C. 23.5o
D. 90o
3. What two seasons occur during a solstice?
A. Summer and Winter
B. Summer and Spring
C. Summer and Fall
D. Winter and Fall
4. What two seasons occur during an equinox?
A. Summer and Winter
B. Summer and Spring
C. Spring and Winter
D. Spring and Fall
5. What is the imaginary line drawn around the center of the earth an equal distance from
both poles dividing the earth into Northern and Southern hemispheres?
A. Tropic of Cancer
B. Equator
C. Solstice
D. This doesnt exist
6. What area of the earth receives the most concentrated amount of sunlight and is therefore
warmer?
A. The Northern Hemisphere
B. The Southern Hemisphere
C. Holgate Middle School
D. The Equator

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 Image
1

7. Use Image #1 to determine season position C is in?

A. Summer
B. Spring
C. Fall
D. Winter
8. Use Image #1 to determine season position B is in?
A. Summer
B. Spring
C. Fall
D. Winter
9. Use Image #1 to determine season position A is in?
A. Summer
B. Spring
C. Fall
D. Winter
10.Use Image #1 to determine season position D is in?
A. Summer
B. Spring
C. Fall
D. Winter

Appendix B: Pre/Post Assessment Key

*Note: this quiz was taken online, not in paper but with the same formatting*

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 1. What are the TWO reasons for the change of season?
A. Rotation
B. Revolution of the earth around the sun
C. Revolution of the earth around the moon
D. Revolution of the moon around the sun
E. The tilt of the earth
F. The oceans
2. At what angle is the earth tilted?
A. 20o
B. 25o
C. 23.5o
D. 90o
3. What two seasons occur during a solstice?
A. Summer and Winter
B. Summer and Spring
C. Summer and Fall
D. Winter and Fall
4. What two seasons occur during an equinox?
A. Summer and Winter
B. Summer and Spring
C. Spring and Winter
D. Spring and Fall
5. What is the imaginary line drawn around the center of the earth an equal distance from
both poles dividing the earth into Northern and Southern hemispheres?
A. Tropic of Cancer
B. Equator
C. Solstice
D. This doesnt exist
6. What area of the earth receives the most concentrated amount of sunlight and is therefore
warmer?
A. The Northern Hemisphere
B. The Southern Hemisphere
C. Holgate Middle School
D. The Equator

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 Image
1

7. Use Image #1 to determine season position C is in?

A. Summer
B. Spring
C. Fall
D. Winter
8. Use Image #1 to determine season position B is in?
A. Summer
B. Spring
C. Fall
D. Winter
9. Use Image #1 to determine season position A is in?
A. Summer
B. Spring
C. Fall
D. Winter
10.Use Image #1 to determine season position D is in?
A. Summer
B. Spring
C. Fall
D. Winter

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 Appendix C: What Causes Seasons Lab
What Causes the Seasons?
Name: Answer Key
The Earths axis is on a tilt of __23 __.
The Earth is also a _spherical_______ shape. Because the Earth is a __spherical__ shape, some of
the suns rays hit the Earth directly, while others hit the curved portions on an angle.
Materials:
graph paper

flashlight

pencil

colored pencils

ruler

Directions:
1. Turn off the lights.
2. Turn on your flashlight.
3. Hold the flashlight facing directly down on the graph paper. Hold it 5cm above the paper (use
your ruler!).
4. Draw an outline of the lit area on your graph paper.
5. Label this area #1.
6. On a different place on your graph paper, do the sameonly this time, hold your flashlight on
a slight angle. Be sure the closest edge of your flashlight is 5cm from the paper. Label this area
#2.
7. Do the same as earlier, but hold the flashlight on a more drastic angle. Again, keep the closest
part of the flashlight 5cm from your paper. Label this area #3.
8. Turn on the lights. Turn off the flashlight.
9. Use colored pencils and lightly color each area in a different color. Count the number of boxes
colored in each area. You will need to estimate some of the areas.
10. Record the area lit in the data table below.

Data Table:
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Area # Area Lit by Flashlight (# of
squares)
1 Answers will vary
2 This number should be larger
than the last
3 This should be the largest
number

Questions:
1. Did the amount of light coming out of the flashlight ever change? No, the flashlight was always
giving off the same amount of light.

2. Which area had the most concentrated light? How do you know? Area 1 had the most
concentrated light. I know this because all 3 areas had the same amount of light, but number 1
was the smallest area.

3. What happened to the area size as the angle of the flashlight increased? As the angle of the
flashlight increased, the area also increased. The same amount of light was spread out over a
larger area.

4. Why did we do this activity? What does this all represent? We did this activity to understand
why the tilt of the Earth causes the seasons. When the Earth is pointed toward the sun the suns
rays are more concentrated, giving us summer. When the Earth is tilted away the rays are more
spread out, giving us winter. (This is from the perspective of someone living in the northern
hemisphere. If you are in the southern hemisphere it would be the opposite.)

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 ELED/SPED/SEED 496 Teacher Work Sample Scoring Rubric
Pre-Student Teaching Experience
Teacher Candidate Name: Brendan Roso
Semester: Spring Fall Year: 2016
Grade/Subject Area: Sixth Grade Science

Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/

4 3 2 Needs Work

Candidate identifies one
well-planned goal and
effectively communicates
reasons/justifications for why
s/he chose the goal.
Candidate identifies one
goal and communicates
reasons/justifications for why
s/he chose the goal.
Candidates identifies one Candidate does not
goal but does not identify a well-planned
adequately provide goal nor provide a reason
reasons/justifications for for the selection of the
the selection of the goal. goal.

Candidate provides a
detailed action plan for the
achievement of the goal and
Professional Goal cites any specific resources
Setting and Reflection s/he will use to enhance goal
achievement efforts.
Candidate is highly effective
at communicating any
progress/growth made
toward the goal in the
reflection.
Candidate provides an
action plan for the
achievement of the goal and
cites resources s/he will use
to enhance goal
achievement efforts.
Candidate effectively
communicates any
progress/growth made
toward the goal in the
reflection.
Candidate provides an Candidate does not
action plan for the provide an action plan for
achievement of the goal the achievement of the
but needs to work to goal.
develop a more specific
list of resources to be
used for achievement of
that goal.
Candidate is not clearly
able to reflect on his/her
performance in the area
of goal
Candidates reflection on setting/achievement.
goal achievement is
minimal and needs
development.

Task II: Contextual Information

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/

4 3 2 Needs Work

Contextual Factors Candidate clearly identifies
numerous contextual factors
which may impact the
instructional strategies,
approaches, and
assessments used to support
their students learning.
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Candidate identifies several
contextual factors contextual
factors which may impact
the strategies, approaches,
and assessments used to
support their students
learning.
Candidate identifies very Candidate does not
few contextual factors identify the contextual
which prohibits his/her factors.
ability to fully recognize
any impact those factors
would have had on
potential strategies,
approaches, and
assessments used to
support their students
 learning.

Task III: Instructional Design and Implementation

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/

4 3 2 Needs Work

All lessons contains
evidence of setting
measurable objectives that
are clearly aligned with
specific state and/or national
standard(s).
Most lessons contains
evidence of setting
measurable objectives that
are aligned with specific
state and/or national
standard(s).
Lessons contain minimal
evidence of setting
measurable objectives
that are only somewhat
aligned with specific
state and/or national
standard(s).
Lessons contain no
evidence of setting
measurable objectives
and are not aligned with
specific state and/or
national standard(s).

Lessons allow for numerous
Standards/Objective connections across the
s curriculum which serve to
build understanding, and
encourage application to real
world issues.
Lessons allow for
connections across the
curriculum which serve to
build understanding, and
encourage application to real
world issues.
Lessons allow for very
few connections across
the curriculum which do
not build understanding,
nor encourage
application to real world
issues.
Lessons allow for no
apparent connections
across the curriculum;
students are not able to
build an understanding or
apply to real world issues.

Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate

pre-assessment to measure
students prior knowledge of
the learning objective and
purposefully utilizes the
results to inform
planning/instruction for the
lesson and post assessment.
Assessment Includes copies of the Pre-
and Post-Assessments used.
Includes a copy of a high
quality key/product to show
desired outcome.
assessment to measure
students prior knowledge of
the learning objective and
somewhat utilizes the results
to inform planning/instruction
for the lesson and post
assessment.
Includes copies of the Pre-
and Post-Assessments
used.
Includes a copy of a
key/product to show desired
outcome.
assessment which evidence of a pre-
partially measures assessment to measure
students prior students prior knowledge
knowledge of the of the learning objective.
learning objective but
fails to adequately utilize Does not include copies
the results to inform of the Pre- and Post-
planning/instruction for Assessments used.
the lesson and post
assessment. Does not include a copy
of a key/product to show
Includes copies of the desired outcome.
Pre- and Post-
Assessments used.
Includes a copy of a
key/product to show
desired outcome.

Technology Purposefully and consistently
incorporates the use of
available technology to
further enhance instruction in
ways that authentically
engage all students in the
learning experience. For
cases where technology is
not utilized, candidate
provides a logical
explanation.
Incorporates the use of
available technology to
somewhat enhance
instruction in ways that
engage most of the students
in the learning experience.
For cases where technology
is not utilized, candidate
provides an explanation.
Is still developing the Does not incorporate the
ability to incorporate the use of available
use of available technology to enhance
technology to enhance instruction nor provide an
instruction in ways that explanation for why
engage the students in technology is not utilized.
the learning experience.
For cases where
technology is not utilized,
candidate provides an
explanation.

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 Purposefully adjusts
instruction during lesson
planning and implementation
in order to significantly meet
Differentiation, all of the identified needs of
Accommodations, individuals, small groups or
and Modifications the class by including
specific methods of
differentiation,
accommodations and
modifications.
Numerous
management/motivational
strategies are clearly
identified and rationale
Management provided for how these
strategies serve to
significantly enhance both
student engagement and
learning.
Lesson Purposefully activates
student interest by
Implementation
consistently including a
highly-effective/engaging
(I Do/We Do/You Do)
introduction and closing.
Effectively introduces and
repeatedly reinforces the
learning objective(s) so that
students are cognizant of
expected outcomes.
Presents all content in a
sequential manner and
provides numerous
opportunities for modeling
and practicing the skills and
content needed to meet the
learning objective(s).
Consistently checks for
student understanding
throughout the entire lesson
cycle and provides detailed
evidence of re-
29 | Page
Adjusts instruction during
lesson planning and
implementation in order to
meet some of the identified
needs of individuals, small
groups or the class by
including general methods of
differentiation,
accommodations and
modifications.
Management and
motivational strategies are
identified and rationale is
provided for how these
strategies enhance student
engagement and learning.
Activates student interest by
including an
effective/engaging
introduction and closing.
Introduces and reinforces
the learning objective(s) so
that students are cognizant
of expected outcomes.
Presents all content in a
sequential manner and
provides opportunities for
modeling and practicing the
skills and content needed to
meet the learning
objective(s).
Checks for student
understanding throughout
most of the lesson cycle and
provides evidence of re-
teaching/remediation where
necessary.
Attempts to adjust
instruction during lesson
planning and
implementation but the
differentiated instruction,
accommodations and
modifications used do
not fully meet the
identified needs of
individuals, small groups
or the class.
Management and
motivational strategies
are not clearly identified
and rational is lacking
evidence of how these
strategies fully serve to
enhance student
engagement and/or
learning.
Attempts to activate
student interest but
needs to work to develop
a more effective lesson
opening and closing.
Needs to be more
purposeful about
introducing and
reinforcing the learning
objective so that the
students are cognizant of
expected outcomes.
Content is not always
presented in a sequential
manner and candidate
needs to provide more
opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Checks for student
Does not adjust
instruction during lesson
planning and
implementation in order to
meet the identified needs
of individuals, small
groups or the class. No
differentiation,
accommodations and
modifications present.
Management and
motivational strategies to
enhance student
engagement and learning
are not identified.
There are no clear
attempts to activate
student interest.
Candidate does not
include evidence of an
effective opening and/or
closing.
Learning objective is not
reinforced throughout the
lesson.
Content is not presented
in a sequential manner
and candidate does not
provide evidence of
allowing opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Candidate does not check
for student understanding
throughout the lesson
cycle and there is no
evidence of re-teaching
 teaching/remediation where
necessary.
Includes numerous detailed
reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are supported by
relevant theory/research that
is clearly cited).
Includes professional-quality
table/charts/graphs which
clearly show post
assessment results (and pre-
post comparison if
applicable)
Provides detailed description
of the post assessment
results which thoroughly
addresses all of the following
items :
students progress toward
Analyzes mastery of the objectives
from pre-to-post
factors that may have
affected the post assessment
results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
Identifies, describes, and
explains more than two
relevant successful teaching
Lesson Reflection:
strategies and provides
Successes detailed supporting evidence
for why they were effective.
30 | Page
Includes reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are somewhat
supported by relevant
theory/research that is
cited).
Includes average-quality
table/charts/graphs which
show post assessment
results (and pre-post
comparison if applicable)
Provides a description of the
post assessment results
which somewhat addresses
most of the following items:
students progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
Identifies, describes, and
explains two successful
teaching strategies and/or
provides supporting
evidence for why they were
effective.
understanding
throughout most of the
lesson cycle and
provides little evidence of
re-teaching/remediation
where necessary.
Includes reasons for why
the instructional
strategies and learning
activities chosen for the
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes poor-quality
table/charts/graphs
which do not clearly
show post assessment
results (or pre-post
comparison if applicable)
Provides a weak
description of the post
assessment results
which does not
adequately address the does not address all of
following items:
students progress
toward mastery of the
objectives from pre-to-
post
factors that may have
affected the post
assessment results
how the results of the
post assessment
highlight what areas of
the lesson will require re-
teaching (if any)
Identifies, describes, and
explains only one
successful teaching
strategy and/or provides
only minimal supporting
evidence for why it was
effective.
/remediation.
Does not includes
reasons for why the
instructional strategies
and learning activities
chosen for the lessons
are developmentally
appropriate (claims are
not at all supported by
relevant theory/research
nor sufficiently cited).
No quality
table/charts/graphs which
show post assessment
(and/or pre) results.
Does not provide a
description of the post
assessment results is
weak and illogical and
the following items:
students progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the
post assessment highlight
what areas of the lesson
will require re-
Fails to adequately
identify, describe, or
explain successful
teaching strategies and
provides no supporting
evidence.
 Identifies and describes
more than two challenges
Lesson Reflection: encountered throughout
Challenges lesson.
Identifies and describes
more than two significant
Lesson Reflection: ideas for redesigning the
Improvements lesson and provides full
details to support the
redesign.
Overall Professional Quality of Teacher Work Sample
Components Advanced/Excellent
4 3
Writing Skills Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is well organized with
clarity of thought and
purpose.
Conventions:
Writing has very few errors in
spelling, grammar,
punctuation, and/or sentence
structure.
Overall Quality:
Professionally written, high-
quality paper.
31 | Page
Identifies and describes two
challenges encountered
throughout the lesson.
Identifies and describes two
ideas for redesigning the
lesson and provides details
to support the redesign.
Proficient/Competent
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is organized.
Conventions:
Writing has only occasional
errors in spelling, grammar,
punctuation, and/or
sentence structure, but does
not significantly detract from
overall quality.
Overall Quality:
Adequately written, average
quality paper.
Identifies and describes Fails to adequately
only one challenge identify, describe, or
encountered throughout explain challenges
the lesson. encountered throughout
lesson.
Identifies and describes Fails to identify and
one idea for redesigning describe an idea for
the lesson and provides redesigning the lesson
very minimal details to and/or provides no details
support the redesign. to support the redesign.
Basic/Developing Below Basic/
2 Needs Work
Content Organization: Content Organization:
Most formatting Few formatting
requirements followed: requirements were
followed: (Cover page,
(Cover page, references/credits, font
references/credits, font and spacing, anonymity)
and spacing, anonymity)
Paper requires much
Paper is somewhat better organization of
organized but candidate content and candidate
needs to continue to needs to significantly
develop communicating develop in the area of
thought and purpose. communicating thought
and purpose.
Conventions: Conventions:
Writing has frequent Writing has numerous
errors in spelling, errors in spelling,
grammar, punctuation, grammar, punctuation,
and/or sentence and/or sentence
structure, and this structure, errors which
somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality:
Writing and quality of Poorly written, low-quality
paper are in paper. Resubmission
development but required.
resubmission is not
 required.

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