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Northern State University
Student Teaching Experience

Teacher Work Sample
Spring 2018
Candidate Name: Elizabeth Katz
Candidate Website Address: www.elizabethkatz.weebly.com
Candidate ID Number:
Name of School where data

was collected:
Subject/Content Area: Biology/Honors Chemistry
Grade Level: 9th-12th
Date Submitted: 04/04/2018
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: Elizabeth Katz (electronic submission)
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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
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 person’s 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 488

 Your electronic portfolio/professional website (please remember to remove the cover page
with identifying information before posting).
 Your university supervisor (please check with your university supervisor to determine which
format (print copy or electronic) he/she prefers.
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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.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes Description

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 Knowledge of Self as an Individual
Individual recognizes the educator’s influence in the
 Commitment to Health and Safety lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the Learner  Developmental Needs Knowledge of the learner focuses on an

understanding of growth and development
 Student Diversity 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  Understanding Subject Matter 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.
Knowledge of Pedagogy  Planning Pedagogical Knowledge includes those

 Implementation principles and strategies necessary for
 Assessment effective teaching, including the planning,
 Classroom Management and implementation, and assessment of
Organization instruction, classroom management and
 Instructional Materials and Technology organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a  Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a  Commitment to Teaching Member of a Learning Community calls for
Learning Community  Interpersonal Relations a collaboration among teachers, students
 Professional Growth and Development and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
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1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
a. Identify the Framework Category to which your goal aligns:
Knowledge of pedagogy.
b. Identify the specific Category Outcome you will use to determine your goal:
Implementation.
c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
My goal is to know the material well enough to explain/teach concepts using multiple
approaches. I chose this goal because I want to ensure that all of my students are
learning and retaining the material. I understand that sometimes students have unique
needs when it comes to learning, so I want to differentiate my instruction and tailor it to
different students. Understanding the subject matter well will also allow me to make the
material relevant to my student’s lives--which will encourage student engagement.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
To accomplish this goal, I plan on doing the following: reading the chapters of the
textbook that are associated with the current unit, using material online as a resource
(https://undsci.berkeley.edu, https://www.youtube.com/scishow, teachers.net, etc.) to
differentiate my instruction, referring to the work of other professionals and incorporating
their work into my lessons (Anita Archer, Howard Gardner, etc.), testing my own
knowledge of the material by taking the tests and quizzes before I begin the unit, and
practice presenting my lessons beforehand. In addition, I will seek feedback from my
cooperating teacher and my university supervisor to determine if I am achieving my
goal. Lastly, I will measure my progress of this goal by analyzing the student’s
homework, quizzes, and test scores to see if they are showing improvement.
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e. Reflect on your progress/growth toward achieving this goal:
What I failed to realize when choosing this goal was that this skill would come fairly
naturally to me. Before every lesson that I executed, I read the associated chapters of
the textbook and I looked ahead at all of the assignments, labs, etc. When the textbook
didn’t provide enough information I referred to the internet. A simple Google search of
the concept that I was trying to elaborate on was sufficient enough—Google provided
me with endless, quality references. The combination of these efforts allowed me to
relate the material to the students’ lives in a variety of ways, providing them meaningful
connections. For the assignments I would mainly consult with my cooperating teacher to
gain insight of the expectations, but I would also look ahead at the answer keys. In
addition, before conducting the laboratory experiments I went on to YouTube to watch
others demonstrate the labs. This allowed me to be precise in articulating instructions
and it also allowed me to provide useful tips when explaining the lab to students.
Furthermore, I made a point that all of my lessons included multiple learning styles—
defined by Howard Gardner. Most, if not all, of my lessons accommodated the
visual/spatial, bodily/kinesthetic, interpersonal/intrapersonal, and linguistic learners. I
used a plethora of visuals and led/allowed time for discussion among the class because
I think that the use of these benefit all students. Both my US and my CT informed me
that my lessons were exceptional and that what I was doing appeared to be just right.
As the year progressed, student scores on tests and assignments did not show
significant improvement but I believe this is related to the lack of effort put forth from the
students (motivating them was not related to my goal so I won’t comment on it). I know I
wasn’t anywhere near perfect but I do think I allowed the students multiple opportunities
to enhance their learning experiences.
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Task II: Contextual Information (see rubric for scoring details)
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 take, in part, 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. 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

Grade: 9-12; Developmental levels: formal
(All subcategories listed in this box are required.)
operational and identity vs. role confusion;
Students’ grade and developmental levels; the age range Content area: biology and honors chemistry;
of students; the content area being taught; any other
factors that are pertinent to understanding your class IEPs: none-but four students on Language
assignment Acquisition Plans; Misc.: one student has a
family member diagnosed with cancer and is
handling it well; another student
hyperextended his knee and is using crutches
Community Area: rural; Population: 27,333; Median age: 36;
(e.g., whether the area is urban, suburban, or rural;
socioeconomic information; census data for the Races represented: White (91%), Native
community) American (4%); Median household income:
$45,389; Major employers: 3M, Avera, Sanford
District
(e.g., enrollment; percent of students receiving free or
Ethnicities present: White, Hispanic, Native
reduced-priced lunches; graduation rates; ethnicities; American, Asian, Black; Free or reduced-
percent of students with IEPs; percent of students who are priced lunches: 43.7%; IEPs: N/A
ELLs; per-pupil expenditures)
School Graduation rate: 88.23%; Ethnicities present:

(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; ethnicities; percent of students White, Hispanic, Native American, Asian; ELLs:
with IEPs; percent of students who are ELLs; teacher-to- 3.4%; Student-to-teacher ratio: 18:1; Free or
student ratio)
reduced-priced lunches: 30.4%; IEPs: N/A
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Task III: Instructional Design and Implementation
Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
subject and/or content areas. (see rubric for scoring on each component)
Complete this task using the Common Lesson Plan Template (below) for 5 different lessons.
 3 of the lessons must have been observed by your university supervisor
 Remaining two lessons should be lessons you have taught
Lesson #1
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Elizabeth Katz
Grade Level: Freshmen/Sophomore
Subject: Biology
Date: 02/12/218 (Observed by University Supervisor.)
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting
systems that provide specific functions within multicellular organisms.
List the Rationale (cite theories or theorists):
Robert Hooke discovered the cell. Cells are important to study because all living things are made
up of cells. The cell theory states that the cell is the fundamental unit of structure and function in
living things, all cells come from pre-existing cells by division, and energy flow occurs within cells.
Howard Gardner suggested that rather than intelligence being a single general ability, it
differentiates. Jerome Burner suggested that scaffolding information will provide support in the
initial stages of learning new material. John Dewey suggested that learning was active rather than
passive and that students would benefit from social interactions.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to identify key differences between onion and cheek cells.
Students will be able to list at least two characteristics of both prokaryotes and eukaryotes.
Students will be able to demonstrate proper lab safety techniques.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
According to Piaget, these students are in the formal operational stages. This means they are able
to apply mental operations to abstract ideas and they are also able to think logically and
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systematically. Therefore, they should be able answer any questions I may ask them during
lecture. In addition, Erickson says that these students are in a stage of identity vs. role confusion.
They are concerned with creating an image of themselves as unique individuals. Participating in
the lab and the “pair share” will allow them to interact with their peers and have more exposure to
different lifestyles. Lastly, all students have control over their fine and gross motor skills—allowing
them to participate fully in the lesson.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
No students are on IEPs, but three students are on Language Acquisition Plans. The ethnicities
present are: White, Native American, Asian, Chinese, Somalian, and Hispanic. The female to male
ratio is 1:1. No students have any physical needs. There are a couple students with mild behavior
issues (ex. not turning in work on time, lack of motivation, and being rowdy). A few get pulled out
of the second half of class for ISS.
Describe your 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).
The three students on LAPs receive modifications for the tests. The only two modifications they
receive for daily work are extended time and the use of visuals. All of the students have outlines of
the notes (with blanks for them to fill in), so that they don’t have to take up too much time
handwriting their notes in entirety. In middle school they would have been briefly introduced to the
concepts I will be teaching them. Last unit they learned about biodiversity and human impact on
the environment. Six of twenty-eight students currently have failing grades. Many of the students
are active in band/orchestra/choir, other various clubs, and a few play sports.
List the materials/resources you will need to teach the lesson.
I will need the following: cheek and onion lab handout; microscopes; toothpicks; methylene blue;
slides and coverslips; onions; laptop and projector for PowerPoint; note packets; and chapter
seven reading guide handout.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
I plan to use Microsoft PowerPoint to present information to the students. This software will allow
me to display important content for all the students to see, while using visuals simultaneously. In
addition, the students will be using microscopes to conduct a lab. This will enhance student
learning by providing them a first-hand experience.
Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
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Using Microsoft PowerPoint and a video will accommodate the visual/spatial learners by use of
visuals. The microscopes will accommodate both the bodily/kinesthetic and the naturalistic
learners. Students will be completing the lab in groups (or with a partner), providing the
interpersonal learners classroom engagement. The guided notes will address the linguistic and
intrapersonal learners as well as modifying the difficulty for the students who aren’t as strong in
English.
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.
Two days prior to the delivery of this lesson I will handout a five question quiz, about this unit’s
materials, for the students to complete to the best of their ability.
Pre-Assessment: 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. (Include charts,
graphs if applicable)
Pre-Assessment Results
9
0
80% 60% 40% 20% 0%
80%2
In this lesson, none of the students received a 100% on the pre-assessment and there was no one
question that all the students answered correctly. This tells me that no concept has been mastered
and there is not any material that I need to remove from the lesson. One student received an 80%
so they might be interested in hearing me expand on what they already know or having an
opportunity for self-inquiry learning. However, 16 of the 24 students who took the pre-assessment
did not pass. From this I can infer that over half of the class is unfamiliar with the majority of this
unit’s content. Therefore, I should use everything that I already have planned for this unit (such as
lectures, videos, labs, review worksheets, etc.) to allow for multiple learning opportunities. Also, it
would be in the student’s interest for me to ensure I am presenting the material in terms simple
enough for them to understand, comprehend, and retain. There is no need to elaborate on
concepts that I will not expect them to know for their post-assessment.
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Classroom 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.
First, I will ensure smooth transitions between video, lecture, and lab. I will also ask frequent
questions to hold student’s attention. If students decide to be uncooperative I will draw popsicle
sticks, with their names on them, to receive participation. Another thing I will do is give a verbal
warning (up to three) to correct misbehavior immediately. If misbehavior continues, I will enforce
the proper consequence. Most importantly, I will demonstrate the behaviors I expect to see from
the students.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
I will present information from chapter seven sections one and two via a PowerPoint presentation.
I will also facilitate all class discussions. The last thing I do will be to introduce the lab and explain
the expectations.
“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).
We will watch a twenty-minute video that will act as an introduction before we begin lecture. Then
we will engage in discussion regarding the video. Following that, students will fill out notes as I
guide them through lecture and there will be opportunities for class discussion and “pair share”.
“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?
Students will complete a cheek and onion cell lab in groups of three, asking questions only when
needed. They will then work on the chapter seven reading guide for the remainder of class.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
As a whole group, I will ask the students to tell me at least three things they learned that day as
their “exit ticket” out of the classroom. I will only accept responses relevant to something we
covered that specific day.
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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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Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
Lab Letter Grades

9
0
A B C D F Late
The graph above shows the results of the cheek and onion cell lab that I conducted with the
students. The majority of the students received a “B” letter grade (6 students still hadn’t turned in
the assignment at the time I analyzed the data). However, out of all of the students that completed
the assignment on time, none failed. On the lab worksheet most students lost 3 out of 25 points for
not labeling their drawings—liked stated in the directions. There was also one question that was
sort of hidden at the top of the page that a quarter of the students missed. Other than that,
students missed points for wrong answers (no one question being missed more often than the
rest) and careless or lazy work. Therefore, I would say that the majority of students did achieve
the learning goal. They could tell me the difference between eukaryotic and prokaryotic cells both
on paper and verbally, and they could also distinguish specific features found in cheek cells and
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onion cells. Their inability to pay attention to the detail of instructions and their lack of motivation to
do well are what caused them to lose points. But they all demonstrated proper lab safety
techniques even though it wasn’t a formal part of their assessment.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
In the future, to avoid the issue of almost all the students missing points from not labeling their
pictures, I could articulate this instruction when I am going over the expectations of the lab. Or this
could be an expectation I set right away at the beginning of the semester. “I will doc points on your
assignments/tests/labs etc. for any instruction that you fail to follow (or miss).”
Overall I think the execution of the lesson was excellent. I kept students engaged by frequently
asking them questions and by warning them that I was going to draw names at random—ensuring
they were all paying attention. I scaffolded on the information presented to the students which
gave them prior knowledge to build on. To go along with engagement, my transitions were smooth
because I would pass out a worksheet while telling the students what the worksheet was for and
what I expected from them. They didn’t have time to talk or get distracted during the lesson.
Students always knew what was coming since I had the outline on the board and verbally
reminded them every time we were moving on. I felt like I was in control of the class and the
students all responded well to me. One student put their head down when I was starting the movie
and I corrected him right away. I said “(Student) head up, please.” After that the student didn’t try
to put their head down again—nor did the other students.
Something I could improve upon if repeating this lesson would be to not talk over the students as
they are working during the lab. If I have something important to say I could say something like,
“Could I have your attention please.” and then wait for it to be quiet. I would do this so that no
student misses what I have to say and to teach the students to demonstrate respect by listening. I
could also ask more challenging questions during lecture. Doing so would have the students use
more critical thinking skills. Lastly, although it wasn’t an issue, I could pick the groups for the lab
and not let the students pick so that no one feels left out.
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Lesson #2

Subject: Biology
Date: 03/02/18
PLANNING
HS-LS1-7 Use a model of the major inputs and outputs of cellular respiration (aerobic and
anaerobic) to exemplify the chemical process in which the bonds of food molecules are broken,
the bonds of new compounds are formed, and a net transfer of energy results.
Rationale (cite theories or theorists):
Han Krebs made significant contributions to the discovery of cellular respiration. Cellular
respiration is important to study because it explains how food is converted into a usable form of
energy for our bodies. If someone’s energy supplies are low they become weak, dizzy, or may feel
sluggish.
Students will be able to identify energy outputs of fermentation.

Students will be able to related energy outputs of lactic acid fermentation to physical exertion
through a hands-on experiment.
to apply mental operations to abstract ideas. They are also able to think logically and
systematically. In addition, Erickson says that these students are in a stage of identity vs. role
confusion. They are concerned with creating an image of themselves as unique individuals. Lastly,
all students have control over their fine and gross motor skills—allowing them to fully participate in
the lesson.
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of class for ISS.
Describe your Knowledge of Students: In terms of the whole class and individual students
concepts I will be teaching them. Last unit they learned about cells and ATP (one of the
nucleotides used in photosynthesis). Four students currently have failing grades. Many of the
students are active in band/orchestra/choir, other various clubs, and a few play sports.
I will need the following: lactic acid fermentation lab handout; clothespins; timer; laptop and
projector for PowerPoint presentation; and cellular respiration word game worksheet.
Technology
me to display important content for all the students to see, while using visuals simultaneously. In
addition, the students will be conducting a lab. This will enhance student learning by providing
them a first-hand experience.
Accommodations
Using Microsoft PowerPoint and visuals will accommodate the visual/spatial learners. The
laboratory experiment will accommodate both the bodily/kinesthetic and the naturalistic learners.
Students will be completing the lab in groups (or with a partner), providing the interpersonal
learners classroom engagement. The guided notes and worksheet will address the linguistic and
intrapersonal learners as well as modifying the difficulty for the students who aren’t as strong in
English.
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Two days prior to the delivery of this lesson I will conduct a verbal pre-assessment with the
students. I will address the whole class with a few questions and I will also randomly select a few
students to answer questions. If the students who were randomly selected do not know the
answer, I will allow the rest of the class to help out.
When I asked the class what they knew about lactic acid fermentation no one could tell me
anything. One student said that he had heard of lactic acid but couldn’t tell me anything else about
it. The other students indicated that it was a brand new concept. This told me that I will have to
carefully present this section of information to the students because it is their first time learning
about it. I will have to provide the students with multiple learning opportunities so that all learning
styles can be addressed. I should expect the students to have many questions about this content.
Therefore, I need to ensure that I am thorough when explaining the material and I should
encourage them to any questions that arise.
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First, I will ensure smooth transitions between lecture and the lab. I will also ask frequent
questions to hold student’s attention. If students decide to be uncooperative I will draw popsicle
sticks, with their names on them, to receive participation. Another thing I will do is give a verbal
warning (up to three) to correct misbehavior immediately. If misbehavior continues, I will enforce
the proper consequence. The visuals and discussion opportunities I provide should help keep the
students engaged. Most importantly, I will demonstrate the behaviors I expect to see from the
students.
Implementation
“I Do”
I will present information from chapter nine section three via a PowerPoint presentation. I will also
facilitate all class discussions and a review immediately following the presentation. The last thing I
do will be to introduce the lab and explain the expectations.
“We Do”
Students will fill out notes as I present the information. We will have class discussion and review to
reinforce the concepts being introduced. We will also walk through the major parts of the lab
together before they are work with their lab groups.
“You Do”
objectives?
Students will complete a lactic acid fermentation lab with a partner (that I will assign randomly on
the day of the lab by drawing popsicle sticks), asking questions only when needed. They will then
work on the cellular respiration word game worksheet for the remainder of class.
Lesson Closing
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Analyze
Lab Scores
9
8
7
6
5
4
3
2
1
0
100% 90% 80% 70% 60% 50% 40%
Lab Scores
The post-assessment for this lab went well. I say that because even though there are no 100%’s,
the students showed signs of understanding fermentation—which was the goal. The reason why
no one got 100% was because they either missed points for not properly labeling their graphs
(which I explained before the start of the lab and as they were doing the lab) or by missing the one
question that required them to do a little more digging for information rather than just recalling
information. A majority of the students are unmotivated to do their work and to do it well, so after I
have done all that I can do to ensure they understand what is expected and after I have shown a
willingness to help, the rest is up to the students. In laymen’s terms, many students missed “easy”
points. 7 students were missing the lab at the time of my analysis.
Reflect
conclusions.
Overall I think this lesson couldn’t have gone much better. The students were cooperative during
the lecture and were clearly following along. Giving them connections to real life seemed to help
them understand what was being taught. Also, I kept their attention by passing out the lab and
explaining the expectations simultaneously. There was no time for the students to become bored
or distracted.
The lab was a hit. Although the students complained about their fingers/forearms being tired, they
were all engaged and having fun the whole time. At first they were upset that I chose their
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partners, taking away some of their freedom, but after they worked with their partner many
students ended up staying with that same partner to work on the things that followed the lab. So
that was neat to see. It gave an atmosphere of collaboration and teamwork.
All together I think the behavior and learning demonstrated that day was wonderful. The students
were entertained by what was going on so they took interest in the learning process. However, if I
could have done anything differently it would have been to challenge the students a little more.
Some of the students who grasped the information easier would have particularly benefited from
this. Nonetheless, if every class period ran as smoothly as it did today, optimal learning
opportunities would be achieved.
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Lesson #3

Subject: Biology
Date: 03/13/18
PLANNING
HS-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in
producing and maintaining complex organisms.
In the 1880s, a German Biologist named Walther Flemming discovered mitosis. Mitosis is the
process of how cells grow and divide so it is an important concept for students to understand.
Mitosis relates to healing a wound and helps explain how we grow from babies to adults.
Students will be able to use their knowledge of mitosis to make models of the individual steps.
Students will be able to define surface area to volume ratio.
Students will be able to explain why cell size is so small, relating their answers to surface-area-to-
volume ratio.
to apply mental operations to abstract ideas and they are also able to think logically and
systematically. Therefore, they should be able answer any questions I may ask them during
lecture. In addition, Erickson says that these students are in a stage of identity vs. role confusion.
They are concerned with creating an image of themselves as unique individuals. Participating in
the lab and the “pair share” will allow them to interact with their peers and have more exposure to
different lifestyles. Lastly, all students have control over their fine and gross motor skills—allowing
them to participate fully in the lesson.
22 | P a g e
of the second half of class for ISS.
concepts I will be teaching them. Last unit they learned about cellular respiration and
photosynthesis. Zero of twenty-eight students currently have failing grades as it is the start of a
brand new quarter. Many of the students are active in band/orchestra/choir, other various clubs,
and a few play sports.
I will need the following: mitosis model requirements handout; scissors; pipe cleaners;
marshmallows; markers; string, and paper.
Technology
All of the art/craft supplies will allow the students to learn mitosis in a hands-on manner.
Accommodations
Making models to demonstrate mitosis will accommodate the visual/spatial learners, the
bodily/kinesthetic learners, the interpersonal learners, and the intrapersonal learners as it includes
physical materials, hands on activities, group work, and independent work. Working with a partner
on the model will also modify the difficulty for the students who aren’t as strong in English.
23 | P a g e
Two class period prior to this lesson student will be given a pre-assessment “quiz” that will
demonstrate their knowledge of the material.
The results of the pre-assessment indicate that no student have a general idea of mitosis. Most of
them could recognize the definition of mitosis from a list of words but they couldn’t tell me the four
stages of mitosis in order. Also, students seemed to be uninformed of what spindle fibers are and
of how many cells are created at the end of mitosis. This tells me that I should be walking around
the room while they work on their models to offer help and to check for understanding. Working on
this model for the entire class period will allow the students to work at their own pace.
First, I will ensure all students are on task by continuously walking around the room to see where
they are at in their work. I will also frequently question student’s to either correct a mistake they
have made or to give them positive reinforcement if they are on the right track. If students decide
to be uncooperative I will give them a choice to either get to work or to remove themselves from
the lab to sit in their desk where they will work by themselves. Another thing I will do is give a
verbal warning (up to three) to correct misbehavior immediately. If misbehavior continues, I will
enforce the proper consequence. The visuals and discussion opportunities I provide should help
keep the students engaged. However, most importantly, I will demonstrate the behaviors I expect
to see from the students.
Implementation
24 | P a g e
“I Do”
I will clearly articulate all of the expectations of the mitosis models. I will also lead the class in a
discussion about mitosis to act as a quick review of the process.
“We Do”
We will look at example models together as a class and point out what looks nice on some and
what areas look like they need improvement on others. We will all carry out the discussion of
mitosis.
“You Do”
objectives?
Students will work on their mitosis models with a partner. They will ask questions as they arise,
only after consulting their peers, notes, and books.
Lesson Closing
At the end of this lesson I will walk around to each of the groups of students and have them
explain to me what is going on in their models. I will also discuss with each group the progress
they made on their models during the class period.
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This is what we did except this is meiosis,
not mitosis.
Analyze
Almost all students received full points on this assignment. Missed points came from having the
stages out of order or not having the correct chromosome/spindle number. Therefore, students
met the learning goal well. However, they were able to use their notes and books so it is possible
that some of the students simply transferred information from those resources rather than actually
recalling what we had talked about/what they learned. Regardless, the models provided the
students with another exposure to the material—just in a hands on way.
26 | P a g e
Reflect
conclusions.
One thing I enjoyed about this lesson was that students were able to visualize mitosis as they
were completing the models. It seemed to be that the students were making connections with the
lecture that was done in class prior to this activity. So the goal of the activity was witnessed. On
the other hand, I didn’t like that some of the students thought they could slack off during the work
time since the whole period was spent doing the activity. I gave them time limits and mentioned
that if they completed it they wouldn’t have any homework to worry about but some of them were
still unmotivated, even though their partners were picked for them. If there was any way to
incorporate a positive reinforce I should’ve done so. An idea for the future would to be have the
partner pairs designated to a specific work area with all of the supplies needed for the project in
that area, rather than all in the middle of the room. This would potentially help eliminate some of
the wandering around students were doing and using the excuse of “I need to go get a pair of
scissors”.
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Lesson #4

Grade Level: Sophomore/Junior/Senior
Subject: Honors Chemistry
Date: 03/21/18 (Observed by University Supervisor.)
PLANNING
HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based
on the patterns of electrons in the outermost energy level of atoms.
Chemist Gilbert Lewis developed “Lewis Structures” around 1920 as a way of picturing chemical
bonding in molecules. A Lewis structure can be drawn for any covalently bonded molecule, as well
as coordination compounds.
A Lewis structure can be drawn for any covalently bonded molecule, as well as coordination
compounds shows all the valence electrons, including lone pairs, in that molecule.
Students will be able to draw Lewis Structures for molecules and polyatomic ions.
Students will be able to use the periodic table to determine how many bonds are formed between
atoms.
Students will be able to draw Dot Diagrams for specific elements on the periodic table.
the lesson.
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No students are on IEPs or Language Acquisition Plans. The ethnicities present are: White and
Hispanic. The female to male ratio is 1:3. No students have any physical needs and there are no
major behavioral issues.
All of the students are fully capable of participating in taking notes and in class activities. They all
have taken and passed biology so they would have been briefly introduced to a few of the
chemical concepts in this class. However, a lot of the material in this class will be completely new
to them. They have already learned how to read their periodic tables earlier this year, which is the
main skill needed to understand the new concepts they will learn in this lesson. No students
currently have failing grades. Many of the students are active in band/orchestra/choir, other
various clubs, and a few play sports.
I will need the following: Lewis Structure worksheet, projector, and whiteboard space/markers.
Technology
me to display important content for all the students to see, while using visuals simultaneously. I
will also use a white board and markers to work out examples for all of the students to see.
Accommodations
Using Microsoft PowerPoint and visuals will accommodate the visual/spatial learners. In addition,
the students will be conducting independent and group work to accommodate their
interpersonal/intrapersonal learning needs. Taking notes will somewhat accommodate the
bodily/kinesthetic learners as well as the linguistic learners.
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Two days prior to the delivery of this lesson I conducted a written pre-assessment. This was a five
question “quiz” that the students completed on their own to the best of their abilities.
Percent correct
18
16
14
12
10
0
0% 20% 40% 60% 80% 100%
Percent correct
17 of 18 students who took this pre-assessment received a 0%. One student received a 20%--
getting one question right. This tells me that the students are very unfamiliar with the material and
I will have to be very concise and simplistic when I introduce it. The more practice and expose the
students have of this material, the more likely they will retain it. Checking for frequent
understanding would be in my best interest for this lesson.
First, I will ensure smooth transitions between lecture and group/independent work. I will also ask
frequent questions to hold student’s attention. If students decide to be uncooperative I will draw
popsicle sticks, with their names on them, to receive participation. Another thing I will do is give a
Implementation
“I Do”
30 | P a g e
I will present information from chapter twelve via a PowerPoint presentation. I will also facilitate all
class discussions and a review immediately following the presentation. The last thing I do will be
to introduce the assignment and explain the expectations.
“We Do”
Students will fill out notes as I present the information. We will have class discussion and review to
reinforce the concepts being introduced. We will also walk through the assignment before I turn
them loose.
“You Do”
objectives?
Students will complete a Lewis Structures Worksheet, asking questions only when needed.
Lesson Closing
31 | P a g e
Analyze
Percent Correct
9
0
100% 93% 87%
Percent Correct
Being that almost all of the students failed the pre-assessment, they all met the learning objective
of the lesson exceptionally. After we had gone through notes and taken some time to practice
32 | P a g e
drawing Lewis Structures as a class, the students had a firm grasp of the concept and were
confident that they now knew what to do. While the post-assessment allowed them to experience
success, they were also challenged. Many of them got half of the questions completed while
working on their own, but a few students had questions (typically over the same question). After
consulting with their peers or the teacher, they were able to figure out the correct technique. The
reason why only three students received 100% on this post-assessment was because there was
one problem that broke most of the rules they learned about that applied to Lewis Structures. We
never did an example or anything close to this one in class so most of the students were
confused. However, they took their best shot and many of them were on the right track. Naturally,
this question did not count against their score or their grade in the class (it was more so
completion points).
Reflect
conclusions.
Overall this lesson went smoothly. I am satisfied with the execution of this lesson plan, primarily
because the subject of Chemistry is not as comfortable for me. It appeared to be that the students
were catching on quickly to the rules of drawing Lewis Structures. This tells me that I explained
the rules well and gave helpful examples that allowed the students to comprehend the objectives
of this lesson.
Classroom management also went well. The students stayed on task and were focused
throughout the duration of this lesson. Providing them with chances to work on examples in their
groups gave them an opportunity to debrief from the lecture temporarily. Discussing how to work
out the problems after they attempted them suggested that they refocus their attention to the
lecture again. Also, providing them with a taste of success encouraged them to keep working.
One thing I could have done differently would have been to somehow relate some aspect of this
lesson to real-life. Even though this might not have been applicable here, I could have gotten
creative and provided the students with an extra connection outside of the classroom. Otherwise,
this lesson was pretty straight forward.
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Lesson #5

Grade Level: Sophomore/Junior/Senior
Subject: Honors Chemistry
Date: 03/26/18
PLANNING
HS-PS2-6 Communicate scientific and technical information about why the molecular-level
structure is important in the functioning of designed materials.
Watson and Crick proposed the structure of DNA in 1940. John Dalton and Amedeo Avogadro
published diagrams and paper about the fundamental of atoms and molecules.
Students will be able to use hands on practice that will help further their knowledge of molecular
geometry.
Students will be able to properly name chemical compounds.
the lesson.
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No students are on IEPs or Language Acquisition Plans. The ethnicities present are: White and
Hispanic. The female to male ratio is 1:3. No students have any physical needs and there are no
major behavioral issues.
All of the students are fully capable of participating in taking notes and in class activities. They all
have taken and passed biology so they would have been briefly introduced to a few of the
chemical concepts in this class. However, a lot of the material in this class will be completely new
to them. They have already learned how to read their periodic tables earlier this year, which is the
main skill needed to understand the new concepts they will learn in this lesson. No students
currently have failing grades. Many of the students are active in band/orchestra/choir, other
various clubs, and a few play sports.
I will need the following: Lewis Structures and Molecular Shapes lab handout and whiteboard
space/markers.
Technology
No technology is required for the completion of this lesson.
Accommodations
This lab will accommodate the bodily/kinesthetic learner by allowing them to move around the
room and use a model kit to construct three-dimensional models. Use of the model kit will also
accommodate the visual/spatial learners. Working in groups at a lab station while completing their
own worksheet will accommodate both the interpersonal/intrapersonal learners.
All of the class periods prior to this class period taught the students what the results of this lab
should be. By scaffolding all of the lessons, students were continually pre-assessed for this
lesson.
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The post-assessment and reviews from the previous classes acted as the pre-assessment.
Therefore, it is obvious that all of the students have a good understanding of Lewis Structures.
Lewis Structures give way to determining Molecular Shapes so it is important that they understand
them. From all of the verbal/visual review and work we have done in class, it is obvious to me that
the students are ready to complete this lab. All students in this class will be able to do so with
minimal assistance from the teacher. They will be consulting their peers, their notes, and their
texts books when seeking out clarification.
First, I will ensure all students are on task by continuously walking around the room to see where
they are at in their work. I will also frequently question student’s to either correct a mistake they
have made or to give them positive reinforcement if they are on the right track. If students decide
to be uncooperative I will give them a choice to either get to work or to remove themselves from
the lab to sit in their desk where they will work by themselves. Another thing I will do is give a
Implementation
“I Do”
I will walk the students through a quick review of Lewis Structure and Molecular Shape. I will also
clearly articulate all of the expectations of the lab.
36 | P a g e
“We Do”
We will go through one example as a class so the students are able to see exactly what I am
talking about when I explain the expectations of the lab.
“You Do”
objectives?
Students will work on the lab in their groups until it is completed. They will first consult their peers,
textbooks, and notes before asking the teacher any questions.
Lesson Closing
At the end of this lesson, students will be chosen to go up to the board to show what they came up
with and to allow the other students to check their work.
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Analyze
All students did very well on the post-assessment! I am pleased. There was a practice homework
assignment that the students got on the Friday before this lab that we went over at the start of
class on Monday. From that review they proved to me that they had a very good understanding of
what was going on. I think having examples in class and letting the students work with their peers’
38 | P a g e
benefits all of them. All students met the learning goal exceptionally. Most of the missed points on
the post-assessment came from a lack of attention to detail. For example, forgetting to answer
questions.
Reflect
conclusions.
Today’s lesson was very organized and well executed. I gave the students an opportunity to
review before they turned in their homework that was due at the start of class since they may have
neglected it over the weekend. They seemed to like this since they knew it was a graded
assignment. (Having 80 minute class periods allows for plenty of time to slow things down and
make sure everyone is on the same page.)
Looking back, I think I may have explained the lab (and review) a little too quickly. However, this
wasn’t a huge issue because things were self-explanatory. It just helped the students to see an
exact example of what was expected of them. Regardless, they didn’t ask any questions about
what I had explained and they seemed to understand everything—it was just a minor detail that
would have allowed them more reassurance that they knew exactly what was going on. Pacing is
a skill I will master as I have more experience in the classroom and as I become more comfortable
with the material.
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Teacher Work Sample Scoring Rubric
Student Teaching Experience
Teacher Candidate Name:_Elizabeth Katz______________________________________________________

Semester: Spring Fall Year 2018___
Grade/Subject Area_9th-12th Biology and 10th-12th Honors Chemistry__________________________________
Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate identifies one Candidate identifies one goal Candidates identifies one Candidate does not
well-planned goal and and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides a action plan for the
Candidate provides an Candidate does not
detailed action plan for the achievement of the goal and
action plan for the provide an action plan for
achievement of the goal and cites resources s/he will use
achievement of the goal the achievement of the
Professional Goal cites any specific resources to enhance goal
s/he will use to enhance goal achievement efforts. but needs to work to goal.
Setting and Reflection achievement efforts. develop a more specific
Candidate effectively list of resources to be Candidate is not clearly
Candidate is highly effective communicates any used for achievement of able to reflect on his/her
at communicating any progress/growth made that goal. performance in the area
progress/growth made toward the goal in the of goal
toward the goal in the reflection. Candidate’s reflection on setting/achievement.
reflection. goal achievement is
minimal and needs
development.
Task II: Contextual Information
4 3 2 Needs Work
1
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact the which prohibits his/her factors.
instructional strategies, strategies, approaches, and ability to fully recognize
approaches, and assessments used to any impact those factors
Contextual Factors assessments used to support support their students’ would have had on
their students’ learning. learning. potential strategies,
approaches, and
assessments used to
support their students’
learning.
Task III: Instructional Design and Implementation
4 3 2 Needs Work
1
All lessons contains Most lessons contains Lessons contain minimal Lessons contain no
evidence of setting evidence of setting evidence of setting evidence of setting
measurable objectives that measurable objectives that measurable objectives measurable objectives
are clearly aligned with are aligned with specific that are only somewhat and are not aligned with
specific state and/or national state and/or national aligned with specific specific state and/or
Standards/Objectives standard(s). standard(s). state and/or national national standard(s).
standard(s).
Lessons allow for numerous Lessons allow for Lessons allow for no
connections across the connections across the Lessons allow for very apparent connections
curriculum which serve to curriculum which serve to few connections across across the curriculum;
40 | P a g e
build understanding, and build understanding, and the curriculum which do students are not able to
encourage application to real encourage application to real not build understanding, build an understanding or
world issues. world issues. nor encourage apply to real world issues.
application to real world
issues.
Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate

pre-assessment to measure assessment to measure assessment which evidence of a pre-
students’ prior knowledge of students’ prior knowledge of partially measures assessment to measure
the learning objective and the learning objective and students’ prior students’ prior knowledge
purposefully utilizes the somewhat utilizes the results knowledge of the of the learning objective.
results to inform to inform planning/instruction learning objective but
planning/instruction for the for the lesson and post fails to adequately utilize Does not include copies
lesson and post assessment. assessment. the results to inform of the Pre- and Post-
planning/instruction for Assessments used.
Includes copies of the Pre- Includes copies of the Pre- the lesson and post
Assessment and Post-Assessments used. and Post-Assessments Does not include a copy
assessment.
used. of a key/product to show
Includes a copy of a high Includes copies of the desired outcome.
quality key/product to show Includes a copy of a Pre- and Post-
desired outcome. key/product to show desired Assessments used.
outcome.
Includes a copy of a
key/product to show
desired outcome.
Purposefully and consistently Incorporates the use of Is still developing the Does not incorporate the
incorporates the use of available technology to ability to incorporate the use of available
available technology to somewhat enhance use of available technology to enhance
further enhance instruction in instruction in ways that technology to enhance instruction nor provide an
ways that authentically engage most of the students instruction in ways that explanation for why
engage all students in the in the learning experience. engage the students in technology is not utilized.
learning experience. For For cases where technology the learning experience.
Technology
cases where technology is is not utilized, candidate For cases where
not utilized, candidate provides an explanation. technology is not utilized,
provides a logical candidate provides an
explanation. explanation.
Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust
instruction during lesson lesson planning and instruction during lesson instruction during lesson
planning and implementation implementation in order to planning and planning and
in order to significantly meet meet some of the identified implementation but the implementation in order to
all of the identified needs of needs of individuals, small differentiated instruction, meet the identified needs
individuals, small groups or groups or the class by accommodations and of individuals, small
Accommodations the class by including including general methods of modifications used do groups or the class. No
specific methods of differentiation, not fully meet the differentiation,
differentiation, accommodations and identified needs of accommodations and
accommodations and modifications. individuals, small groups modifications present.
modifications. or the class.
Numerous Management and Management and Management and

management/motivational motivational strategies are motivational strategies motivational strategies to
strategies are clearly identified and rationale is are not clearly identified enhance student
identified and rationale provided for how these and rational is lacking engagement and learning
provided for how these strategies enhance student evidence of how these are not identified.
Management strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.
41 | P a g e
Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
consistently including a effective/engaging needs to work to develop student interest.
highly-effective/engaging introduction and closing. a more effective lesson Candidate does not
introduction and closing. opening and closing. include evidence of an
Introduces and reinforces effective opening and/or
Effectively introduces and the learning objective(s) so Needs to be more closing.
repeatedly reinforces the that students are cognizant purposeful about
learning objective(s) so that of expected outcomes. introducing and Learning objective is not
students are cognizant of reinforcing the learning reinforced throughout the
expected outcomes. Presents all content in a objective so that the lesson.
sequential manner and students are cognizant of Content is not presented
Presents all content in a provides opportunities for expected outcomes. in a sequential manner
sequential manner and modeling and practicing the and candidate does not
provides numerous skills and content needed to Content is not always provide evidence of
opportunities for modeling meet the learning presented in a sequential allowing opportunities for
and practicing the skills and objective(s). manner and candidate modeling and practicing
content needed to meet the needs to provide more the skills and content
learning objective(s). Checks for student opportunities for needed to meet the
understanding throughout modeling and practicing learning objective(s).
Lesson Consistently checks for most of the lesson cycle and the skills and content
Implementation student understanding provides evidence of re- needed to meet the Candidate does not check
throughout the entire lesson teaching/remediation where learning objective(s). for student understanding
(I Do/We Do/You Do) cycle and provides detailed necessary. throughout the lesson
evidence of re- Checks for student cycle and there is no
teaching/remediation where understanding evidence of re-teaching
necessary. Includes reasons for why the throughout most of the /remediation.
instructional strategies and lesson cycle and
Includes numerous detailed provides little evidence of Does not includes
learning activities chosen for
reasons for why the re-teaching/remediation reasons for why the
instructional strategies and the lessons are where necessary. instructional strategies
learning activities chosen for developmentally appropriate and learning activities
the lessons are (claims are somewhat chosen for the lessons
developmentally appropriate supported by relevant Includes reasons for why are developmentally
(claims are supported by theory/research that is cited). the instructional appropriate (claims are
relevant theory/research that not at all supported by
strategies and learning
is clearly cited). relevant theory/research
activities chosen for the nor sufficiently cited).
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes professional-quality Includes average-quality Includes poor-quality No quality

table/charts/graphs which table/charts/graphs which table/charts/graphs table/charts/graphs which
clearly show post show post assessment which do not clearly show post assessment
assessment results (and pre- results (and pre-post show post assessment (and/or pre) results.
post comparison if comparison if applicable) results (or pre-post
applicable) comparison if applicable) Does not provide a
Provides a description of the description of the post
assessment results is
Provides detailed description post assessment results Provides a weak
weak and illogical and
of the post assessment which somewhat addresses description of the post
does not address all of
results which thoroughly most of the following items: assessment results
the following items:
addresses all of the following which does not
Analyzes items : students’ progress toward adequately address the students’ progress toward
mastery of the objectives following items: mastery of the objectives
students’ progress toward from pre-to-post from pre-to-post
mastery of the objectives students’ progress
from pre-to-post factors that may have toward mastery of the factors that may have
affected the post objectives from pre-to- affected the post
factors that may have assessment results post assessment results
affected the post assessment
results how the results of the post factors that may have how the results of the
assessment highlight what affected the post post assessment highlight
how the results of the post areas of the lesson will assessment results what areas of the lesson
assessment highlight what require re-teaching (if any) will require re-
42 | P a g e
areas of the lesson will how the results of the
require re-teaching (if any) post assessment
highlight what areas of
the lesson will require re-
teaching (if any)
Identifies, describes, and Identifies, describes, and Identifies, describes, and Fails to adequately
explains more than two explains two successful explains only one identify, describe, or
Lesson Reflection: relevant successful teaching teaching strategies and/or successful teaching explain successful
strategies and provides provides supporting strategy and/or provides teaching strategies and
Successes detailed supporting evidence evidence for why they were only minimal supporting provides no supporting
for why they were effective. effective. evidence for why it was evidence.
effective.
Identifies and describes more Identifies and describes two Identifies and describes Fails to adequately
than two challenges challenges encountered only one challenge identify, describe, or
Lesson Reflection: encountered throughout throughout the lesson. encountered throughout explain challenges
lesson. the lesson. encountered throughout
Challenges
lesson.
Identifies and describes more Identifies and describes two Identifies and describes Fails to identify and
than two significant ideas for ideas for redesigning the one idea for redesigning describe an idea for
Lesson Reflection: redesigning the lesson and lesson and provides details the lesson and provides redesigning the lesson
Improvements provides full details to to support the redesign. very minimal details to and/or provides no details
support the redesign. support the redesign. to support the redesign.
Overall Professional Quality of Teacher Work Sample

4 3 2 Needs Work
1
Content Organization: Content Organization: Content Organization: Content Organization:
All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and (Cover page, followed: (Cover page,
spacing, anonymity) spacing, anonymity) references/credits, font references/credits, font
and spacing, anonymity) and spacing, anonymity)
Paper is well organized with Paper is organized.
clarity of thought and Paper is somewhat Paper requires much
purpose. organized but candidate better organization of
needs to continue to content and candidate
develop communicating needs to significantly
thought and purpose. develop in the area of
communicating thought
and purpose.
Writing Skills Conventions: Conventions: Conventions: Conventions:
Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or sentence grammar, punctuation, grammar, punctuation,
structure. structure, but does not and/or sentence and/or sentence
significantly detract from structure, and this structure, errors which
overall quality. somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:
Professionally written, high- Adequately written, average Writing and quality of Poorly written, low-quality
quality paper. quality paper. paper are in paper. Resubmission
development but required.
resubmission is not
required.
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Learning Journal
1/24/18: My email address (elizabeth.katz@k12.sd.us) was shared with parents along with my
professional website (elizabethkatz.weebly.com). Email communication:
Dear Family,
My name is Elizabeth Katz. I am a Student Teacher from Northern State University, graduating
in May, and I am currently in your child's classroom. From January 22nd - April 13th I will be teaching
alongside Mrs. Saundra Anderson at Aberdeen Central High school, and performing the
miscellaneous daily tasks she carries out as a teacher. I am very excited to have this opportunity to
work with your child so that I may learn how to be a teacher from a first-hand experience.
Because of this, I will have access to your child's grades and other confidential
information. Please know that I am being held to a high standard of professionalism and that I will
abide by all of the rules set in place by the Aberdeen School District and the policies of Aberdeen
Central High School.
Should you have any questions please feel free to contact me using this email address. I have
also added a link for a personal professional website that I have created to the bottom of this email.
This website will to allow you a chance to get to know me better and to see important documents
such as my résumé.
I look forward to hearing from you and/or meeting you at parent-teacher conferences.
Thank you,
Ms. Katz
https://elizabethkatz.weebly.com/
1/29/18: http://glencoe.mcgraw-hill.com/sites/dl/free/0078759864/383928/BL_04.html was used to
conduct an online virtual lab.
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1/31/18: A magic school bus video was shown to introduce the importance of wetlands.
2/5/18: www.footprintnetwork.org was used to calculate student’s ecological footprints.
2/12/18: Bill Nye the Science Guy – Cell video was shown.
2/15/18: Parent/Teacher conferences were held.
2/16/18: I attended a staff in-service. The morning session focused on school safety and the
afternoon session was about Standards Based Grading.
2/23/18: A common core photosynthesis activity was distributed.
3/1/18: http://www.classzone.com/cz/books/bio_07/resources/htmls/virtual_labs/virtualLabs.html was
used to conduct a virtual lab on cellular respiration.
3/13/18: http://science.sbcc.edu/physics/flash/siliconsolarcell/bohratom.swf was used in class to
summarize the Bohr Model.
3/14/18: http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/labs/BL_03/index.html was used to do
a cell cycle and cancer virtual lab.
3/29/18: I attended a staff in-service that disused the new graduation requirements and acted as a
“work” day.
Ongoing throughout the experience: Chem Crash Course videos on YouTube (and other YouTube
videos) were shown and Kahoot was used as a classroom resource.
Ongoing throughout the experience: the "Remind" app/webpage was used daily to remind
students of upcoming tests, homework assignments, etc.
Ongoing throughout the experience: Howard Gardner's Theory of Multiple Intelligences, Jerome
Bruner’s Theory of Scaffolding, Piaget’s theory of cognitive development, Erick Erickson’s stages of
psychosocial development, and John Dewey’s Theory of Social Interaction were utilized.
Ongoing throughout the experience: Parents communicated all concerns about their students to
my Cooperating Teacher.
45 | P a g e
References
South Dakota Department of Education. 2017. Report Card. Retrieved from:
http://doe.sd.gov/reportcard
South Dakota Department of Education. 2017. Student Enrollment Data. Retrieved from:
http://doe.sd.gov/ofm/enrollment/.aspx
46 | P a g e

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Northern State University

Student Teaching Experience

Candidate Name: Elizabeth Katz

Candidate Website Address: www.elizabethkatz.weebly.com

Name of School where data

Subject/Content Area: Biology/Honors Chemistry

Grade Level: 9th-12th

Date Submitted: 04/04/2018

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

Signature of Candidate Submitting the TWS: Elizabeth Katz (electronic submission)

I. Professional Goal Setting and Reflection

 D2L for ELED/SPED/SEED 488

NSU Conceptual Potential Category Outcomes Description

Knowledge of the Learner  Developmental Needs Knowledge of the learner focuses on an

Knowledge of Content  Understanding Subject Matter Knowledge of Content implies a broad

Knowledge of Pedagogy  Planning Pedagogical Knowledge includes those

a. Identify the Framework Category to which your goal aligns:

needs when it comes to learning, so I want to differentiate my instruction and tailor it to

material relevant to my student’s lives--which will encourage student engagement.

(https://undsci.berkeley.edu, https://www.youtube.com/scishow, teachers.net, etc.) to

differentiate my instruction, referring to the work of other professionals and incorporating

practice presenting my lessons beforehand. In addition, I will seek feedback from my

cooperating teacher and my university supervisor to determine if I am achieving my

me with endless, quality references. The combination of these efforts allowed me to

addition, before conducting the laboratory experiments I went on to YouTube to watch

others demonstrate the labs. This allowed me to be precise in articulating instructions

defined by Howard Gardner. Most, if not all, of my lessons accommodated the

visual/spatial, bodily/kinesthetic, interpersonal/intrapersonal, and linguistic learners. I

to enhance their learning experiences.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students

School Graduation rate: 88.23%; Ethnicities present:

Millicent Atkins School of Education: Common Lesson Plan Template

List the Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

Lab Letter Grades

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

Students will be able to identify energy outputs of fermentation.

List the materials/resources you will need to teach the lesson.

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

No technology is required for the completion of this lesson.

Teacher Candidate Name:_Elizabeth Katz______________________________________________________

Task I: Professional Goal Setting

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

Numerous Management and Management and Management and

Includes professional-quality Includes average-quality Includes poor-quality No quality

Overall Professional Quality of Teacher Work Sample

professional website (elizabethkatz.weebly.com). Email communication:

Central High School.