Task I: Professional Goal Setting and Reflection

Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth.

Resources: Candidates will use the NSU Millicent Atkins School of Education Residency I Final
Evaluation Outcomes/Indicators to decide on a specific goal; candidates will be assessed on their
goal setting and reflection using the NSU Teacher Work Sample Scoring Rubric.

Outcomes Potential Indicators

(You will choose one of these indicators as the basis for your goal)

A. Focus for Learning: Standards and Objectives/Targets

Planning for Instruction and B. Materials and Resources
Assessment C. Assessment of P-12 Learning
D. Differentiated Methods

E. Learning Target and Directions

Instructional Delivery
F. Critical Thinking
G. Checking for Understanding and Adjusting Instruction through Formative
Assessment.
H. Digital Tools and Resources
I. Safe and Respectful Learning Environment

J. Data-guided Instruction
Assessment K. Feedback to Learners
L. Assessment Techniques

Analysis of Teaching M. Connections to Research and Theory

N. Participates in Professional Development

Professional Commitment and O. Demonstrates Effective Communication with Parents or Legal Guardians
Behaviors P. Demonstrate Punctuality
Q. Meets Deadlines and Obligations
R. Preparation

Professional Relationships S. Collaboration

T. Advocacy to Meet the Needs of Learners or for the Teaching Profession

Critical Thinking and Reflective

Practice U. Responds Positively to Feedback and Constructive Criticism
1. Conceptual Framework Goal Statement, Action Plan, and Reflection: 

a. Identify the Outcome to which your goal aligns:

Instructional delivery is the outcome my goal aligns with.

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

Safe and Respectful Learning Environment is the specific indicator to determine my goal.

c. Based on the indicator 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 during my pre-student teaching experience is to create an environment where students

are comfortable answering questions. I choose this goal because I would like students to be
willing to answer questions and learn from the mistakes they make. I don’t want students to be
afraid of making mistakes or thinking their peers will make fun of them for making a mistake.
Making mistakes help students learn.

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

To accomplish this goal, I will research and talk with other teachers on how to create an
environment where students are comfortable answering questions. Once researching and
talking with other teachers, I will create a plan on how I will implement what I learned into my
lesson. During my lesson, I will not tell a student they are wrong when answering a question
wrong. Instead, I will guide them to the correct answer by having the student explain how they
obtained their answer and correcting them through the explanation. I will remind students it is
okay to make mistakes and we learn from making mistakes.

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

After teaching two lessons, I believe I made growth toward achieving my goal. During
instruction, I guided students to correct answers if students gave the wrong answer. If I heard a
student laugh at a classmate for saying the wrong answer, I said it was not respectful to laugh at
others and we must support our classmates. I reminded students it is okay to make mistakes
because we learn from the mistakes we make. I believe I made growth to my goal instead of
achieving my goal because there is always growth to be made. As I gain experience teaching, I
will continue to work towards my goal.
Task II: Instructional Design and Implementation

Objective: Candidates demonstrate their ability to plan, implement, and assess two, formal lessons
and evaluate the impact this has on K-12 student learning.

Resources: Candidates will be assessed on their lesson design and implementation using the NSU
Teacher Work Sample Scoring Rubric.

Lesson 1:
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Miss Hannah Comes
Grade Level: 2nd
Subject: Math
Date: 11/11/2020
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s, starting from any number in its skip counting sequence.
2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
List the Rationale (cite theories or theorists):
During this lesson, I will use explicit instruction to teach students to tell time to the nearest 5 minutes on an analog
clock. Dr. Anita Archer explains how explicit instruction is systematic, direct, engaging, and success oriented. In this
lesson, I will model exactly how students will tell time to the nearest 5 minutes, I will explain my thinking to
students, I will give students time to practice, and I will give feedback to students when they begin independent
work. By doing these four things, students will understand what is expected of them and how they will succeed
during the lesson.
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 skip-count by 5s within 55.
Students will be able to tell time to the nearest 5 minutes on an analog clock.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

In 2nd grade, students become more aware of time and understand certain things happen during certain times of the
day. Students realize their schedule in class changes as the clock changes time. Students are able to make
connections during learning because they have seen a clock and have had different experiences with clocks.
Students have also had prior experiences with skip counting by 5s.
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).
The class has 12 girls and 9 boys totaling 21 students altogether. There are two students on IEP’s, and three students
diagnosed with an attentive disorder whether it is ADHD or ADD.
White: 19 students
Hispanic: 1 student
Native American: 1 student
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).
One student has difficulty seeing the board from where they sit. The student doesn’t have glasses, so I will make
information large enough for the student to see. Students enjoy activities that allow them to move around the room.

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

- Smartboard
- Pre-Assessment (on Plickers)
- Plickers Cards, 1 per student
- iPad, 1 for teacher use
- Telling Time to the Nearest 5 Minutes Presentation
- Number Line
- Scoot Activity
o 12 Paper Clocks
o Tape
o Worksheet, 1 copy per student
o Pencil
o Clip Boards, 1 per student
- Post-Assessment (on Plickers)
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 will use the Smartboard as a tool to present the lesson on telling time to the nearest 5 minutes. I will use Plickers as
a tool to record results during the pre- and post-assessment.
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. *
Students will partner up with another student who has similar learning capabilities.
I will wear a microphone so students can hear me clearly.
Font sizes on documents presented will be large enough for all students to see from where they are sitting.
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.
Students will answer the two questions below. I will use Plickers to obtain each students’ answers.

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)
The pre-assessment results show that 1 student scored 0%, 10 students scored 50%, and 9 students scored 100%.
There was 1 student absent from school when taking the pre-assessment. Two students answered the clock telling
10:20 wrong and 10 students answered the clock telling 2:50 wrong. I will take the information gained from the pre-
assessment and focus my lesson more on telling time after the minute hand passes 30 minutes.
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.

Desks will be cleared of all materials during instruction.

Students will be dismissed by rows to grab clip boards before independent work.
I will use proximity to ensure students are on task.
Students will raise their hand to answer a question or if they have a question.
Scoot will be located around the room to allow students to move freely.
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.
1. Begin the lesson by stating the objectives for this lesson are being able to skip-count by 5s within 55 and to tell
time to the nearest 5 minutes on an analog clock.
3. (Page 2) Teach students each number on the clock is evenly spaced out by five minutes. Students can count each
number by 5 until reaching the minute hand. (Page 3) Tell what time is shown on the clock example. (9:35) Teach
students to start with the hour hand and then move onto the minute hand. Show how to count my 5s until landing
on the minute hand. Write the time underneath the clock.
“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).
2. As a whole group review hour hand (small hand), minute hand (large hand), 60 minutes in an hour, and counting
by 5s within 55. Use page 1 on the presentation document to assist in reviewing hour hand and minute hand. Use
the number line as a tool to count to 55, start at 5 and count up to 55 by 5s.
4. (Page 4) As a whole group tell what time is shown on the clock. (10:10) Ask students where the hour hand is
pointing and then the minute hand. Ask students to explain how they knew the minute hand was pointing at 10
minutes. Write the time underneath the clock.
5. (Page 5) As a whole group tell what time is shown on the clock. (3:35) Ask students where the hour hand is
pointing and then the minute hand. Ask students to explain how they knew the minute hand was pointing at 35
minutes. Write the time underneath the clock.
6. (Page 6) As a whole group tell what time is shown on the clock. (4:50) Ask students where the hour hand is
pointing and then the minute hand. Ask students to explain how they knew the minute hand was pointing at 50
minutes. Write the time underneath the clock.
“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?
7. Students will do a scoot with a partner. There will be twelve clocks taped around the room that students must
find. Each student will have a piece of paper to write down what time each clock tells.
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.).
Students will return to their desks and we will go over what time each clock tells as a group. Students will make
corrections on their worksheet.
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.

Students will answer the two questions below. I will use Plickers to obtain each students’ answers.

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.

When comparing the post-assessment to the pre-assessment, students showed growth. After large group instruction
and the scoot, students had a better understanding on how to tell time to the nearest 5 minutes on an analog clock.
Students could distinguish between the hour hand and minute hand when telling what time was shown on the clock.
Students understood the number the minute hand was pointing to was not 4 or 10 minutes, but instead it meant 20
or 50 minutes.
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.
I used explicit instruction during large group instruction to model how to tell time to the nearest 5 minutes on an
 analog clock. I also modeled how students would complete the scoot. During large group instruction, I allowed
students to explain their thinking when answering questions. I used proximity, asked students to raise their hand if
they had a question or was answering a question, kept materials in students’ desks until they needed them, and
spaced-out clocks as my classroom management strategies. I encouraged students to do their best and told them it
was okay to make mistakes because what they were learning was new to them.
I would change this lesson by adding more examples during large group instruction for students to answer. Students
needed the extra practice before starting the scoot activity. I need to explain to students the hour hand will only be
the numbers shown on the clock. If the hour hand points at 10, it is 10 o’clock instead of 50 o’clock. The scoot took
longer than I thought it would, so to shorten it I would have 9 clocks around the room instead of 12. I would add to
my classroom management strategies by creating a system for all students to answer questions, engage the whole
group during instruction, and ask students to check the way they are sitting and change it to how a student should
look when they are ready to learn.

Appendix:

Smartboard Presentation

Page 1 Page 2 Page 3

Page 4 Page 5 Page 6

 Scoot Activity

Lesson 2:
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Miss Hannah Comes
Grade Level: 2nd
Subject: Language Arts
Date: 11/19/2020
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
List the Rationale (cite theories or theorists):
Jean Piaget’s theory of constructivism states people produce knowledge and form meaning based upon their
experiences. In this lesson, students will be taught what an abbreviation is and how to write an abbreviation.
Students will have time to practice abbreviations during whole group and be asked to write the abbreviation of
certain words on their desks independently. Students will have different experiences with abbreviations allowing
them to form meaning based upon their experiences.
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 explain what an abbreviation is.
Students will be able to write abbreviations by beginning with a capital letter and ending with a period.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
In 2nd grade, students may have seen words abbreviated when looking at months, days of the week, or an address.
Students who have seen a word abbreviated can connect their prior knowledge to this lesson. This lesson introduces
common abbreviations students will see/use while in 2 nd grade.
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).
The class has 12 girls and 9 boys totaling 21 students altogether. There are two students on IEP’s, and three students
diagnosed with an attentive disorder whether it is ADHD or ADD.
White: 19 students
Hispanic: 1 student
Native American: 1 student
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).
A few students in the class enjoy standing during instruction. It is allowed as long as those behind them can see.
There are students who have a lack of confidence in themselves. They won’t raise their hand during whole group
even if they have the correct answer and can be afraid of doing work independently.

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

- Smartboard
- Pre-Assessment (on Plickers)
- Plickers Cards, 1 per student
- iPad, 1 for teacher use
- Abbreviations Presentation
- Dry Erase Marker, 1 per student
- Post-Assessment (on Plickers)
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 will use the Smartboard as a tool to present the lesson on abbreviations. I will use Plickers as a tool to record
results during the pre- and post-assessment.
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. *
I will wear a microphone so students can hear me clearly.
Font sizes on documents presented will be large enough for all students to see from where they are sitting.
The presentation will remove words once they are explained. This will allow students to focus on the word I am
explaining instead of previous words or upcoming words.
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.

Students will answer the three questions below. I will use Plickers to obtain each students’ answers.
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)

The pre-assessment results show that 1 student scored 33%, 2 students scored 67%, and 16 students scored 100%.
There were 2 students absent from school when taking the pre-assessment. I will take the information gained from
the pre-assessment and focus my lesson on reviewing abbreviations instead of teaching students abbreviations as if
they have never heard of them.
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.
Desks will be cleared of all materials during instruction. Students will only get dry erase markers out of desks when
they are instructed to.
I will use proximity to ensure students are on task and to check their work.
Students will raise their hand to answer a question or if they have a question.
If I notice students are off task, I will ask students to check themselves and show me they are ready to learn.
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.
1. Begin the lesson by stating the objectives for this lesson are being able to explain what an abbreviation is and
being able to write abbreviations by starting with a capital letter and ending with a period.
2. (Slide 1) Explain to students that an abbreviation is a shortened way of writing a word. An abbreviation begins
with a capital letter and ends with a period. Go over the four examples on the slide. (they are common
abbreviations) Ask students where you would see these abbreviations.
3. (Slide 2) Explain to students each day of the week can be abbreviated. Normally it is the first three letters of the
word. Do each example. (Mon., Wednesday, Fri.)
6. (Slide 5) Explain to students most months can be abbreviated. Normally it is the first three letters of the word. Do
each example. (Jan., February, Mar., April)
“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).
4. (Slide 3) Ask students how to abbreviate the word Saturday. (Sat.) Ask students what word is abbreviated for Sun.
(Sunday).
5. (Slide 4) Explain to students some days of the week are abbreviated in an abnormal way. Ask students how to
abbreviate the word Tuesday. (Tues.) Ask students what word is abbreviated for Thurs. (Thursday)
7. (Slide 6) Ask students how to abbreviate the word August. (Aug.) Ask students what word is abbreviated for Oct.
(October) Ask students how to abbreviate the word November. (Nov.) Ask students what word is abbreviated for
Dec. (December)
8. (Slide 7) Explain to students some months are abnormally abbreviated or not abbreviated. Ask students to
abbreviate the word September. (Sept.) Ask students what months we have not abbreviated up until this point.
These months are not abbreviated. (May, June, July)
“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?
9. (Slide 8) Students will write the correct abbreviation on their desks with a dry erase marker. There are six different
abbreviations students will practice writing. (Mr., Jan., Tues., June, Aug., Ave.,) Give students a few minutes to write
and ask one student for the correct abbreviation. Ask the whole class if they agree with how to correctly write the
abbreviation.
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.).
At the end of the lesson, reexplain an abbreviation is a shortened way of writing a word. Abbreviations begin with a
capital letter and end with a period.
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.

Students will answer the three questions below. I will use Plickers to obtain each students’ answers.

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.

When comparing the post-assessment to the pre-assessment, students showed growth. After large group instruction
and practice writing abbreviations, students had a better understanding of abbreviations. Students understand an
abbreviation started with a capital letter and ended with a period. Students also were able to explain that an
abbreviation is a shortened way of writing a word.
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.
During the large group part of this lesson, I used explicit instruction. I modeled how to correctly abbreviate the
words we worked with during this lesson. I explained exactly what I wanted students to do for the independent part
of the lesson. I used proximity, redirection, had students leave materials in their desks until they were needed, and
had students raise their hand to answer questions or if they had a question. I made a few mistakes during the lesson,
but I admitted to my mistakes, so students know everyone makes mistakes. I encouraged students to do their best.
I would revise this lesson by shortening the large group portion. Students showed greater understanding than I
anticipated. I could take out asking students for each abbreviation and instead inform students what the
abbreviation is. I need to add who, what, when, why, and where type of questions into this lesson. By adding the
questions, it will engage students and get their minds thinking. I could engage students during the large group
instruction by having each student create a foldable that they are able to keep and use later.

Appendix:

Smartboard Presentation
References and Credits
Anita Archer, Explicit Instruction
Jean Piaget, Theory of Constructivism