Northern State University

Pre-Student Teaching Experience

ELED/SPED/SEED 496
Teacher Work Sample
Fall 2017

Candidate Name: Doris Maggie Konold

Candidate Website Address: dorismaggiekonold.weebly.com

Candidate ID Number: 7248371

Name of School where data

was collected:

Subject/Content Area: Math

Grade Level: 6th grade

Date Submitted: October 12, 2017

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: Doris Maggie Konold 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
Pre-Student Teaching Experience. The TWS assignment includes the following tasks:

I. Professional Goal Setting and Reflection

II. Contextual Information
III. Instructional Design and Implementation

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

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

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

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

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

D2L for ELED/SPED/SEED 496

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

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

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

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

The framework category that my goals fall under is Knowledge of Content.

b. Identify the specific Category Outcome you will use to determine your goal:
My goal is to become more familiar with the content that I am teaching and to become
more confident in the way I am teaching the content to the students.

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 work on knowledge of content, especially when we are in a large group

and making sure that everyone understands the content to their highest ability. Another
goal that I possess is becoming more confident in what I am teaching. It is my opinion
that math is not my strong subject, so at times I do not feel as confident in what I am
teaching.

I have chosen these goals for myself due to the fact that in the past in my other
experiences, I have noticed that these are elements that I, as a future educator, need to
work on to not only better myself but my future classroom.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I will achieve this goal by revisiting the content that I am teaching and brush up on it if I
do not fully remember how to do the certain skills. Another way that I will achieve this
goal is I will ask my cooperating teacher to see if she has any suggestions that might
help me when it comes to preparing myself and the lesson so that the students
understand what I am trying to teach them. I feel that I am able to ask my cooperating
teacher for help by suggestions because maybe there is a way that I have not thought
of, and it might be easier than the way I originally had it planned out. As future teachers,
we need to collaborate with other teachers for our current and future students.

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

I feel that my growth and progress toward my set goals went well. I feel like after I
taught the lesson and all the days preparing for the lesson helped me become more
confident in the content that I was going to be teaching. In terms of becoming
knowledgeable in the content, I felt like that went well when I would look at the practice
workbook that the students had and I could refresh my memory on how to solve for unit
rates and writing ratios using story problems. When I first was asked what I wanted to
teach, I had no idea. Then when I looked through the workbook, I felt very overwhelmed
because math has never been my strong suit. I recollect thinking how am I going to be
able to teach the students this if I do not know myself and questioned what I was doing.
However, I walked myself through it, and it all went well. My cooperating teacher was

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 very accommodating in regard to helping me prepare myself for teaching by giving me
many opportunities to teach before having to actually giving my lesson to the students. I
feel as I work on becoming more confident in what I am teaching, the students will
respond favorably as they seemed to do in the lesson that I presented to them. I plan to
continue to prepare myself in plenty of time so that I can help the students to the highest
amount of understanding on their end. I also plan to use my resources and get input
from my fellow teachers with suggestions that could help me become more prepared
and to make me feel more confident in how I am teaching the various content I present
to the students.

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

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

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students In this experience, I am placed in a school that

(All subcategories listed in this box are required.)
Students grade and developmental levels; the age range
of students; the content area being taught; any other
factors that are pertinent to understanding your class
assignment
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had 3rd grade through 6th grade classrooms.
Within the classroom, there were two groups of
6th graders and two groups of 5th graders in the
math classroom setting. The age ranges of the
two classes are 10-12 years old. Most of the
students within the classroom fall into Piagets
concrete operational stage of cognitive
development. Some of the students may have
been on the verge of the formal operational
cognitive development, but a large section of the
students fall into the operational stage of
 cognitive development.
Community
(e.g., whether the area is urban, suburban, or rural;
socioeconomic information; census data for the
community)
District
(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; graduation rates; ethnicities;
percent of students with IEPs; percent of students who are
ELLs; per-pupil expenditures)
School
(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-to-
student ratio)
Classroom Demographics
(e.g., ethnicities; gender ratios; special needs, including grades combined was 30 girls to 40 boys. There
those of gifted students, those of students physical needs,
and those due to cultural characteristics).
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I am placed in an urban community with a
population of about 27,000 people according to
the last census taken. The percentage of
Caucasian is roughly 91.3%. The percentage of
African Americans or Black is roughly 0.8%. The
percentage of American Indian or Alaskan
Native is roughly 3.9%. The percentage of Asian
is roughly 1.1%. The percentage of Native
Hawaiian and other Pacific Islanders is roughly
0.5%. The percentage of other ethnicities is
roughly 1.4%.
Within the school I was placed the enrollment for
K-12 is about 449 students. The graduation rate
within the district is about 95%-100%. Then
within the whole district, the percentage of
Hispanics is 4%, Native Americans is 1%, Asian
is 1%, African Americans is about 2%, Pacific
Islander is about .008%, Caucasian is about
94%. In terms of free and reduced lunches,
there are about 14% of the students in this
category. In terms of students on an IEP or
receive Title I services, the percentage is about
3%.
Within the school that I was placed, the
enrollment is about 141 students for grades 3rd
6th. About 15% of the students are on a free or
reduced lunch program. The ethnicity within the
whole school is 92% of the students are
Caucasian and the other 8% another ethnicity.
In the school, there are 7% of the students on an
IEP of some sort. There are not ELL students
within the school I am placed. The teacher ratio
is 18 students to 1 teacher. The per pupil
expenditures is $8,480.
Within the classroom, the gender ratio of the two
are about 4-8 students that are considered
special needs between the two grades. There is
one student that has diabetes that has an iPad
that lets the teachers know if their sugar levels
are high or low. The percentage of Caucasian
students is about 90%. The percentage of
African American students is 1% of the students.
 The percentage of Hispanic and other ethnicities
is 9% of the students.

Knowledge of Students The students within the classroom that I was

(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).
placed in terms of language needs only about
1% of the students are ELL. And the other 99%
of the students are English language speakers
within the classroom.

Task III: Instructional Design and Implementation

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

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Doris Maggie Konold
Grade Level: 6th grade
Subject: Math
Date: September 28, 2017
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b 0, and use
rate language in the context of a ratio relationship.

Rationale (cite theories or theorists):

In Vygotskys theory of Zone of Proximal Development (ZPD), it talks about how at the beginning
of the lesson they will not know how to solve the problems given to them; however throughout the
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lesson, they learn how to solve with different ways to expand their knowledge with help from a
teacher or someone else. By the end of the lesson, they will be able to practice the skills by doing
independent practice and prove that they understand, or they will understand it with minimal help.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, time bound).
Use the following format: Students will be able to
Students will be able to understand and demonstrate how to find unit rates for various situations
through group demonstrations and independent practice.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The objective for this lesson are appropriate for the students because the students have had
enough prior knowledge to complete the learning objective. The objective is also appropriate
because there is a Common Core Standard that is listed for the student to learn and do by the end
of 6th grade.

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

Pre and post test

Math workbook
Pencil
YouTube clip https://www.youtube.com/watch?v=l1JY3p-1BlQ

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 be using the Promethean board to work on practice questions to test the knowledge of the
skill for finding unit rates. I will also use the Promethean board to show the students a fun video to
help them remember how to find unit rates.

Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students learning, culture, language, etc. *
For some accommodations, I will help out a few of the students a little more because the special
education teacher that is usually in the classroom during that time will not be there. Therefore, if
time allows, I will show those few students a little more attention during the lesson and during
independent practice time. Those students that I will be helping will be given fewer problems to do
for homework.
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.

I will being using a 10-question quiz the day before my lesson to test and see what the students
may already know before me giving the lesson.
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)
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6
Pre-Test
4 Post-Test

0
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
In the pre-assessment, the graph shows that about 56% of the students knew the material well
before the lesson was taught. The remaining 44% did not know the content to the fullest potential
before the lesson. With these results, even though they are quite favorable, I am not going to
change the post-assessment. I want to see if the students do better with the quiz being the same,
but having more knowledge after the lesson. By looking at the results of the pre-assessment, I will
try to spend a little more time on the parts of the lesson that the students struggled on in the pre-
assessment more as we go through the lesson. For example, if the students seem to be struggling
on unit price, then we will spend a little extra time on that portion of the lesson.
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.

While I am teaching the lesson, I will have the students talk with me as a group about what the
vocabulary words are, and they can fill in the blanks in the definition and also give an example for
the vocabulary words. After we go over the vocabulary words for this lesson, we will then work on
the problems given as a class, and I will instruct the students to raise their hands if they know the
answer. While the students are doing their independent practice and the post-assessment, I will
walk around the room answering any questions that they have with helping solving the problem.

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 go through the practice questions that are from the book, and I will explain to them exactly
how to solve for the unit rate. I will give them a step-by-step model to follow when finding the unit
rate for each question. I will then go through the guided practice with the student in order to see if

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 the students understand what they are supposed to be doing for the post test and the homework
that will be assigned to them.

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 first go over the vocabulary words for this lesson on the board and fill in the blanks with
various words for vocabulary. Then we will work through various problems on the board together
as a class to practice the skills before doing it on their own. We will have each student come up to
the Promethean board and write out the steps and procedures they followed to come up with the
answer. We will then check to see if everyone else got that answer.

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?
The student will be given a set of pages from their workbooks, and they will do those to show that
they understand how to perform this skill. They will also be given a post test to see if they
understand what they had just learned about unit rates.

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.).
To close the lesson, I will give the students independent practice to do as homework. I will also
show them a video to wrap up the lesson. I will be administering the post test the following day so
we allow time for students to work on homework and ask questions if they have any.
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.

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10

6
Pre-Test
4 Post-Test

0
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25

By looking at the results of the post-assessment many of the students either improved or stayed
the same. By looking at the graph above, about 24% of the students reached their highest
potential on this pre assessment and post assessment. About 36% percent of the students

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 excelled on the post-assessment than they did on the pre-assessment. About 60% of the students
stayed at the same level or did worse in terms of results.

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 thought my overall lesson went pretty well. I had two sections of 6th graders that I taught my
lesson to. I was able to teach it twice, which was nice for me so I could run through it one time and
see what did not work during that first lesson and change anything to improve on the next lesson.
What I thought went well was the students seemed to be engaged while they were following along
in their workbooks. I had the students throughout the lesson come up to the Promethean board
and fill in the blanks for the answers for vocabulary and the problems that were in the book. The
students also seemed to really enjoy the video that I showed them at the end of the class period. I
also heard a few of them singing the refrain a little when they were working on their homework
during homeroom and the next day. Another thing that I felt went well was that in the first lesson I
thought I used my time wisely and did not seem rushed to get through the material as I felt like I
did in the second lesson. I am not sure if it was that I had my University supervisor there or if I was
nervous about being recorded. But, I feel the students seemed to understand the material well
when they came up to the board and demonstrated how to do the problem for the class. Some
things that seemed to not go well was when I was giving my first lesson, I seemed to focus too
much time on the vocabulary than I did on the content that I was supposed to be teaching. In the
long run, it ended up being ok because the students seemed to understand what I taught them.
Another thing that I felt did not go as well was that I seemed to stick to one side of the classroom
next to the computer where I was clicking through the workbook. I tried to walk around to the best
of my ability, and I just felt that I had to stick to one side because I did not want to waste time
having to go back to the computer all the time. I seemed to do this for both of my lessons that I
taught. If I were to teach this lesson again, I would definitely move around the classroom more to
check if all the students were understanding what they were being taught. I also would come up
with problems that were not in the book so that I could see where each one of the students were
at so I knew they were not just looking at the answers in the book. If I were to teach this lesson
again, I would get in with the students that seemed to struggle more and that I made
accommodations for because they are the ones that seem to need the most help in the long run. I
did ask them after the lesson was over, but I do wish I could have spent a little more time with
them. One final thing I would do if I were able to teach this lesson again is I would maybe make
more of the post-assessment question where the students had to show me their work instead of
just circling the correct answer, so I could see where they went wrong if they seemed to not
understand as well as others.

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 References:

McDevitt, T. M., & Ormrod, J. E. (2016). Child Development and Education. Boston, MA:
Pearson Education Inc

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