Northern State University

Student Teaching Experience

Teacher Work Sample
Fall 2017

Candidate Name: Dakotah Bullen

Candidate Website Address: Dakotahbullen.weebly.com

Candidate ID Number: 7191959

Name of School where data Warner School District

was collected:

Subject/Content Area: Biology

Grade Level: 9th

Date Submitted:

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: 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 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 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
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:

Knowledge of Pedagogy

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

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.
For my student teaching experience, I am focusing on working on my classroom
management. I do not always feel like I have complete control of the students in the freshman
biology class. They do not have behavioral issues, but they are chatty. As a teacher, I like to
give the students chances to talk to their group and discuss prompts I give them. However,
sometimes after those prompts when I am asking for responses I find it difficult to bring the
students back in and focused.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I have multiple strategies I plan to use. The first is using positive feedback in hopes the
students will see the praise I give others and mimic that behavior. When I see a group having
good discussion or sitting quietly, I will praise them. This should in turn make the others mimic
this behavior.
The next strategy I plan to use is to not talk over the students. When they are being
chatty after I give them I prompt I will wait for the students to talk so that they will all hear what I
or their classmates are about to say. Talking over the students creates more chaos.

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

Using positive feedback has seemed to work well with the freshman. Although, it is not as
effective as I would like it to be. When they get chatty, I just stop talking and stare at them until
they realize what they should not be talking. This is incredibly more effective. Along with this, I
have started to raise my hand when I stop talking to wait for me. This gives them a visual que
for them to see which typically gets their attention quicker.

Now that I am at the end of my experience I have found that waiting for the students, and
choosing to not talk over the students is very effective. I am happy with my progress, because
before I would get frustrated and try to move on. Now, I almost never have to repeat myself
because the students are all ears. If they are not, we do not move on. The students have
noticed this. If there is a small group who are chatty, the rest of the class will tell them to be
quiet, so that we can move on. They have realized that what we do not finish in class is
homework; therefore waiting for them becomes a burden. I feel that I have made large strides
toward by goal, but classroom management is going to be an ongoing goal for me always.

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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 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
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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
General Context of Your Students
(All subcategories listed in this box are required.)
Students grade and developmental levels; the age range
of students; the content area being taught; any other
factors that are pertinent to understanding your class
assignment
Community
(e.g., whether the area is urban, suburban, or rural;
socioeconomic information; census data for the
community)
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
those of gifted students, those of students physical needs,
and those due to cultural characteristics).
Knowledge of Students
(in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior
learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
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Description of the Contextual Factors
28 Students. All the students are freshman; age
ranges from 14-15. According to Piaget, they are in
the formal operational stage. These students can
think abstractly and can think through hypothetical
problems. According to Erickson, these students are
in identity vs. role confusion. Their virtue is fidelity.
These students are trying to find themselves and
where they belong. The content being taught is
biology.
Rural community with a population of 457 as of
2010. 95.8% of the population is white. Median
income for a household is $46,667. 4.7 % of the
families are at or below the poverty level
318 students enrolled in the elementary, middle and
high school.10 Hispanic. 10 American Indian. 288
White. 44 Students with disabilities. 45 economically
disadvantaged. Graduation rate is 85.19%
93 Students. 89 White. 4 American Indians. 0
ELLs. Teacher to student ratio is 1:13. 11 Students
below poverty.
All 28 are white. 15 males. 13 females. 2 students on
IEPs which only allow for extra time on tests. No
students with physical needs.
No language needs.
-Majority of students are athletes, and learn better by
being able to move and do things physically.
-Students have little to no biology background. They
are a part of the transition of biology grade from
sophomores to freshmen, so they also missed
physical science.
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: Dakotah Bullen
Grade Level: 9th Grade
Subject: Biology
Date: 9/27/2017
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
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HS-LS1-3 Plan and carry out an investigation to provide evidence that feedback mechanisms maintain homeostasis.
(SEP: 3; DCI: LS1.A; CCC: Stability/Change)
HS-PS1-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost
electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. (SEP: 6;
DCI: PS1.A, PS1.B; CCC: Patterns)

Rationale (cite theories or theorists):

I will use Archer and explicit instruction to introduce the lab; reading the prelab background and
instructions will complete this.
I will use Vygotskys scaffolding by explaining to the students how to do the lab and then I will allow them
to do it on their own. I will be around to answer questions.
I will use Piagets constructivism by having students do the majority of the lab on their own.

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 the differences between acids and bases
Students will be able to create hypotheses based on background information.

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

Students are able to think hypothetically and will be able to make a decision based on the background information.

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

Vinegar
Lemon Juice
Apple Juice
Conditioner
Sanitizer
Shampoo
Baking Soda
Ammonia
Hot plates
Hot hands
Beakers
Cabbage Head
Plastic cups
Stirring Sticks

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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.
No technology needed.

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. *
I will accommodate to the IEPs if needed. Two students have the option to go to a different room if they
want to work on the post-lab. They usually choose to not.
To accommodate to the interpersonal learner, the students will be allowed to work together.
To accommodate the verbal-linguistic learner, I will ask the students to read aloud the prelab and
instruction.
To accommodate to bodily-kinesthetic learners, the students will be able to physically see the spread of
disease.

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 use a pre-quiz that asks questions that are correlated with the objectives. It will be taken with pen and paper.
The questions assess knowledge on the differences of acids and bases.

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 student average was 3.46; therefore, the students do not know a ton about acids and bases. This has
informed me that I need to spend a class period lecturing on acids and bases before doing a lab.

Ch. 3.2 Pre Quiz

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10

8
Student Score

0
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Student Number

Series 1 Linear (Series 1)

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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.

I will manage by walking around during the reading portion of the lab. Then when the lab is, actually going
on I will also walk around to make sure the students are staying on track and getting their work done.
They will be asked to get a part of their experiment checked off on. If the students do not finish their post-
lab questions, it will become homework.

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 read aloud the lesson objectives.
We will read the pre lab aloud as a class.
I will explain to the students how to do the lab in greater depth and ask the students if they have any other
questions.
The class will be broken up into lab groups and do the lab. The students will begin the lab by grabbing all
of the materials and bringing them to their lab station. They will then create a hypothesis, as to which
liquid will be the most acidic and the most basic. Then they will conduct the experiment, which consists of
them putting measured 100 ml of the different liquids in different beakers. From there the students will
put 50 ml of cabbage juice into each of the cups. As they do this, the liquid will change colors. As the
liquid is changing color, they will be writing descriptions of what they see. They will then categorize them
into acids and bases and see if their hypothesis was correct.

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).
During this time, I will be walking around and helping the students when needed. The students will begin
doing as I mentioned above.

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 students independent practice is the post lab questions that make sure the students understand the lesson
objectives. The independent practice makes sure the students understand what the difference is between an acid
and a base.

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.).
The post lab questions will do so. Students will have the opportunity to complete these as a small group.

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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.

Pre-quiz
*This is a pre-quiz that will not be graded. It is over information we will be covering in the near future. Please
try as hard as you can so I can understand what you know and do not know yet.

1. The concentration of hydronium ions in a solution with a pH of two is how many times that of a
solution with a pH of four?
a. 2
b. 10
c. 100
d. 1,000
2. Bases
a. Often contain hydroxide ions in their structure
b. Form hydroxide ions when dissolved in water
c. Have a pH above 7
d. All of the above
3. You have a solution with a pH of three, is it acidic, basic, or neutral?
a. Acidic
b. Basic
c. Neutral
4. You have a solution with a pH of 13, is it acidic, basic, or neutral?
a. Acidic
b. Basic
c. Neutral
5. How would an acid taste?
a. Sour
b. Sweet
c. Bitter
d. Spicy
6. What is acid rain?

Please match the description with its term a. A mixture in which all
7. Neutral pH_____ substances are evenly
distributed
8. Buffer_______ b. Prevents pH changes in a
solution
c. Dissolve best in water
9. Solution_______ d. Equal numbers of hydronium
and hydroxide ions in a
solution
10. Ionic compound______

Analyze
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 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.
The mean of the post-test was 7.6. Compared to the pre-test mean score of 3, this is a large improvement. All but
one student did better on the post-test than the pre-test. The average of 7.6 is still a little lower than I was hoping.
Therefore, I gave them extra practice with acids and bases by giving them a worksheet to compare and contrast
them. I believe this should help them understand the concepts better and help them

Pre-test vs. Post test

12

10
Score (out of 10)

0
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Student

Pre-Test Post-Test

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 believe the students were well engaged in the lab, and I feel I had the materials well prepared.
I felt that there was a little bit of confusion since there were a few questions throughout the lab. Students
occasionally struggled to stay on task.
Next time, I would show them an example of the lab so they could see the difference between pink and purple, to
eliminate confusion.

Lesson #2

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Dakotah Bullen
Grade Level: 9th
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 Subject: Biology
Date: 10/25/17
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy
among organisms in an ecosystem. (SEP: 5; DCI: LS2.B; CCC: Energy/Matter)
HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems
maintain
relatively consistent numbers and types of organisms under stable conditions; however, moderate
To extreme fluctuations in conditions may result in new ecosystems. (SEP: 7; DCI: LS2.C; CCC:
Stability/Change)
HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species chances to survive
and reproduce. (SEP: 7; DCI: LS2.D; CCC: Cause/Effect)
Rationale (cite theories or theorists):
I will use Archer and explicit instruction to introduce the lab; reading the prelab background and
instructions will complete this.
I will use Vygotskys scaffolding by explaining to the students how to do the lab and then I will allow them
to do it on their own. I will be around to answer questions.
I will use Piagets constructivism by having students do the majority of the lab on their own.
I will use John Dewey and his learning by doing by having the students complete the lab.
I will use Gardners intelligences by attempting to work towards as many intelligences as possible.
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 see how the cycle of energy works.
Students will be able to describe different trophic levels.
Students will be able to describe a food web.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Students are able to think hypothetically and are able to imagine how the energy is released.

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

Owl Pellet
Tray
Probes
Tap
Bone chart
Rodent skeleton diagram
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.
No technology needed.

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 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. *
Two students on IEPs. They have the opportunity to work in a different environment if they choose on
their post lab questions.
To accommodate to the interpersonal learner, the students will be allowed to work together.
To accommodate the verbal-linguistic learner, I will ask the students to read aloud the prelab and
instruction.
To accommodate to bodily-kinesthetic learners, the students will be able to physically see and construct
the skeleton of the animal the owl ate.
To accommodate to the logical-mathematical learners, the students will create charts showing percentage
of energy lost after the switch of tropic levels. This will require some math.

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.

For a pre-assessment, the students were asked to complete a pre-quiz. The questions of the pre-quiz are related to
the objectives.
The questions show whether students understand the cycle of matter, trophic levels, and food webs.

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 mean of the pre quiz was 4.25 out of 10. This tells me the students know a little bit about this subject
but not enough to move on. I will spend a half of a class period lecturing before the lab.

Pre-Quiz
7

4
Score

0
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Student

Score

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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.

To manage I will remind the students to be respectful when their classmates are reading the lab. I will walk
around during the reading and during the lab to make sure that all of the students are staying on task.
If students get off task, they will have to turn in the lab at the end of class.

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 introduce the lab by telling the students the purpose and objectives of the lab. I will then have the
students read the instructions. I will show the students how to break open the pellet carefully. I will tell
the students to put water on the pellet to prevent bone breakage. I will also show the students the page of
the lab that shows them which bone is which. They will use this to re-create a skeleton.

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
I will tell the students to begin the lab. They will open the pellet and water it down. I will be around to
help them however, they need. I expect they will need help with recreating their skeleton and
determining which bones are which. Students can then glue down the skeleton.

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 have to glue down their skeleton. They will also have to do the post lab independently. The
next day the students will have a quiz to determine how much they have learned.
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.).
The lesson objectives will be reemphasized by having the students do the post lab.
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.

1. Most life on Earth depends on which of the following?

A. animals that eat plants
B. photosynthetic organisms
C. animals that eat other animals
D. consumer on the second trophic level
2. The lowest trophic level of any ecosystem is occupied by organisms such as
A. lions, wolves and snakes. C. cows, horses, and caterpillars.
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 B. Humans, bears, and pigs. D. Plants and algae
3. A large, carnivorous predator would be placed in the
A. first trophic level. C. third trophic level.
B. Second tropic level. D. Fourth trophic level.
4. Food webs are formed from food chains because
A. many individual animals feed at several different trophic levels.
B. energy flows better in several directions
C. all consumers depend on the same producers
D. Herbivores can eat many types of plants
5. The number of trophic levels that can be maintained in an ecosystem is limited by
A. the number of species in the ecosystem
B. a gain in population size
C. the loss of potential energy
D. the number of individuals in the ecosystem
MATCHING
_____ 6. Herbivore a. an animal that eats both plants and animals

_____ 7. Carnivore b. an animal that eats only producers

_____ 8. Omnivore c. an organism that obtains energy from the sun

_____ 9. Producer d. an animal that eats only other animals

_____ 10. Decomposer e. an organism that breaks down organic waste.

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.

The pre-quiz average is 4.25 and the post quiz average is 7.4. One student did worse on the post quiz than
on the pre-quiz. This was a very high-level student, so it is shocking and makes me believe he was most
likely having an off day. No student scored 100%. There was one question that most students missed, I
feel like this was a fault on my part. I do not believe I did a sufficient job explaining that topic therefore I
will address this and correct their misconceptions.

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 Pre vs. post quiz
10
9
8
7
6
Score

5
4
3
2
1
0
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Student

Pre-Quiz Post Quiz

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 felt really well prepared for this lesson. I felt that I knew exactly what to get done before class to make
the lab go smoothly.
I also felt that my objectives were strong, and having a task-oriented objective really helped the students
get prepared and ready for the lab.
I struggled to come up with higher order thinking questions for the first day of the lab. The higher students
need that extra push and I was not prepared to push them.
I also need to be more comfortable calling on students even when the students do not have their hands
raised.
Next time, I would give the students the lab the night before and have them read through it because it is
such a big lab. I would then give them a short quiz at the beginning of class to make sure they read it.
I would have 3 or 4 higher order thinking questions prepared for the students who would benefit from it.

Lesson #3

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Dakotah Bullen
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 Grade Level: 11th
Subject: Advanced biology
Date: 11/13/17
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from
four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of
individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources,
and (4) the proliferation of those organisms that are better able to survive and reproduce in the
environment. (SEP: 6; DCI: LS4.B, LS4.C; CCC: Cause/Effect)
HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an
advantageous heritable trait tend to increase in proportion to organisms lacking this trait. (SEP: 4; DCI:
LS4.B, LS4.C; CCC: Patterns)
HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of
populations. (SEP: 6; DCI: LS4.C ; CCC: Cause/Effect)

Rationale (cite theories or theorists):

I will use Archer and explicit instruction to introduce the lab; reading the prelab background and instructions will
complete this.
I will use Vygotskys scaffolding by explaining to the students how to do the lab and then I will allow them to do it on
their own. I will be around to answer questions.
I will use John Dewey and his learning by doing by having the students complete the lab.
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 list the Hardy-Weinberg conditions.
Students will be able to explain the Hardy-Weinberg equation.
Students will be able to use the Hardy-Weinberg equations to find frequency.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

These students are very capable of completing these objectives because they are able to think abstractly.

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

Index cards
calculator

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 InFocus board to write the numbers of alleles on.

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. *

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 There are no IEPs in this class
I will accommodate the Visual spatial learners by allowing the students to see who survives and who does
not and how alleles are passed by mating with each other by exchanging cards.
I will accommodate to the bodily kinesthetic learners by allowing the students to get up and walk around
to mate.
I will accommodate to the mathematical logical by having the students mathematically find the frequency
of the surviving alleles.
I will accommodate to the interpersonal learners by asking the students to come up to the board and
explain the stipulations of the hardy-Weinberg equilibrium.
I will accommodate the verbal-linguistic learners by reading the prelab and instructions aloud.

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.

The students will take a pre-quiz. The questions on the pre quiz are tailored to show if the students hit the learning
objectives. The pre quiz determines whether the students know the HW conditions and know how to use the
equations.

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 students were unable to answer any of the questions. This told me that I needed to do a lecture on
Hardy Weinberg before the students did the lab.

Pre-assessment
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
1 2 3 4 5 6

Pre-assessment

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.

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 I will walk around to make sure they stay on task. I will remind them the quicker they work the less homework they
will have.

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 began by stating the lab objectives. I then asked to students to read the lab aloud. After they had read it
aloud, I showed the students how to exchange alleles and how to count alleles.

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
I read the simulation 1, and the students did as I said. We counted alleles and phenotypes. I then read
simulation 2, and the students did as I said. We counted alleles and phenotypes. We did this one more
time. This was the end of the social portion of the lab.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Students were asked to do the post lab, which asks them to use the Hardy-Weinberg equation to find the
frequency of alleles. This will practice the objectives.
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.).
The post lab will reemphasize the objectives by making sure the students can use the Hardy Weinberg
equations.
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.

1. Discuss the five stipulations of the Hardy-Weinberg principle.

2. If you know that a population is 75% the dominant phenotype and 25% the recessive
phenotype, can you determine approximately how many of the dominant phenotype are
homozygous dominant and how many are heterozygous. Do this mathematically.

3. Tall is dominant over short in pea plants. In a population of pea plants, 60 were tall and 40
were short.
a. What is the frequency (%) of short plants in the population?
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 b. Using your answer to part a, calculate the frequency of the short gene.

4. What is the frequency of the tall gene?

5. If all of the pea plants in question 6 reproduce and the next generation is 200 plants, how
many of those will be:
a. Homozygous Dominant
b. Heterozygous
c. Homozygous Recessive
6. If all of the short (Homozygous Recessive) plants in question 7 die, what will be the new
frequency of
a. The allele for tall
b. The allele for short
7. If the short plants continue to die generation after generation, will the frequency of t (the
recessive allele) ever reach zero? Defend your answer.

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.
From pretest to posttest, there is remarkable difference. The students had never been taught the Hardy-Weinberg
Conditions before therefor had no prior knowledge. After the lesson and the lab, the students had a great grip on
the conditions and the equations. I know that I am okay to move on at this point because the students have
mastered the information.

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 Pre-test vs. Post-test
8

6
Score (out of 7)

0
1 2 3 4 5 6
Student

Pre-test Post test

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.
The students loved the lab and I would definitely use it again.
I think that my bell-ringer got them engaged.
The students were a bit confused on the last problems.
Having only 6 students made it more difficult to observe the hardy Weinberg principle.
If I were to redo this lesson, I would go through a practice problem before allowing the students to do their
problems on their own. I would make the last questions more of a quiz form where there is no talking or
help to make sure the students could do them on their own.

Lesson #4

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 Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Dakotah Bullen
Grade Level: 9th
Subject: Biology
Date: 11/15/17
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in
aerobic and anaerobic conditions. (SEP:6; DCI: LS2.B; CCC: Energy/Matter )
HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among
organisms in an ecosystem. (SEP: 5; DCI: LS2.B; CCC: Energy/Matter)

Rationale (cite theories or theorists):

I will use Archer and explicit instruction to introduce the lab. I will explain the materials they have, what
they are creating, and what their objectives are.
I will use Piagets constructivism by having students do the lab on their own. They will be given the
materials they need and create something entirely on their own with no guidance.
I will use John Dewey and his learning by doing by having the students complete the lab.
I will use Gardners intelligences by attempting to hit as many intelligences as possible.

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 how water is cycled through the environment.
Students will be able to explain why water is so important for organisms.
Students will be able to explain the important properties of water that make is necessary for life.

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

Students are able to think abstractly therefore are able to create a system from scratch.

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

2 Liter bottle,
Pea rocks
Blue rocks
Sand
Dirt
Coffee Filter
Paper
Tape

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 Cast
Scissors
Three cups
Soapy, vinegar, dirty water.

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.
The students used google docs to share a group document and create a lab write-up

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. *
I will accommodate to the natural learners because we are talking about the water cycle.
I will accommodate to the interpersonal learners because the students will be collaborating to create a
water filtration system and a lab write up.
I will accommodate to the logical-reasoning learners by giving them a problem with the materials and
allowing them to find a solution.
I will accommodate to the bodily-kinesthetic learners by having the students actually get up and building a
water filtration system.

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 use a pre-quiz to assess their knowledge. The questions on the pre quiz reflect the objectives. The questions
ensure they know the steps of the water cycle and the properties of water.

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 average was 4.5; I thought they would have scored a bit higher, because this has been taught to them
before. I know now that I am going to have to review these topics before we move on to the lab. I will
lecture briefly the day before the lab.

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 Pre quiz
8

5
Score

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
Student

Pre Quiz

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.

I will walk around during the lab to make sure students are staying on task. The students must complete
the filtration system in the first day of class so it can filter overnight. This should motivate students to stay
on task.

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 begin by asking the students a couple of review questions. Examples are what are the qualities of
water? How do these relate to the water cycle? I will also state the objectives.
-To create a way to filter water, the water will filter overnight.
-To observe how the water is cycled through the ground.
I will then tell the students the challenge that they are facing. They must create a water filtration system
with the materials that I have given them. I then told them they could begin.

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).
Students will move on to complete the lab. They will create a water filtration system with given materials.
I will be around to help however, I can. I am not allowed to tell the students what to create, but I will
guide them by asking analysis questions.

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 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 students will have post lab questions that will cover the lesson objectives. They will show that the
students are able to have a reason for why they made the filtration system the way they did based on their
knowledge. These questions will be put into a lab write up. This will encompass all of their lab and why
they built what they did.
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.).
The lab write up shows they understand the objectives of understanding the water system and the
properties of water.
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.

1. Earths cycles of matter involve which aspect of an ecosystem?

a. Biological
b. Geographical
c. Chemical
d. All of the above
2. Which of the following contributes to the return of water vapor to the atmosphere
a. Precipitation
b. Evaporation
c. Runoff
d. Percolation
3. Rain in a cloud is known as
a. Water vapor
b. Water
c. Precipitation
d. Runoff
4. Water retained beneath the Earths surface is called
a. Precipitation
b. Transpiration
c. Condensation
d. Groundwater
5. Define precipitation

6. Define evaporation

7. Define transpiration (2 Pts)

26 | P a g e
 8. Bring a drop of water through the entire water cycle. (2 Pts)

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.
The post quiz was average was raised to 8.5 from 4.5. I was happy with this improvement. I believe after reviewing
the material the students were very quick to catch on. I am comfortable moving on.

Pre vs post quiz

12

10

8
Score

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
Student

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 felt well prepared by having all the materials ready.
I felt I did a good job reviewing the water properties.
The room was a bit chaotic; I wished I had talked about working quietly and efficiently.
I could have done a better job connecting water filtration to the water cycle.
Next time I teach this lesson, I would take time to tell the students to work quietly.
I would take time to connect water filtration to the water cycle.

Lesson #5
27 | P a g e
 Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Dakotah Bullen
Grade Level: 9th
Subject: Biology
Date: 11/14/17
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species chances to survive and
reproduce. (SEP: 7; DCI: LS2.D; CCC: Cause/Effect)

Rationale (cite theories or theorists):

I will use Archer and explicit instruction to introduce the lab. I will explain the materials they have, and
what their objectives are.
I will use Piagets constructivism by having students do the lab on their own. They will be given the
materials they need and will fulfill the lab.
I will use John Dewey and his learning by doing by having the students complete the lab.
I will use Gardners intelligences by attempting to hit as many intelligences as possible.

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 define a predator prey relationship.
Students will be able decide what characteristics are more favorable in a predator prey relationship.

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

Students are able to think abstractly and hypothetically and will be able to relate this lab with real situations.

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

Skittles
Cups
Forks
Spoon
Clothes pin

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.
No technology needed.

28 | P a g e
 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. *
I will accommodate to the natural learners because I will relate this to food chains.
I will accommodate to the interpersonal learners because the students will be collaborating as predators to
catch the prey. (skittles).
I will accommodate to the bodily-kinesthetic learners by having the students actually get up and become a
predator.

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 use a pre-quiz, which uses questions that mirror the lesson objectives. They ask students to define a predator
prey relationship and understand certain characteristics are favorable for prey.

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 quiz
7

4
Score

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
Students

Pre quiz

The pre quiz average was 3.5 out of 10. This lets me know that I will have to lecture on the topics before
we move on to the lab.

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.

To manage I will walk around the classroom while students are reading the prelab aloud to make sure no one is
being disrespectful.
During the lab, I will walk around and make sure everyone is staying on task.
The lab will be due the next day to keep students motivated.

29 | P a g e
 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 begin by asking the students to read the lab aloud. Once this is completed, I will explain the lab. The
students will be putting skittles on a colored mat. For 1 minute students will use their predator
characteristics (spoon, fork, or cloth pins) to pick up as many skittles as possible. This is generation one.
The skittles who survive will reproduce (double in number) and the students will go hunting again.

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).
The students will begin the lab as I explained above. I will be around for the lab and will help to eliminate
confusion.

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 do the post lab independently. The post lab will mirror the lesson objectives.
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.).
The post lab will reemphasis the lesson objectives.
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.

1. Which of the following is a predator prey relationship?

a) Cat and mouse
b) Cat and cat
c) Cat and giraffe
d) Cat and grass

2. Define co evolution (2pts)

3. Define herbivory(2pts)

4. How do species change over time? (2pts)

30 | P a g e
 5. What is selective pressure? (2pts)

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.

Chart Title
12

10

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Pre-quiz Post quiz

The pre quiz average was 3.5 and the post lab average was 8.5. I was very happy with this improvement
and feel the students have a great grip on the knowledge. I feel very comfortable moving on.
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 felt that I did well explaining the lab and helping them with the lab.
Next time I would preset the amount of each color skittles aside so that all group started with the same number.
This will eliminate a little bit of the confusion.

31 | P a g e
 Teacher Work Sample Scoring Rubric
Student Teaching Experience

Teacher Candidate Name:_________________________________________________________________

Semester: Spring Fall Year 20____
Grade/Subject Area______________________________________________________________________

Task I: Professional Goal Setting

Components Advanced/Excellent
4 3
Candidate identifies one
well-planned goal and
effectively communicates
reasons/justifications for why
s/he chose the goal.
Candidate provides a
detailed action plan for the
achievement of the goal and
Professional Goal cites any specific resources
s/he will use to enhance goal
Setting and Reflection achievement efforts.
Candidate is highly effective
at communicating any
progress/growth made
toward the goal in the
reflection.
Task II: Contextual Information
Components Advanced/Excellent
4 3
32 | P a g e
Proficient/Competent
Candidate identifies one goal
and communicates
reasons/justifications for why
s/he chose the goal.
Candidate provides an
action plan for the
achievement of the goal and
cites resources s/he will use
to enhance goal
achievement efforts.
Candidate effectively
communicates any
progress/growth made
toward the goal in the
reflection.
Proficient/Competent
Basic/Developing Below Basic/
2 Needs Work
1
Candidates identifies one Candidate does not
goal but does not identify a well-planned
adequately provide goal nor provide a reason
reasons/justifications for for the selection of the
the selection of the goal. goal.
Candidate provides an Candidate does not
action plan for the provide an action plan for
achievement of the goal the achievement of the
but needs to work to goal.
develop a more specific
list of resources to be Candidate is not clearly
used for achievement of able to reflect on his/her
that goal. performance in the area
of goal
Candidates reflection on setting/achievement.
goal achievement is
minimal and needs
development.
Basic/Developing Below Basic/
2 Needs Work

Candidate clearly identifies
numerous contextual factors
which may impact the
instructional strategies,
approaches, and
Contextual Factors assessments used to support
their students learning.
Task III: Instructional Design and Implementation
Components Advanced/Excellent
4 3
All lessons contains
evidence of setting
measurable objectives that
are clearly aligned with
specific state and/or national
standard(s).
Lessons allow for numerous
Standards/Objectives connections across the
curriculum which serve to
build understanding, and
encourage application to real
world issues.
Incorporates a well-aligned
pre-assessment to measure
students prior knowledge of
the learning objective and
purposefully utilizes the
results to inform
planning/instruction for the
lesson and post assessment.
Includes copies of the Pre-
Assessment and Post-Assessments used.
Includes a copy of a high
quality key/product to show
desired outcome.
Purposefully and consistently
incorporates the use of
available technology to
further enhance instruction in
ways that authentically
engage all students in the
Technology learning experience. For
cases where technology is
not utilized, candidate
provides a logical
explanation.
33 | P a g e
Candidate identifies several
contextual factors contextual
factors which may impact the
strategies, approaches, and
assessments used to
support their students
learning.
Proficient/Competent
Most lessons contains
evidence of setting
measurable objectives that
are aligned with specific
state and/or national
standard(s).
Lessons allow for
connections across the
curriculum which serve to
build understanding, and
encourage application to real
world issues.
Incorporates a pre-
assessment to measure
students prior knowledge of
the learning objective and
somewhat utilizes the results
to inform planning/instruction
for the lesson and post
assessment.
Includes copies of the Pre-
and Post-Assessments
used.
Includes a copy of a
key/product to show desired
outcome.
Incorporates the use of
available technology to
somewhat enhance
instruction in ways that
engage most of the students
in the learning experience.
For cases where technology
is not utilized, candidate
provides an explanation.
1
Candidate identifies very Candidate does not
few contextual factors identify the contextual
which prohibits his/her factors.
ability to fully recognize
any impact those factors
would have had on
potential strategies,
approaches, and
assessments used to
support their students
learning.
Basic/Developing Below Basic/
2 Needs Work
1
Lessons contain minimal Lessons contain no
evidence of setting evidence of setting
measurable objectives measurable objectives
that are only somewhat and are not aligned with
aligned with specific specific state and/or
state and/or national national standard(s).
standard(s).
Lessons allow for no
Lessons allow for very apparent connections
few connections across across the curriculum;
the curriculum which do students are not able to
not build understanding, build an understanding or
nor encourage apply to real world issues.
application to real world
issues.
Incorporates a pre- Does not incorporate
assessment which evidence of a pre-
partially measures assessment to measure
students prior students prior knowledge
knowledge of the of the learning objective.
learning objective but
fails to adequately utilize Does not include copies
the results to inform of the Pre- and Post-
planning/instruction for Assessments used.
the lesson and post
Does not include a copy
assessment.
of a key/product to show
Includes copies of the desired outcome.
Pre- and Post-
Assessments used.
Includes a copy of a
key/product to show
desired outcome.
Is still developing the Does not incorporate the
ability to incorporate the use of available
use of available technology to enhance
technology to enhance instruction nor provide an
instruction in ways that explanation for why
engage the students in technology is not utilized.
the learning experience.
For cases where
technology is not utilized,
candidate provides an
explanation.
 Purposefully adjusts
instruction during lesson
planning and implementation
in order to significantly meet
Differentiation, all of the identified needs of
individuals, small groups or
Accommodations, the class by including
and Modifications specific methods of
differentiation,
accommodations and
modifications.
Numerous
management/motivational
strategies are clearly
identified and rationale
provided for how these
Management strategies serve to
significantly enhance both
student engagement and
learning.
Purposefully activates
student interest by
consistently including a
highly-effective/engaging
introduction and closing.
Effectively introduces and
repeatedly reinforces the
learning objective(s) so that
students are cognizant of
expected outcomes.
Presents all content in a
sequential manner and
provides numerous
opportunities for modeling
Lesson and practicing the skills and
content needed to meet the
Implementation learning objective(s).
(I Do/We Do/You Do) Consistently checks for
student understanding
throughout the entire lesson
cycle and provides detailed
evidence of re-
teaching/remediation where
necessary.
Includes numerous detailed
reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are supported by
relevant theory/research that
is clearly cited).
34 | P a g e
Adjusts instruction during
lesson planning and
implementation in order to
meet some of the identified
needs of individuals, small
groups or the class by
including general methods of
differentiation,
accommodations and
modifications.
Management and
motivational strategies are
identified and rationale is
provided for how these
strategies enhance student
engagement and learning.
Activates student interest by
including an
effective/engaging
introduction and closing.
Introduces and reinforces
the learning objective(s) so
that students are cognizant
of expected outcomes.
Presents all content in a
sequential manner and
provides opportunities for
modeling and practicing the
skills and content needed to
meet the learning
objective(s).
Checks for student
understanding throughout
most of the lesson cycle and
provides evidence of re-
teaching/remediation where
necessary.
Includes reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are somewhat
supported by relevant
theory/research that is cited).
Attempts to adjust
instruction during lesson
planning and
implementation but the
differentiated instruction,
accommodations and
modifications used do
not fully meet the
identified needs of
individuals, small groups
or the class.
Management and
motivational strategies
are not clearly identified
and rational is lacking
evidence of how these
strategies fully serve to
enhance student
engagement and/or
learning.
Attempts to activate
student interest but
needs to work to develop
a more effective lesson
opening and closing.
Needs to be more
purposeful about
introducing and
reinforcing the learning
objective so that the
students are cognizant of
expected outcomes.
Content is not always
presented in a sequential
manner and candidate
needs to provide more
opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Checks for student
understanding
throughout most of the
lesson cycle and
provides little evidence of
re-teaching/remediation
where necessary.
Includes reasons for why
the instructional
strategies and learning
activities chosen for the
lessons are
developmentally
Does not adjust
instruction during lesson
planning and
implementation in order to
meet the identified needs
of individuals, small
groups or the class. No
differentiation,
accommodations and
modifications present.
Management and
motivational strategies to
enhance student
engagement and learning
are not identified.
There are no clear
attempts to activate
student interest.
Candidate does not
include evidence of an
effective opening and/or
closing.
Learning objective is not
reinforced throughout the
lesson.
Content is not presented
in a sequential manner
and candidate does not
provide evidence of
allowing opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Candidate does not check
for student understanding
throughout the lesson
cycle and there is no
evidence of re-teaching
/remediation.
Does not includes
reasons for why the
instructional strategies
and learning activities
chosen for the lessons
are developmentally
appropriate (claims are
not at all supported by
relevant theory/research
nor sufficiently cited).

Includes professional-quality
table/charts/graphs which
clearly show post
assessment results (and pre-
post comparison if
applicable)
Provides detailed description
of the post assessment
results which thoroughly
addresses all of the following
items :
students progress toward
Analyzes mastery of the objectives
from pre-to-post
factors that may have
affected the post assessment
results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
Identifies, describes, and
explains more than two
Lesson Reflection: relevant successful teaching
strategies and provides
Successes detailed supporting evidence
for why they were effective.
Identifies and describes more
than two challenges
Lesson Reflection: encountered throughout
lesson.
Challenges
Identifies and describes more
than two significant ideas for
Lesson Reflection: redesigning the lesson and
Improvements provides full details to
support the redesign.
Overall Professional Quality of Teacher Work Sample
Components Advanced/Excellent
4 3
Content Organization:
All formatting requirements
Writing Skills followed: (Cover page,
references/credits, font and
spacing, anonymity)
35 | P a g e
Includes average-quality
table/charts/graphs which
show post assessment
results (and pre-post
comparison if applicable)
Provides a description of the
post assessment results
which somewhat addresses
most of the following items:
students progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
Identifies, describes, and
explains two successful
teaching strategies and/or
provides supporting
evidence for why they were
effective.
Identifies and describes two
challenges encountered
throughout the lesson.
Identifies and describes two
ideas for redesigning the
lesson and provides details
to support the redesign.
Proficient/Competent
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes poor-quality
table/charts/graphs
which do not clearly
show post assessment
results (or pre-post
comparison if applicable)
Provides a weak
description of the post
assessment results
which does not
adequately address the students progress toward
following items:
from pre-to-post
students progress
toward mastery of the
objectives from pre-to-
post
factors that may have
affected the post
assessment results
how the results of the
post assessment
highlight what areas of
the lesson will require re-
teaching (if any)
Identifies, describes, and
explains only one
successful teaching
strategy and/or provides
only minimal supporting
evidence for why it was
effective.
Identifies and describes
only one challenge
encountered throughout
the lesson.
Identifies and describes
one idea for redesigning
the lesson and provides
very minimal details to
support the redesign.
Basic/Developing
2 Needs Work
Content Organization:
Most formatting
requirements followed:
(Cover page,
references/credits, font
and spacing, anonymity)
No quality
table/charts/graphs which
show post assessment
(and/or pre) results.
Does not provide a
description of the post
assessment results is
weak and illogical and
does not address all of
the following items:
mastery of the objectives
factors that may have
affected the post
assessment results
how the results of the
post assessment highlight
what areas of the lesson
will require re-
Fails to adequately
identify, describe, or
explain successful
teaching strategies and
provides no supporting
evidence.
Fails to adequately
identify, describe, or
explain challenges
encountered throughout
lesson.
Fails to identify and
describe an idea for
redesigning the lesson
and/or provides no details
to support the redesign.
Below Basic/
1
Content Organization:
Few formatting
requirements were
followed: (Cover page,
references/credits, font
and spacing, anonymity)
 Paper is well organized with
clarity of thought and
purpose.
Conventions:
Writing has very few errors in
spelling, grammar,
punctuation, and/or sentence
structure.
Overall Quality:
Professionally written, high-
quality paper.
36 | P a g e
Paper is organized.
Conventions:
Writing has only occasional
errors in spelling, grammar,
punctuation, and/or sentence
structure, but does not
significantly detract from
overall quality.
Overall Quality:
Adequately written, average
quality paper.
Paper is somewhat Paper requires much
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.
Conventions: Conventions:
Writing has frequent Writing has numerous
errors in spelling, errors in spelling,
grammar, punctuation, grammar, punctuation,
and/or sentence and/or sentence
structure, and this structure, errors which
somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality:
Writing and quality of Poorly written, low-quality
paper are in paper. Resubmission
development but required.
resubmission is not
required.