PSU

TEACHER WORK SAMPLE

TEMPLATE

Your First and Last Name: Matthew Taylor

Date Submitted:

District where you completed

Parsons USD503
the TWS:

Name of School Building

where you completed the Parsons Senior High School
TWS:

Content Area of your TWS: World History

TWS Unit Topic: East Asia in the 19th Century

Grade Level of the

Classroom / Students in
9th -10th
Which the TWS Unit Was
Completed:

Pittsburg State University Teacher Work Sample 1

I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)

Community: Parsons is a small rural town in southeast Kansas with a population around 10,000 people. Parsons is in Labette county and the county seat is in
Oswego. Parsons was incorporated in 1871 and prospered from the railroad and agriculture. During World War Two, Parsons grew in size from the need for
employees at an Ordnance Plant and later an ammunitions plant for the US Army. The community is primarily white people at around 61% with a little less than a
quarter of the population being African-American at 18% and Hispanic at 16%. The median income for a household is less than $29,000 a year. Parsons has about
15% of its population surviving under the poverty line. About 44% of the families are married couples, 14% are single mothers, and about 39% are non-families.

District: United School District 503 has three elementary, one middle (housing 6 th -8th) and one high school. The Parsons school district has 1,314 students
enrolled. The district had a graduation rate of 87.6% in 2017, and a dropout rate of 2% in 2016. The district average ACT score is 20.7. The complete student
population in the district is 45.52% female and 54.48% male. In 2017, 62.5% of students were classified as white, 11.2% as African-American, 11.1% Hispanic,
and 16.3% as Other. In 2017, 72.64% of students were considered economically disadvantaged while 27.36% were Non-economically disadvantaged. In 2017,
0.4% of students had migrated into the district, while 99.6% were local residents. In 2017, 1.5% of students were English language learners while 98.5% were
non-ELL. In 2017, 18.3% students were recognized with disabilities while 81.7% did not have a known disability.

School: The school building is called Parsons Senior High School. The school currently has enrolled 365 students and is classified as a 4A school. The
demography of the student population at the high school is relatively similar to the district demography. In 2017, 61.6% of students were classified as
economically disadvantaged. In 2017, 0.27% of the student population were migrants. In 2017, 1.1% of students were English language learners. In 2017,
14.79% of students were identified with having a disability. The school building has only a few paraprofessionals to assist with a large, and growing, number of
students with IEPs. The Parsons Senior High School was originally built in the late 1950s. The high school had been renovated with a new theater, gymnasium,
and more classrooms constructed in 2010. A notable fact about the student population is that many have a chaotic home life, where their parents are in jail or have
died, or the student lives with someone other than a parent or in a foster home. The students come from a wide range of socioeconomical backgrounds and specific
challenges in behavior, academic interest, reading level, math abilities, and writing skills.

Table 1.1 Class Contextual Information (limited to 1 page)

Pittsburg State University Teacher Work Sample 2
 Grade level 9th -12th Content area (e.g., mathematics) Social Studies Topic (e.g., geometry) World History____
Age range of students 15 – 17 Number of male students 11 .
Total number of students 20 Number of female students 9 .
Percentage of students receiving free lunch 66% Percentage of students receiving reduced lunch 12%___
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ______ Rural X__
Ethnicity of students (give numbers) 5 African American or Black ______ Hispanic or Latino
______ Native American/Alaskan Native 15 White
______ Asian or Pacific Islander ______ Other (specify) __________
Language proficiency of students (give 20 Fluent English Proficient 0 English Language Learners
numbers)

Identified special needs categories _______ Specific Learning Disability _______ Speech/Language Impaired
represented (give numbers) _______ Hard of Hearing _______ Visually Impaired
_______ Deaf _______ Orthopedically Impaired
_______ Deaf-Blind _______ Emotionally Disturbed
_______ Other Health Impaired _______ Autism
_______ Multiple Disabilities _______ Mental Retardation
_______ Brain Injury _______Gifted
_______ Established Medical Disability (0-5 yrs) _______ Developmentally Delayed
_______ At risk for developmental disabilities _______ Other (Specify)_______________

Subgroup Selected (describe the group): Males and females are one subgroup, and the other subgroup are White students and African
American students.

Rationale for Selection: The class is almost evenly divided by gender and should give a strong understanding of the differences in these
subgroups. The other subgroup of ethnicity is an unfortunate reality in the community and can give a record of possible biases between
these subgroups in the community and possibly the classroom. The reason not using the subgroup free/reduced lunch and full price lunch
is because that information was not available for analysis.

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Pittsburg State University Teacher Work Sample 3

Student Characteristics Specific Descriptions
Intellectual Characteristics Academic performance does not reflect the intellect of the class as a whole. About half of the class has very high or
- Including readiness, high levels of intelligence and the other half average levels of intelligence. There are zero students that could be
cognitive abilities, learning categorized as low intelligence or cognitively disabled. Though two students are medicated for ADHD and can cause
needs, developmental levels, disruptions when not medicated. One student has their only meal during school lunch time. Two students often fall
etc. asleep during class instruction. Nine students often talk during instruction, these students are in four separate groups
scattered around the room. One student, medicated for ADHA, often blurts out answers and comments, many
incorrect or unrelated to subject topics. Six students are often using their cellphones, before and during class, and
need to be asked to put them away. Most of the students take notes and understand the instruction, while few answer
whole class questions.

Previously demonstrated
academic performance/ No students have IEPs and the class, during this particular hour, does not employ a paraprofessional.
ability:
% Above standard 5__
% Meets standard 8__
% Below standard 7__
Social Characteristics Most of the students are social with their peers, but few voluntarily answer questions or speak during discussion.
- Including emotional, Many students need probing or rephrasing of questions to find an answer. Over half of the class have a positive
attitudinal, motivational, etc. outlook towards school, six seem neutral, and maybe two students have negative outlooks.

Personal Characteristics All of the students look showered, wear clean and proper clothes, no smells or odors, and carry worn bookbags. The
- Including physical, social, students are divided into cliques. They usually only speak to those in their cliques and look towards their groups for
individual experiences, acceptance of actions and behavior. Most students experience some type of poverty and many eat food at the
talents, language, culture, beginning of class.
family and community
values, etc.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
Pittsburg State University Teacher Work Sample 4
 The implications for the whole class would be to keep the instruction moving, exciting, and engaging. The pacing of the lecture, the
stimulation of PowerPoint slides, and questions towards individual students as well as the class as a whole will be key to making this lesson
successful. Trying to hit as many multiple intelligences as possible will also improve engagement and motivation of the students. The slides should
hit two of those intelligences, linguistics and visual, while lecture should incorporate logical and maybe musical.
The first day does not have an anticipatory set, but days two and three do. Day four is a review and day five is the unit test. The first day will
be the teacher laying out the road map for the students to know what the days ahead will entail and what they should expect. The questions in the
anticipatory sets are the same questions found on the unit test. The review questions at the end of the hour can also be found on the unit test. The
reason for this repetitiveness in questioning is to give the students a strong idea of what to study and look for during note taking instruction. The
review on day four also had test questions on it. I did not want to surprise the students with different wordings or trick questions, so I made every
review question the exact same as on the unit test. I wanted the students to be fully aware of the lesson purpose and knowledge to be learning
throughout the unit lesson.
The instruction was lecture with the main points on slides with pictures to help emphasize and visualize the points. The lessons were broken
into three major chunks that aligned with the text book, so students could follow along in the reading if they so chose. I stressed the main points and
those items that would be on the test. I reminded students of these items and explicitly told them that these items would be seen again on the test.
Review was a game called “Four corners.” In the game students fill out a review sheet questionnaire similar to the unit test, then stand in a
corner assigned to one of the possible answers on the review sheet. When students stand in the incorrect corner they must sit down until the round is
over. The round continues until three or fewer students are left, then the students are given a choice to play sudden death or end the round with the
remaining students standing getting points for the upcoming test. Finally, a new round begins and all the students are allowed to participate again
until all the review questions have been answered which ends the game. The game usually takes all hour to complete.
The biggest challenge will be to keep the students from becoming distracted by their fellow students, keep strict rules against cellphone use,
controlling the volume of student chatter during class questions, pacing of lecture to keep students engaged, and remain understanding of the students
daily outside of school lives.

Pittsburg State University Teacher Work Sample 5

C. Sub- Groups/Students Information
Describe this
Why was this
subgroup/student
subgroup/student What was learned about this subgroup/student?
using information
selected?
from Table 1.1
Intellectual
There is an unequal number of boys and girls doing well in this class according to their grades.
The class is evenly divided Boys seem to be more active and knowledgeable. Girls seem to be less interested, though there
between these two groups. are some that go against this trend.
Often the girls are known
to do better with writing
SUBGROUP assignments, and boys Social
Gender: seem to enjoy history. I
or Both groups are quite social and intermingle a lot before, during and after the hour. Few from
wanted to examine these
FOCUS Males and Females dynamics in order to know
each group are antisocial, though it is only a few boys that are isolated from the main pack. The
STUDENT girls are fully incorporated into the groups.
if in this classroom it still
held weight.
Personal
The males seemed more talkative than the females. The males answer more questions and
engage with the teacher. The females tend to talk to their neighbors and less to the class as a
whole.

Intellectual
Both groups have a majority of members with high level intelligence, though their grades do not
The class is unevenly reflect this reality. Two students from the African-American group have average intelligences,
divided between these while seven of the White group have similar intelligences. The African American students tend
groups. Whites outnumber to not respond to questions, but often give the correct answers when pressed.
African Americans 3 to 1.
Ethnicity: These numbers reflect Social
SUBGROUP similar community
or White students and numbers. I wanted to
These groups intermingle and do not seem to have any major differences within the community
as a whole.
FOCUS African American examine if the
STUDENT disportionate factor in the
students class has an effect on
student achievement and
Personal
White students seem to answer questions, comment on subject material, and engage with the
self-efficacy.
teacher more often than the African-American group. This engagement could be because of the
ethnicity of the teacher.

Pittsburg State University Teacher Work Sample 6

D. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)
The implications for these two different subgroups are the dynamics of male and female interactions with the subject materials, and the bias of the
students towards a teacher with a different ethnicity than themselves. A bias can be made for the gender subgroup, but I am not focusing on this bias
in favor of their interest and engagement towards the subject material.

Two assumptions can be made about the gender subgroup and their interaction with subject material. The first assumption is that males will be more
interested in history than females, and the second assumption is that females will outperform males academically in social studies. These
assumptions might seem contradictory, but they are dividing student interest from actual learning. While some male students will outperform some
females academical the trend should hold as intended. The trick will to get those students who have high interest to perform at a high academic level,
and those who perform moderately or at low levels to improve. Male students will need the material to be small, accessible, digestible, and
enjoyable. This means the PowerPoint slides must have few words, but have the main points highlighted for the students. The lecture and any
assignment must have a spark of creativity and excitement. At the same time, the homework must not be time consuming. Also, the material must be
presented as to not overload the students working memory and keep them focused on the lesson at hand. The female students will need to find the
material relatable, interesting, and relevant, especially for those on the low interest and moderate to low academic spectrum. This means the history
must have some connection to their personal lives. The material must strike a certain type of fascination with the individual and drive her to want to
know more about the subject material. Lastly, the material must have an academic aim to focus the student at her goal in the overarching scheme of
her educational career. These items should provide the teacher with insight on how best to construct a lesson plan and presentation to help members
of this subgroup achieve success.

The bias towards a teacher of different ethnicity than the student can be negated, if the teacher treats those students the same as those students the
teacher shares the same ethnicity. Also, if the teacher retains a level of cultural knowledge of those different ethnicities in the classroom and shows
respect towards those cultures it will have a reversing effect on any ingrained biases of the students. The teacher will need to self-check themselves
from any biases towards different ethnicities and recognize them. In recognizing any biases, the teacher must find ways to negate them. Also, the
teacher must maintain a high level of expectation for all students and believe all students can learn. These honestly held beliefs will provide a strong
moral ground for the teacher to focus on the most important task in the classroom – students learning.

Pittsburg State University Teacher Work Sample 7

II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)

The objectives were designed to give a broad understanding of East Asia’s history with an expansive view into the specific events that affected that
history. The idea behind the use of Bloom’s taxonomy was to start from a big picture and narrow the focus to give the student perspective and
provide context for these events. Also, the student would be asked to examine the finer details of why events occurred and how these events affected
the region and people. Moreover, it would force the student to face the reality of what these actions and events did to shape our history as a species
on this planet.

The rationale was to give students an understanding of events that will ultimately lead to wider known events such World War Two and the Mao
Revolution in China. The background knowledge of East Asia, and how Western powers influenced and affected this region will provide a general
concept and context to how and why events turned out because of other events. The slow dismantling of the Qing Dynasty and their attempts to
reform with interference from Western powers created a tension within China that forced the hand of Sun Yat-Sen and gave him prominence. While
these events were affecting the larger scheme, the culture was being changed by the civil war and Western influence. What these changes did to the
mind set of the people in China and their worldview are important to understanding the shift in the civil war with the introduction of Mao and the
invasion of the Japanese. Yet, to even get to the Japanese invasion of China, the student must have an understanding of how Japan came to become
an imperialist nation. The knowledge of Japan’s past as an isolationist nation will give a strong contrast to its ambitions as an imperialistic one.
What affect the Meiji Restoration had on the Japanese, and the shift in policy towards Western nations caused Japan to change so rapidly towards
imperialism. Moreover, how the Japanese dealt with the United States in trade, scored military victories over Russia, and were unopposed in their
conquest of China fueled Japanese imperialistic desires, which can be seen as a prelude to the attack on Pearl Harbor and the entrance of the US into
World War Two.

Pittsburg State University Teacher Work Sample 8

B. State Objectives Here: Focus should be on student performance – not activities. What will students know or be able to do? (limited to 1
page)
Obj. Unit Objectives Level(s)
No. Pre-Assessment: Pre-test based on the Chapter test; multiple choice test. (e.g. Bloom’s
Taxonomy)
1 T Lesson
The Student will be able to describe events thatActivities/ Formative
lead to the fall of the Qing Dynasty in China Describe th
during theSpecific
19 Comprehension
Instructional Adaptations/
Lesson Century.
Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Pre-test (formal),
12 The
4/2StudentT,will
R be able1,to
2 analyze the Lecture
Pre-test; causes and
andvideo
conclusion to the Opium Wars in China
Questions (informal)
Analysis

23 4/3StudentT,will
The R be able
3,4,5 Lecture
to discuss the and video
actors and events in the Chinese Questions
civil war(informal)
after the Qing Dynasty Comprehension
3 4/4 T, R, I 6,7,8 Lecture and video Questions (informal)
4 The Student will be able to explain the rise of Sun Yat-sen and Revolution of 1911 Synthesis
4 4/5 R all Review, Reading, game Questions (informal)
5 The student will be able to summarize the effects of the civil war and Western influence on Chinese society and Evaluation
5 4/6
culture R all Review and Test Test (formal)

66 The Student will be able to describe Japan’s transformation from an isolationist to an imperialist state Comprehension
77 The Student will be able to summarize the Meiji Restoration and its effects on Japanese culture, politics, Evaluation
8 economics, social structure, women’s rights and daily life.
8 The Student will be able to interpret the actions of Japan as an imperial power in regards to the expansion into Analysis
Etc.
China, the war with Russia, and relations with the United States.
Summative Assessment: Chapter Test

C. Identify State Standards – Benchmarks Addressed by Unit Objectives – How do objectives address these standards? (limited to 1 page)
Standard: Societies are shaped by beliefs, idea, and diversity.
 The discussion of the Chinese civil war, Western influence on China and Japan, and the restoration of the Meiji in Japan

Standard: Societies experience continuity and change over time.

 The discussion on the fall of the Qing Dynasty, the Revolution of 1911, and the shift in Japan from an isolationist to an imperialist state.

Standard: Relationships between people, place, idea, and environments are dynamic.
 The discussion on the Opium Wars, and Japan’s expansion into China, war with Russia and relations with the United States.

Table 2.1 – Instructional Design – Unit Plan

Pittsburg State University Teacher Work Sample 9
T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
To examine prior knowledge and
Pre-Assessment construction of lesson plan with
Pre-test based on chapter test All A key for the Pre-test will be prepared
(Diagnostic) emphasis on areas the students
performed poorly.
During the lesson, students can be
probed for information that might
Formative Assessment If the student is able to vocalize their
Questions during class help them connect their previous All
- Informal knowledge to the new knowledge
connection to the new knowledge.
being taught.
To examine and prepare students for
Formative Assessment The number of rounds a student wins
Review Sheet Questionnaire unit test by playing a review game All
- Formal during the review game
for extra credit points
To examine the knowledge accrued
Summative
Chapter test from the lesson based on the scores All A key will be prepared for the test
Assessment of the pre-test

Narrative for Instructional Design

II. E.

Pittsburg State University Teacher Work Sample 10

Why are the lessons sequenced in this
To provide context to the events discussed and connect the chapter to the next chapter narrative
manner?
II. F.
What learning strategies were incorporated
Multiple intelligences, scaffolding, and Hunter’s model
into this unit?
The learning objectives are reached through the use of PowerPoint slides to provide two of the multiple
How do the instructional strategies/activities
intelligences. While lecture and questions should open the class in a way that the teacher can explain the
address the learning objectives for this unit? purpose and reason of the lesson and clarify any misunderstanding of the material.
II. G.
How will critical thinking and problem- The critical thinking portion of the lesson will come in the form of questions during the lecture. When
solving strategies be implemented? Give discussing the arrival of Matthew Perry in the Edo Bay of Japan, the teacher would ask the students how the
specific examples of use. Japanese might defend themselves and what might they try to do differently.
II. I.
Explain the reading strategies that will be
The reading strategy is basic in form, in that it will only incorporate the students read the slides on the
used throughout the unit. Give specific
Smart board and rephrase them into their notes. Also, the students read the review questions at the
examples. (Remember that using text is not a beginning and close of the class hour.
reading strategy)
How will technology be integrated within the
Technology will be used by the teacher through PowerPoint and the Smart board. Student use of
unit? Explain both teacher use and student technology will be limited or not available in this chapter.
use.
Subject material is integrated by connecting different historical event happening at the exact same time on
How does the unit demonstrate integration of another continent and in other countries. Some of the information used to make these connections are part
content across and within content fields? of the lesson plan and others are integrated to improve the student’s historical point of view on the subject
matter, as well as to make the student aware of different societies and cultures.
II. J.
What specific adaptations or differentiated
activities were used to accommodate The class did not have any specific need for differentiated activities.
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate
The class did not have any identified sub-group with IEPs or specific need for differentiated activities.
individual learning needs for the identified
sub-groups / students?

Provide a copy of two complete detailed lesson plans in Appendix B.

Pittsburg State University Teacher Work Sample 11
III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Day 1:
I introduced the pre-test and was beset with numerous questions and concerns from the students. Students asked if the test was worth a grade and if
they had to complete it. They complained and confessed to not knowing any of the answers to the questions on the pre-test. I explained the purpose
of the pre-test and it seemed to calm fears. After I collected the pre-test, I preceded to discuss my slide format and had the PowerPoint slides
projected onto the Smart board screen. During lecture, I was interrupted several times by students being disrespectful and disruptive. I spoke with
those students outside in the hall and seemed to correct their behavior for a time. I have struggled to learn all the students by name, so I have
resigned myself to asking whole class questions. But I will begin learning names today and try to direct questions to specific students next time we
meet. Overall class went well students were able to answer questions, they seemed to like my slide format, and enjoyed the class environment. I
paced myself based on pencil movement and noise volume. If no pencils were moving, then I moved forward with the lesson. If students began to
talk and their volume passed a threshold, then I informed the class we were moving forward, proceeded to the next slide, and continued my lecture.

Day 2:
I had an anticipatory set of review questions on the Smart board for the students to answer when they came into the room. We went over the
questions and rose my hand to model how to answer the questions. I used the roster to help me with student names and I called on those students
who had raised their hand to answer the questions. The students who did answer got the questions correct on the first try. Lecture was greeted with
similar fanfare from the students. Though, I was still asked questions by the students during instruction and I posed around thirty questions to the
students. If a student struggled to answer, I would probe them until they could provide a close or correct answer. I researched the correct
pronunciations of the Chinese and Japanese names in the lesson and excused myself from the names I had challenges verbalizing. I closed the
lesson with review questions and the students were able to provide the correct answers without any problems. I ended class a little over ten minutes
before the bell rang. I should have filled that time with another activity. Overall, the lesson was successful, though I could have utilized my time
more effectively and constructed an activity to keep the students learning bell-to-bell.

Day 3:
I did not have an anticipatory set this day, because subject material was shifting from China to Japan and I did not want the students to become
confused. I opened the hour with a short review of the past two days and discussed the material to taught today. Lecture and questions were the
form of instruction and formative assessment. The lesson was packed and took every minute of the class hour to complete. Students asked
questions and answered my questions with little trouble. I had review questions at the close of the lesson and students did not seem to have a
problem answering those questions. The hour as well as the day seemed to go quickly and the day felt like a blur to me.

Pittsburg State University Teacher Work Sample 12

Day 4:
This was review day for the unit test on day 5. I had devised a game called “Four Corners.” In this game the students fill out a review sheet
questionnaire with the answers in the form of multiple choice. After the students have completed the review sheet, the game begins. Students are
read aloud the questions and are asked to stand in a corner of the room designated with the answers on the multiple-choice sheet. Students that get
the question incorrect are asked to sit down and change their answers to the correct answer. The students that get the correct answer are allowed to
move to the next question and stand in the appropriate corner for their answer. The game continues until three or fewer students are left, then those
remaining are asked to go to sudden death or end the round with all players left winning. Then a new round begins and all students are allowed to
participate again. The winners of a round get extra credit points on the unit test. The students enjoyed the game and it helps to excite them to study
for the test.

Day 5:
Test day. I felt good about the week and my lesson plan. I believed most students would exceed my expectations on this test. The test took most
student a large portion of the hour. I had to asked the students finished with the test to quiet down for those still taking the test. The class overall
was well-behaved and anxious for the weekend. At the end of the hour, I thanked the class and told them to have a good weekend.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
The rules and procedures in my secondary social studies and government classes will be basic concepts with students filling in the complex nuances which will be
the spirit of the rules. I will have two rules: Treat everyone with respect and always try your best. The words of the rules will be defined by the students with the
teacher framing their scope. Then the students will discuss what is entailed by these meanings and how the rules should be used to encourage a safe, reflective,
learning space.
The procedures will be constructed by the teacher and amended by the students with teacher approval. Students must be in their seats and quiet when the
bell rings. Student will be in groups of four and instructed to help each other before asking the teacher for help. During emergencies, drills, or scheduled events
the students will systematically line up near the door in a single file line. During lecture and review, students must raise their hand and be called on to speak.
During discussions, a student may speak without raising their hand, but only one student may speak at a time. The student will place their fist on their chest with a
thumb up to indicate understanding, only a fist for not understanding and need more assistance, extent their index finger to use the bathroom or get a drink of
water, and extent their index and pinky fingers for an emergency. Students must turn in homework on time. The procedures will have the ability to be amended if
the students and the teacher find them not to be working as intended.
After the rules and procedures have been established, then the students will sign a contract stating that they will follow these rules in the spirit as they have
designed them. I might make a copy of the finished rules and procedures with the students' signatures and send them home for the parents to sign and the student
to return as a part of this agreement.

Pittsburg State University Teacher Work Sample 13

 The rules and procedures were defined by the students, so I believe how students are recognized for positive, constructive behavior and punished for
negative, disruptive behavior should also be defined by the students. While I will concede some control over rewards and punishments, I cannot give full authority
to the students. With recognition of positive behaviors, I will use the beginning classroom meditations and their reflection notebooks to get an idea of how specific
students wish to be recognized while in the classroom. I plan to use phone calls, e-mails, and letters home as another way to connect with the parents to inform
them of their child's good behavior. Also, I plan to use group contingency to reward and punish the class. The use of group contingency will be in certain cases
such as when the class is involved in discussions or groups are working together on a project.
When negative behaviors occur, I will use the series of graduated steps to stop the undesired behavior before it escalates. Yet, I will avoid stopping class
and confronting the behavior unless my previous actions (looking at the suspected students and moving in the direction of students) have completely failed. I
might try to speak with the student first before embarrassing with public confrontation. If a student's negative behavior results in damage or further disruptions,
then I might resort to over correction as a direct cost and contacting their parents about the issue.

C. Student Interaction and Engagement (Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
Understanding the student is the first order of business in the classroom. The teacher presents a short list of questions that probe into the students’ personal
interests, hobbies, and pastimes. Also, these questions will include expectations from the teacher and the student. Lastly, the teacher will ask for any additional
information the student deems important for the teacher to know. These questions give the teacher an idea of what is important to the student, what the student
expects from their teacher and themselves, and items the student believes are interesting or important facts about their situation.
Second order of business is using this information to motivate the students, such as attending a student’s extracurricular school activity whether it be a sport, a
club, a play, or a concert. In the classroom, this information can be used to give relevance to a subject or topic that has meaning to real world consequences for the
student.
Third order of business is knowing which students would be best in groups, placed near each other in seating charts, personality and academic differences, and
general identity issues. Observing and learning how the students act towards each other will give the teacher a clear indication of which students are friendly and
those that are not. Also, after a few assignments, quizzes, or a test, the teacher should have a certain amount of clarity on which students are high-level learners
and those students with challenges, if IEPs have not been discussed with a special education teacher. Students seated near each other and placed in groups will be
arranged that high-level learners are mixed with average level learners and students with challenges in a proportion that the high-level learner can help teach the
other students, so the teacher can move about the room and interact with those students struggling the most with the material. The purpose of intermingling the
students in such a fashion should encourage engagement in the material and motivate the students by subtle peer pressure. This method does not relinquish the
responsibility of the teacher to make the lesson material interesting, entertaining, or fascinating for the students to want to engage in learning and comprehending
more of the discipline subject material.
The last order of business is to present the subject material in multiple forms in so that the student has an accessible and digestible method of learning the lesson
being taught. The material must be presented in forms that differ from each other and allow the student understand what is being asked to be learned. The forms
the lesson can take are lecture, videos, audio recordings, reading, physical movements with games, projects involving art, singing or rapping the lecture, group
discussions with questions, and students teaching students. These different forms should give the students many new ways to absorb the material being presented
and improve the students’ abilities to understand the lesson subject material.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Pittsburg State University Teacher Work Sample 14
Two particular methods will be used to encourage communication between students. The first is placing students into different groups with various levels of
knowledge and skill. The groups would be part of a cooperative collaboration aspect within the class and encourage students to engage with each other on
multiple topics and with several projects. These groups will give students a chance to learn more about each other in ways that might not have been possible by
any other means. The second is students teaching other students. This method has two purposes: one, freeing the teacher to spend time with students that need the
direct attention; and two, opening students to dialog amongst themselves on the subject material and personal topics, which can lead to new understandings
between students and build new relationships between peer groups. These forms of encouraging communication between students should create a sense of
community in the classroom and build stronger bonds within the school building as a whole.

Narrative: Analysis of Assessment

E. Pre-Assessment
The class overall correctly answered less than 10% of the questions. The sub groups of gender and ethnicity answer
correctly less than 10% of the questions. The mean was 2.1, median was 2, and mode was 2 for the overall class.
The mean was 2, median was 2, and mode was 0 for the males in the subgroup of gender. The mean was 2.2, median
Overall analysis of results. was 2, and mode was 2 for the females in the gender subgroup. The mean was 2.8, median was 4, and mode was 4
for the African American students in the ethnicity subgroup. The mean was 1.7, median was 2, and mode was (0,2)
for the White students in the ethnicity subgroup.

Discuss the results in reference to All of the students and those in the subgroups did not complete the pre-tests.
the learning objectives.

Describe how pre-assessment data

It could be assumed that the students had not been exposed to the subject material or did not have previous
was used to proceed with instruction
knowledge.
for all students.

What is the plan to differentiate for The lesson plan was created with the multiple intelligences design and was aimed at reaching all students.
all learners?

Pittsburg State University Teacher Work Sample 15

F. Formative Assessment

Most of the students were active in answering questions and several were eager to learn and demonstrate their
Overall analysis of results.
knowledge. Some student provided solid and correct answers. Few students gave irreverent or incorrect answers.

Discuss the results in reference to Most students could answer review questions after being taught the lesson. Mostly males asked and answered
the learning objectives. questions. Also, mostly white students asked or answered questions. It seemed the females and African Americans
tuned out.
Are students learning what was
The students did learn the lesson objectives, though not enough of the students seemed to retain the information.
intended they learn?

Discuss any adaptations based on the Between verbal questions and written questions, the students seemed to have no problems transitioning from these
results of formative assessments. two different formats. The images gained student interest but did not garner the number of students as hoped.

Identify differentiation needed to

help all students meet the goals and Differentiation needed to reach all the students would include a different format than lecture. Games,
objectives of this unit. puzzles, interactive video and physical play would more than likely had a greater effect on student learning.

G. Summative Assessment
The overall class learned several of the objectives. The mean was 25.2, median was 6, and mode was 10 for the
overall class. The mean was 30.6, median was 36, and mode was (10,38) for the males in the subgroup of gender.
What did the disaggregated data of
The mean was 19.3, median was 14, and mode was 10 for the females in the gender subgroup. The mean was 26 and
the assessment reveal? median was 22 for the African American students in the ethnicity subgroup. The mean was 25, median was 15, and
mode was 10 for the White students in the ethnicity subgroup.

About half of the students achieved a passing grade. It seemed the format of the test could have been an issue,
because the students have not acquired proficient writing skills. The student body requested multiple choice, so I
Discuss the results in reference to
made part of the test matching and the other half written answer. Most of the students were able to correctly complete
the learning objectives. the matching section with a high degree of knowledge. But the short answer section was the most difficult for
students.

Did all students learn what was The students did learn the lesson objectives. The students could recite the answers during questioning but failed
intended they learn? Explain. during the test. I would assume it was the format of the test that contributed to the student failures.

Pittsburg State University Teacher Work Sample 16

 Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.

H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Pittsburg State University Teacher Work Sample 17

IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

Give more than one reason for each of the successes identified.
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1: The first reason, I believe this objective was successful, is because most students got the questions on the
The Student will be able to summarize the Meiji unit test that were connected to this objective correct.
Restoration and its effects on Japanese culture,
politics, economics, social structure, women’s The second reason is because many students when asked to explain more in-depth about this subject area
were able to expand on the subject.
rights and daily life.

Objective 2: The first reason is because a large number of students got questions from the unit test based on this
The Student will be able to interpret the actions objective correct.
of Japan as an imperial power in regards to the
expansion into China, the war with Russia, and The second reason is because students were able to discuss these connections and the broader scope of these
events.
relations with the United States.

Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.

One item I could incorporate into the lesson is a writing assignment. This assignment would focus on an area of interest for the student and help them continue to
expand their scope of understanding on these events and connections to our current world politics.

The second item would be more ways to present the material. I would like to have physical objects, more videos, photographs, and personal accounts to build a
strong story to narrate for the students to visualize in their mind’s eye how these objectives connect to history as a whole.

Pittsburg State University Teacher Work Sample 18

 B. Narrative description of Least Successful Activities and future implications
Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
Objective 1: The first reason is because it was one of the most missed question on the unit test.
The Student will be able to analyze the causes
and conclusion to the Opium Wars in China The second reason is because many students could not understand why it mattered in the big picture of
events leading up to the fall of the Qing dynasty and the Revolution of 1911.

Objective 2:
The Student will be able to explain the rise of The first reason is because it was one of the most missed questions on the unit test.
Sun Yat-sen and Revolution of 1911
The second reason is because the students seemed to be confused on how these two items were related and
the purpose of this person and this event.

Discuss at least TWO things to do differently in the future to improve students’ performance.

One item I would incorporate would be more time devoted to explaining these objects clearer and with more detail.

The second item I would do is to add more depth to the story and build in a sense of excitement that my original telling may have lacked due to my weakness in
this historical area.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
N/A N/A N/A N/A N/A N/A

Add rows as needed

Pittsburg State University Teacher Work Sample 19

C. Narrative Reflection on Impact of Communications (limited to 1 page)

I did not have any need to contact a parent or guardian of a student.

D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?
Aspect 1:

The depth of knowledge presented and stories to help connect previous I need to read more materials based on this time period and strengthen my own
knowledge to new learned knowledge. understanding of historical era. Also, experience telling these stories will
provide me with valuable skills in being an orator.
Building a database of stories will allow me to keep students interested
and engaged on the material.

Aspect 2:

Not using lecture and replacing it with another instructional technique I need to investigate how other social studies teachers have been able to remove
that would be more effective. lecture from their classroom and what they replaced it with. While I believe in
the idea of a flipped classroom, my inexperience leaves me with questions on
how best to implement it and if it would be a suitable method at replacing
Lecture has been found to be the least effective method for student
lecture based on the student population and community resources.
retainment. A wise instructor would discover a more efficient way.

Pittsburg State University Teacher Work Sample 20

 REFERENCES

Kansas Department of Education. “Report Card 2016-2017.” USD503. 19 March 2018.

http://ksreportcard.ksde.org/home.aspx?org_no=D0503&rptType=2

Kansas Department of Education. “Report Card 2016-2017.” Parsons Sr High. 19 March 2018.
http://ksreportcard.ksde.org/home.aspx?org_no=D0503&bldg_no=8596&rptType=1

Parsons School District. “Home of the Vikings.” 19 March 2018. http://www.vikingnet.net/

Wikipedia. “Parsons, Kansas.” 19 March 2018. https://en.wikipedia.org/wiki/Parsons,_Kansas

Pittsburg State University Teacher Work Sample 21

APPENDIX A

District USD 503 Race/Ethnicity 2016-2017

Parsons Sr High Race/Ethnicity 2016-2017

Pittsburg State University Teacher Work Sample 22

District USD 503 Gender 2016-2017

Parsons Sr High Gender 2016-2017

Pittsburg State University Teacher Work Sample 23

District USD 503 Student Economically Disadvantage 2016-2017

Parsons Sr High Students Economically Disadvantage 2016-2017

Pittsburg State University Teacher Work Sample 24

District USD 503 Students with Disabilities 2016-2017

Parsons Sr High Students with Disabilities 2016-2017

Pittsburg State University Teacher Work Sample 25

Graduation Rates USD 503

Dropout Rates USD 503

Pittsburg State University Teacher Work Sample 26

APPENDIX B

Lesson: East Asia in the 19th Century: Decline of the Qing Dynasty
Class: World History
Date Taught: April 2, 2018

Anticipatory Set: (5 minutes)

 N/A

Objective & Purpose:

 The Student will be able to describe events that lead to the fall of the Qing Dynasty in China during the
19th Century.
 The Student will be able to analyze the causes and conclusion to the Opium Wars in China

Materials:
 Glencoe World History text book
 PowerPoint Slides
 Computer and internet access

Instruction: (40 minutes)

 Lecture: Discuss the causes of the decline with the Qing Dynasty, the Opium Wars, The Tai Ping
Rebellion, Qing Dynasty efforts to reform, Open-door policy, and the Boxer Rebellion.
 Use questions during instruction to check student understanding.

Modeling:
 N/A

Check for Understanding:

 Probe students on terms or phrases that could have multiple meanings or can create confusion

Guided Practice:
 N/A

Independent Practice:
 Study Notes and prepare for test on Friday

Closure: (5 minutes)
 Review questions on lesson material taught today

Pittsburg State University Teacher Work Sample 27

Lesson: East Asia in the 19th Century: Revolution in China
Class: World History
Date Taught: April 3, 2018

Anticipatory Set: (5 minutes)

 Three review questions addressing the previous lesson material will be posted the Smartboard from the
PowerPoint slides.

Objective & Purpose:

 The Student will be able to explain the rise of Sun Yat-Sen and Revolution of 1911
 The Student will be able to summarize the effects of the civil war and Western influence on Chinese
society and culture

Materials:
 Glencoe World History text book
 PowerPoint Slides
 Computer and internet access
 Video clip on Revolution of 1911

Instruction:
 Video on the Revolution of 1911: provide context and a visual aid to help students understand the era
more clearly. (5-minutes)
 Lecture: Discuss the Rise of Sun Yat-Sen, the Revolution of 1911, the fall of General Yuan Shigai, and
the effects of Western influence on Chinese society and culture. (20 minutes)

Modeling:
 N/A

Check for Understanding:

 Probe students on terms or phrases that could have multiple meanings or can create confusion

Guided Practice:
 Students will read and answer question eight on Page 696 of Glencoe World History text book.
Question asks student to examine a photo of Sun Yat-Sen’s soldiers on page 692 and infer about Sun’s
army, and how it is important in the overthrow of the Qing Dynasty. (10 minutes)

Independent Practice:
 Study Notes and prepare for test on Friday

Closure: (5-minutes)
 Review questions on lesson material taught today

Pittsburg State University Teacher Work Sample 28

APPENDIX C

Chapter 22 Study Guide

East Asia in the 19th Century

1. What reform did the Tai Ping Rebellion advocate?

A) Lower taxes B) Equality for women C) Land for Everyone D) Free money

2. Who was the last emperor of China?

A) Emperor Guang Xu B) Hong Xiuquan C) Henry Pu Yi D) Mutsuhito

3. Who Proclaimed the Open-Door policy for China?

A) Franklin Roosevelt B) Matthew Perry C) Henry Pu Yi D) John Hay

4. Which two factions emerged in Japan after they studied western politics?
A) Liberals & Progressives B) Liberals & Conservatives C) Donkeys & Monkeys

5. Who took control of the Chinese government after the Revolution of 1911?
A) Emperor Guang Xu B) Hong Xiuquan C) Henry Pu Yi D) Mutsuhito

6. What did the Sat-Cho leaders demand of the Shogun?

A) Freedom B) Money C) Return of the Emperor D) Power

7. Who, in a letter, requested an opening of trade relations between the US and Japan?
A) John Hay B) Matthew Berry C) Millard Fillmore D) Sun Yat-Sen

8. Who was the new emperor during the Meiji Restoration?

A) Emperor Guang Xu B) Hong Xiuquan C) Henry Po Yo D) Mutsuhito

9. Who made a “gentleman’s agreement” with Japan to stop Japanese immigration to the US?
A) Matthew Perry B) Millard Fillmore C) Theodore Roosevelt D) John Shay

10. Who tried to impose reforms in China, but was imprisoned by his Aunt and conservatives?
A) Emperor Guang Xu B) Hong Xiuquan C) Henry Pu Yi D) Mutsuhito

Pittsburg State University Teacher Work Sample 29

11. What were ONE of the causes of the Opium Wars?
A) Chinese demand for opium B) The lack of opium C) British confined to one outlet
D) China export of opium

12. Who united radical groups into the Nationalist Party?

A) Sun Yat-Sen B) Hong Xiuquan C) Henry Pu Yi D) Mutsuhito

13. Who believed he was the little brother of Jesus Christ?

A) Emperor Guang Xu B) Hong Xiuquan C) Henry Pu Yi D) Mutsuhito

14. What organization was part of the Boxer Rebellion?

A) Liberals B) Harmonious Fists C) Peaceful Foot D) Hearts of Trust

15. What did China slip into after the death of Yuan Shigai?
A) Democracy B) chaos C) Warlord control D) Communism

16. Who sailed to Japan and forced them to end their long running foreign policy?
A) Matthew Perry B) Millard Fillmore C) John Hay D) Mutsuhito

17. What was ONE of Sun Yat-Sen’s three-step plan for China?
A) Dictatorship B) rid state of businessmen C) prepare people for communism
D) Democratic rule

18. What was the Tokugawa foreign policy in relation with the world?
A) Isolationism B) Imperialism C) Interventionism D)

19. Which country made diplomatic contact with Japan first?

A) China B) Russia C) Britain D) U.S.

20. What was the “Enlightened Rule” of Japanese history called?

A) Meiji B) Tokugawa C) Satsuma D) Choshu

21. Who did Japan model its first constitution after?

A) China B) Germany C) Britain D) U.S.

22. What placed a large burden on Japanese farmers?

A) Taxes B) Violence C) Landlords D) Laws

Pittsburg State University Teacher Work Sample 30

23. The Meiji Restoration allowed women to seek what?
A) Right to vote B) Education C) Political Office D) Recourse

24. What were ONE of the downsides to the new social changes in Japan?
A) Destruction of history B) Loss of values C) Loss of Identity D) Exploited workers

25. What caused resentment between Japan and the US?

A) Tariffs B) War C) Trade D) Immigration

26. Who did Japan fight its first modern war with?
A) China B) Russia C) Britain D) U.S.

27. Who did Japan fight its second modern war with?
A) China B) Russia C) Britain D) U.S.

Name: ______________________
Pittsburg State University Teacher Work Sample 31
Hour: _______________________
East Asia during the 19th Century Pre-Test and Test
Matching (Two points each)
1.___Who united radical groups into the Nationalist Party?
2.___Who was the last emperor of China?
3.___Who Proclaimed the Open-Door policy for China?
4.___Who believed he was the little brother of Jesus Christ?
5.___Who took control of the Chinese government after the Revolution of 1911?
6.___Who sailed to Japan and forced them to end their policy of isolationism?
7.___Who, in a letter, requested an opening of trade relations between the US and Japan?
8.___Who was the new emperor during the Meiji Restoration?
9.___Who made a “gentleman’s agreement” with Japan to stop Japanese immigration to the US?
10___Who tried to impose reforms in China, but was imprisoned by his Aunt and conservatives?

A) Hong Xiuquan B) Emperor Guang Xu C) U.S. Secretary of State John Hay

D) Sun Yat-Sen E) Henry Pu Yi F) General Yuan Shigai
G) Commodore Matthew Perry H) U.S. President Millard Fillmore
I) Mutsuhito J) U.S. President Theodore Roosevelt
Short Answer (Two points each)
What were the causes of the Opium Wars?

What reforms did the Tai Ping Rebellion advocate?

What organization was part of the Boxer Rebellion and what did they do?
Pittsburg State University Teacher Work Sample 32
What did China slip into after the death of Yuan Shigai?

What was Sun Yat-Sen’s three-step plan for China?

How long had the Tokugawa ruled Japan and what was their policy in relation with the world?

Which country made diplomatic contact with Japan first?

What did the Sat-Cho leaders demand of the Shogun?

What was the “Enlightened Rule” of Japanese history called?

Which two factions emerged in Japan after they studied western politics? Which side won?

Who did Japan model its first constitution after?

What placed a large burden on Japanese farmers?

Pittsburg State University Teacher Work Sample 33

The Meiji Restoration allowed women to seek what?

What were the downsides to the new social changes in Japan?

What caused resentment between Japan and the US?

Who did Japan fight its first modern war with? Who won?

Who did Japan fight its second modern war with? Who won?

Pre-Assessment:
Mean: 2.1
Pittsburg State University Teacher Work Sample 34
Median: 2
Mode: 2

Gender Subgroup:
Male Mean: 2 Female Mean: 2.2
Male Median: 2 Female Median: 2
Male Mode: 0 Female Mode: 2

Ethnicity Subgroup:
African American Mean: 2.8 White Mean: 1.7
African American Median: 4 White Median: 2
African American Mode: 4 White Mode: (0, 2)

Post Assessment:
Mean: 25.2
Median: 16
Mode: 10

Gender Subgroup:
Male Mean: 30.6 Female Mean: 19.3
Male Median: 36 Female Median: 14
Male Mode: (10, 38) Female Mode: 10

Ethnicity Subgroup:
African American Mean: 26 White Mean: 25
African American Median: 22 White Median: 15
African American Mode: ---- White Mode: 10

Class Overall

Gender Subgroups

Pittsburg State University Teacher Work Sample 35

 Ethnicity Subgroups

Pittsburg State University Teacher Work Sample 36