TEACHER WORK SAMPLE

FALL 2014
Amaris Reeder- Westview Middle School
I.

CONTEXTUAL FACTORS
Westview middle school is a school that consists of 6th, 7th, and 8th grade
students. This school has four different hallways that divide grades and special arts.
All hallways meet in the center of the building. This facility is clean and well
organized inside and outside of the environment. Classes provided include Math,
Science, Social Studies and Language Arts. Non-core classes include special art
classes such as art, music (by choice), and physical education. Westview is also a
STEMS facility. This stands for Science, Technology, Engineering, and Mathematics.
This program includes students who are proficient in core subject areas and allows
them the opportunity to train in preparation for a college track.
Technology available in the school is used for instruction as well as independent
student exploration. Technology used include SmartBoards, computers, iPads, and
cell phones. The use of technology enhances student learning by allowing students
to explore current resources and easy access to these resources.
Westview believes in parents having a hand in their childs education. Therefore,
parent involvement is highly encouraged as well as implemented when making

decisions for student learning. This is a reflection of the schools belief in community
involvement and student priority.
The class I am in is a resource class therefore transition and scheduling is
essential. This is because the resource class serves students with learning disabilities
from all grades. This involves the resource teacher going into inclusion classes as
well as the students coming to the resource class for extra assistance. The resource
class is set up to ensure individual work as well as group work. There are three rows
of individual desks and three tables for group arrangements. Computers are located
at the back of the class. This resource classroom set up allows the teacher to give
better instruction and more individual attention to students with learning
disabilities.

Student Demographics and Characteristics- 7th Grade Resource:

Total Students: 8
- 4 Females: 2 White, 1 African American, 1 Hispanic
- 4 Males: 2 White 2 African American
STUDENT
GENDER
RACE
ACCOMODATIONS

MALE

WHITE

FEMALE

HISPANIC

-Content to be
read
-Take tests in
small group
-Rephrasing of
questions and
directions
-Take tests in
small group
-Oral

ACHIEVMENT
AND
DEVELOPMENT
-Math
-Reading
-Writing
-Math
-Reading
-Writing

MALE

WHITE

FEMALE

WHITE

MALE

African
American

FEMALE

African
American

MALE

African
American

FEMALE

WHITE

administration
-Questions must
be presented the
same as presented
in instruction
-Extra time on
-Reading
tests
-Writing
-Take tests in
small group
-Oral
administration in
all subjects
N/A
-Reading
-Math
-Preferential
-Reading
seating
-Math
-Redirection to
stay on task
-Preferential
-Reading
seating
-math
-Use of a
calculator in Math
-Opportunity to
correct
assignments
Extended time for -Math
math and writing
-Writing
assignments/tests
Extended time for -Reading
tests
-Writing
-Preferential
seating
-Resource help
-Oral
administration of
tests

Instructional Implications
The demographics information gives an overview of what students are struggling in
what content area. It is recognizable that all students qualify under Reading,
therefore my lessons will be planned around reading of texts. This will give students
more practice with reading in all content areas. Another common component was
that students accommodations were to have oral administration of tests and having
assignments read to them. During my lessons, I will read out instructions and
problems before and during the lessons to help students to get a full understanding
of what they are learning. I will read assessments and activities as well, to meet their
accommodation needs as stated on their IEPs.

II.

ASSESSMENT PLAN

LESSON
OBJECTIVE

ASSESSMENT

FORMAT OF
FORMATIVE/SUMMATIVE
ASSESSMETS

ACCOMODATIONS

Using Venn Diagrams

from class, students
will compare the
treatment of Jews in
the Holocaust to the
treatment of peers by
drawing both
comparisons with one
sentence of how they
can make a change to
bullying in the
schools.

Pre- Discussion about

letters handed out
and discussion about
bullying. Students will
be assessed on
participation in these
discussions.

Pre- Checklist of students

contribution to
discussions

Present information at
a consistent but
drawn-out rate
Repetition of
instructions for
activities

During- I will ask

During- Venn Diagram
students to make a
with partner
Venn diagram with a
partner comparing the
Holocaust on
Kristallnacht and
bullying in the
schools.
Post- Students will
draw a picture
comparing the
Holocaust and
bullying in the schools
with one sentence or
write a statement of
action about what
changes they can
make in the schools to
decrease bullying.

Post- Students drawings

and/ statements of what
change the could make to
decrease bullying in the
schools

Present
Summarization of
video presented in
class by giving bulleted
list of main points
Monitor and assist
with writing