PSU

TEACHER WORK SAMPLE

TEMPLATE

Your First and Last Name:

Lawren McKinney

Date Submitted: 11/13/2017

District where you completed

the TWS: Webb City R-7

Name of School Building

where you completed the
TWS: Webb City High School

Content Area of your TWS:

Physical Education (Girls)

TWS Unit Topic: Fitness

Grade Level of the

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

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: The city of Webb City is very close-knit, a lot of community involvement with the schools. There are 11,035 people in Webb, with it
being about 50/50 in males to females. Average household income is 42,717 and with about 5,303 people employed. The most common jobs are
administrative at 18.1% and sales at 10.4%. Moving through the different jobs only 5.8% of the employment is education. Highest paid job is
management going at about 55K. Webb City borders Joplin so resources to other businesses or companies are very handy because there is a good
relationship between the towns. The city has its own Police department and Fire department but use the EMT for jasper county. In the town you have
7 Elementary Schools, 1 Middle School, 1 Junior High, 1 High School. Sports are a huge part of the Webb City community, especially when it comes
to Webb City High School football. The community will travel everywhere on Friday nights to see one of the best Missouri High School football
teams play. There is 15.5% of Webb Citys population below the poverty line. The most common racial or ethnic group living below the poverty line
is white, than Hispanic followed by African American. Knowing the statistics, its sad to know that these families have school aged kids in the public
school system.

District: Inside the district there is 7 Elementary Schools, 1 Middle School, 1 Junior High, and 1 High School. The total student population is 4,194
with 45.3% of all students receiving free and reduced lunch. All of the schools are pretty even in demographic make-up because a lot of the schools
are split with 1-4 grades in each building. The ethnic make-up for the district is 80% white, 6.6% Hispanic and 13.4% other. Compared to the other
districts around Webb City there is a good mix of student population.

School: Webb City High School is the only high school in Webb City r-7 the enrollment is 1,177 students. The Junior High consisting of 7-8th grade
are what fed into the High School, the chain starts down in the elementary school when they fed into the middle school (5-6th grade) and then the
Junior high. The High school has been around since 1877 but only 3 years ago they added whats called the Dome its a storm shelter but it is also
the new gym. They have kept the school very clean and pride themselves on being a Webb City cardinal. The scio-economic rate in the high school is
36.3% with an ethnic make-up of 85.6% white, 7.6% Hispanic and 6.8% other. The culture in the high school is very focused on helping the students
become successful in everyday life.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level: 9-10th Content area (e.g., mathematics): Physical Education (Girls) Topic (e.g., geometry): Fitness
Age range of students: 14-15 Number of male students: 0
Total number of students: 15 Number of female students: 15
Percentage of students receiving free lunch : 20% Percentage of students receiving reduced lunch: 40%
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban __X___ Suburban ___X___ Rural ______

Pittsburg State University Teacher Work Sample 2

 Ethnicity of students (give numbers)
Language proficiency of students (give
numbers)
___1___ African American or Black ____3__ Hispanic or Latino
___0___ Native American/Alaskan Native ___11___ White
___0___ Asian or Pacific Islander ___0___ Other (specify) __________
___15___ Fluent English Proficient ___0___ English Language Learners

Identified special needs categories
represented (give numbers)
____1___ Specific Learning Disability
_______ Hard of Hearing
_______ Deaf
_______ Deaf-Blind
_______ Other Health Impaired
_______ Multiple Disabilities
_______ Brain Injury
_______ Established Medical Disability (0-5 yrs)
_______ At risk for developmental disabilities
_______ Speech/Language Impaired
_______ Visually Impaired
_______ Orthopedically Impaired
_______ Emotionally Disturbed
_______ Autism
_______ Mental Retardation
____3___Gifted
_______ Developmentally Delayed
_______ Other (Specify)_______________

Subgroup Selected (describe the group) : The first subgroup I selected were the students who did not participate in physical activity
outside of class. Most of the students in this group have participated to the best of their ability in the other units, but have struggled with
the fitness skills. For my second subgroup I chose a focus student, this student is on an IEP and has always participated to the best of her
ability.

Rationale for Selection: I chose the first subgroup based on pervious knowledge, I thought this would be a good group so I could monitor
their progress more closely. This also shows a difference between the students who are physically active outside of school compared to the
students who are only physically active during class. I chose the focus student because she is the only student in my class on an IEP, this
will help me differentiate her progress compared to the whole class.

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)

Student Characteristics Specific Descriptions
Intellectual Characteristics This class usually comes with great participation, knows the routine and gets it done effectively and efficiently. Tends

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- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Previously demonstrated
academic performance/
ability:
% Above standard _20%_
% Meets standard _46.6%_
% Below standard _33.4%_
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.
Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
to be a lot of chatter before class starts and while they are doing their dynamic stretches. But once they come back to
their spots to finish their warm-up the class becomes silent. Its about 50/50 on the ability to do a skill; all try to
complete the skills at the best of their ability. Depending on the unit at hand there can be a lot of re-teaching or re-
explaining. They struggle with specific terms or positions in the units.
The class is rather evenly distributed based on their academic performance. 66.6% of the class meets or is above the
state standard, while other 33% is below the standard. I expected this in this group for the amount of students below
the standard based off how quickly or slowly they picked up the material. I have 3 students in the gifted program so
and 1 IEP student all above the state standard.
There are no real cliques in the class, they all seem to talk to one another. You can tell who are better friends then
others but no one is excluded when they are supposed to get into groups. The groups are always different. We have
not received any e-mails from other teachers or principals about issues on this class. Over all there is great
participation and motivation to complete the task at hand. There are a few students who will complain about doing
certain activities, but do start to participate once everyone else in the class is participating.
This class is not as diverse as my other classes, but there are a few ethnic differences and special education students.
Couple of athletic students this included dancers, cheerleaders and a few rec. sport students. This class works well
with one another and will mix up their groups when told to do so. There are no real cliques in the class.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
The class actively participates with very little motivation needed, there are a few students who needed a little push but once they got that motivation
there was full participation. The volume of the talking in the class can get pretty high during warm-ups but with a stern look or a name said they
knew that it was time to quiet down or it was the teachers turn to speak. Diversity in the class is not an issue; all the students seem to enjoy being
around one another. This makes for a very smooth class. Students get 10 minutes to change and be sitting in their spots for the teacher to take role.
Once role s completed they know to get on the red line and begin dynamic stretches. Picking students to use for demonstration is not hard because all
of them very me full effort I know that whoever I pick with be successful. When it comes to picking teams that can be more challenging because I
want to make the teams as equal as possible. When there seems to be an issue in the class I would split them up and make sure they arent in the same
group again. This usually solves the problem so no other protocol is needed. During this unit I could tell the students werent going to enjoy it as
much as other units so I had to make sure to mix it up to keep the students engaged in the unit.

C. Sub- Groups/Students Information

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 Describe this
subgroup/student
using information
from Table 1.1
This subgroup consist
of students who have
never been physically
active on a daily bases.
Most of the students in
this subgroup are
developmentally
behind in staying
SUBGROUP active and how to stay
or motivated.
FOCUS
STUDENT
SUBGROUP The focus student I
or selected is on an IEP
FOCUS and is usually very shy
STUDENT in class but gives 100%
everyday. This student
also shows high
possibility to develop
the skills in many
Pittsburg State University
Why was this
subgroup/student What was learned about this subgroup/student?
selected?
The reason I chose this Intellectual
subgroup of students This group struggles more with doing the skills correctly and effectively. The
was to see the other students are more willing to show off how to do the skill.
correlation between
physically active
students versus not Social
physically active. I These students seem to partner up with students of similar ability. This is the
will able to see the same for the students who are physically active. In order for the students to take
differences in their full participation I was forced to pair students myself based on skill level.
skill assessment scores Personal
and observation of Overall the focus students are somewhat willing to develop their skills. I believe
them working on their that when I hid the fitness part of the activity, the subgroup students tend to not
physical skills. I think complain as much and give full participation.
some of the subgroup
students will surprise
me and be just as good
if not better than the
physically active
students.
This student was Intellectual
chosen as my focus This student was always attentive and showed great effort in class. Also showed
student because she is the skill to the best of her ability.
on an IEP in her core
classes. I want to see if Social
this has a correlation She is very shy and kept the same partner or stayed by herself. She stays out of
to her developing trouble by not involving herself into the group with our more talkative students.
endurance, core She is willing to demonstrate if asked to do so.
Teacher Work Sample 5
 areas of physical strength and muscular Personal
education. strength. This student is not difficult to have in class at all; she is very productive and well
behaved. Se is a great role model to her peers. She is a leader by example; she is
always the first one to class and first one to change and out in her spot.

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

There were not many instructional modifications for the subgroup other than spending more time with those students that I saw struggling with the
fundamental skills. On the first day I told the students that they must chose a partner that is similar in skill level. If I saw that the pairing was not
comparable, I made sure to change it. The students were able to successfully choose a partner and work with full effort the whole time. As the days
continued I made sure to switch it up with what the activity needed either, a partnership, group or individual work. When they switched into groups I
made them go opposite of their partner. As the students worked on the different exercises I made sure to walk around to pay attention to the students
that were struggling so I could help them do the skill correctly. I noticed that the students I corrected the most were in my sub-group. Every time I
gave them the advice to improve their skill they seemed to put it into action and give me full effort. The focus student was constantly working hard. I
only had to correct her a few times, but she changed it immediately. Overall I learned that in order to keep the students busy you have to keep them
moving and mix up the activity.

Pittsburg State University Teacher Work Sample 6

II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
There are relatively broad ranges of objectives that will be met through the fitness unit. The objectives range from types of muscles and muscle
groups, to how this is physical beneficial to the body to develop the skills correctly. The final objective that will be met is enhancing and maintaining
their cardiovascular level and target heart rate. Knowing the major muscles and what muscle group they are involved in is important because it
teaches you to work all the groups to stay at an equal balance with the body. Before you need to know what muscle group will be used. Knowing how
to successfully do the skill will help make whatever muscle group stronger and have better endurance. At this age these objectives should be easy to
succeed. The cardiovascular endurance is very important if the students want to be able to continuously do this over a long period of time. Knowing
that there is multiple different things/exercises that can be done to become physical fit. So knowing why these are physical beneficial will help the
students see the outcome in the long run. I chose the final objective because the fitness unit was to show students how to stay in their target heart rate.
This helps improve the endurance of the cardiovascular system.

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)

Level(s)
Obj.
Unit Objectives (e.g. Blooms
No.
Taxonomy)
Remember,
1
The students will be able to understand where each muscle group is and what muscles were involved. understand,
2
The students will be able to demonstrate each bodyweight movement correctly to work each muscle group. Understand, Analyze
Remember,
3
The students will be able to explain how each body weight movement is done correctly. understand
4
The students will be able to demonstrate how you can easily measure your target heart rate. Understand, Apply
5
The students will be able to demonstrate their ability to improve their cardiovascular endurance. Apply
etc

Pittsburg State University Teacher Work Sample 7

C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)

Standard1:Thestudentwillidentifythemajormusclegroupsthatareengagedduringspecificexercisesandactivities(e.g.,bicepbicepcurl)

Standard2:DesignapersonalfitnessplanutilizingtheFITT(frequency,intensity,time,type)principlesofoverload,progressionandspecificitythat
contributestoanactivehealthylifestyle

Standard4:Usetheconceptsofhealthrelatedandskillrelatedfitnesstoconnectthebenefitseachofferstothedevelopmentoftotallifetimefitness.
Analyzepresentfitnesstocreatealongtermpersonalfitnessplan,whichmeetscurrentandfutureneedsnecessaryforthemaintenanceofhealthand
fitness.

Thebasicstandardsthatwillbeaddressedthroughoutthisunitwillbestandardsone,twoandfour.Objectives12willaddressstandardonebecause
thestudentswillbegainingtheknowledgeofthedifferentmusclegroupsandthelocationforeachmuscleinthegroup.Thiswillbeassessedthrough
asummativeassessment.Objectives35willaddressstandardtwoandfourbecausethisisthewaystudentswillbemakingtheirfitnessgoaland
showhowtoimprovetheirlifestyle.Thesestwostandardswillhelpthekidsbreakdowntheimportantoffitnessandhowinthelongtermitwillbe
thebestthingforyourbody.Oncetheweekisfinishedthestudentswillhavecoveredeachstandardandeachobjectivebycompletingavarietyof
fitnessworkouts.

Pittsburg State University Teacher Work Sample 8

 Pre-Assessment: Skills Test

T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Pre-Assessment:
-Given as much time as needed to
complete the test.
D,H, and K - Was
Describe the allowed to ask questions
assessment Explain about
rationale for Which objectives does this Identify how the assessment
the words.
be used My response was a
choosing this assessment assessment address? will be scored and/or the
demonstration
Students were given ascriteria to beasused for
much time
-Gave correct answers after evaluation.
needed to complete the pre-test and allowed
Circuit Work:
9/27 to ask questions about the different muscle
1 R,I 1,2,3,4 -Gave a verbal and visual Formal
/17
Pre-Assessment Written Test The rational groups.
1,2 If a student wasThestruggling with anwas
demonstration of the different body reason in pre-assessment
(Diagnostic) exercise I made surescored
to walkonover and
weight movements choosing this assessment a 0-10 scale and
was demonstrate how to do it correctly.
-Was given 20 seconds at to see what pervious
each the criterion score was a
stations knowledge that the students 60%
-Three stations they already
needed had onastheir muscle
to get
many reps as possible groups.
Formative Assessment Skills Rubric The rational reason in 1,2,3 This assessment was not
-Informal choosing this assessment is formally scored instead I
to see where each student is used theinrubric
To help the slower walkers to assess
the back I the
Long walk while counting in physically
steps: shape, this students skill.
made the students stop at different corners
-Slow pace exercise decides
but keeps what
the exercise need and do a low rep body weight movement
9/29 student moving to be more of a focus. until the rest of the class caught up. We did
2 Formative Assessment
R,I 4,5 Quiz/Skills Rubric Informal
/17 Written -Average 10,000 steps aThe day.rational
Gives reason in 4,5 the students who
allow This formative
had assessment
an I-phone to
- Formal students a feeling ofchoosing
how to get this assessment is
half bring it outside that way we washad
based on the
enough
to see the strength and
of your steps in one class. standardized
pedometers for the students with outrubric
an I- of
weakness in their phone. getting in the Healthy
Mile: cardiovascular system. Also Fitness Zone. The formative
to see if they are in a Health
-Working their cardiovascular assessment was graded on a
endurance Zone with their different 0-3 scale and the criterion
I allowed them to walk ifscore
needwas
be, but only
-Work on reaching the healthexercises.
zone a 100%
for 30 seconds. This allows them to slow
Target heart rate:
10/3 their heart rate down but not completely
3 I 3,4,5 -When completing the mile, students Informal
/17 cool down. If they were not able to find
find their pulse in either their neck or
their pulse in their neck or wrist they were
wrist and count how many beats in 6
allowed to place their hand over their heart.
seconds. Then multiple that number
by 10 to get home many beats per
minute your heart is working.
Pittsburg State University Teacher Work Sample 9
Sit up and Push up Test:
-Work their core and arms.

Summative Assessment
Pittsburg State University
The rational reason for
using a written post-
assessment was to give me
Written Test 1,2
an idea of how their
knowledge on their muscle
groups increased.
Teacher Work Sample
The summative assessment
was based on a 0-10 scale
and the criterion score was
an 80%. This assessment
was the same as the pre-
assessment this way I could
see the increase in the
students knowledge.
10
II. E.
Why are the lessons sequenced in this manner?
II. F.
What learning strategies were incorporated into
this unit?
How do the instructional strategies/activities
address the learning objectives for this unit?
II. G.
How will critical thinking and problem solving
strategies be implemented? Give specific
examples of use.
II. I.
Explain the reading strategies that will be used
throughout the unit. Give specific examples.
(Remember that using text is not a reading
strategy)
How will technology be integrated within the
unit? Explain both teacher use and student use.
Pittsburg State University
How does the unit demonstrate integration of
content across and within content fields?
The lessons are sequenced in this manner because in my opinion you need to know what
muscles you are working and how to work them. You also need to know what you can and
cannot do very well that way you can find where you need to improve the most. The next
thing is to slowly work up to harder workouts. Going on a walk and talking about how many
steps to work for in a day is a simple but effective workout. Moving into a run and then
different movements in a forward and backwards motion. This order will ensure that the
students are covering all the fundamental skills needed to be successful in fitness.
There is multiple teaching strategies used throughout this unit. The first is teacher doing a
visual demonstration while also explaining it with words. Student demonstration can also
help the more shy students build confidence in themselves. Another strategy is switching up
the partners and groups. This allows the students to work with other students in their class
this builds communication skills.
The instructional strategies address the learning objectives in this unit by use of visual
demonstration and short cues that remind the students how to do the movement. Most
students perform better by imitating the skills done by the teacher or other students that are
more skilled. For the students how dont have as much confidence in a skill seeing other
students demonstrate and help them think that if they can do it so can they.
Critical thinking and problem solving will be implemented when the relay game starts
going. The students must work together as a team to get the exercises done with each
student successfully doing at least one. The students must remember what each exercise is
both they start and what exercise they will be moving into.
There are no reading strategies that will be used in this unit.
The students did have the opportunity to use technology on their long walk. I allowed the
students to bring out their i-phone to use the health app to track their steps. The teacher will
use instructional videos to have another resource on how to do the skill correctly.
Teacher Work Sample 11
The only other content that will be cover in this unit is health content. Talking about how
exercise can help your body stay healthy and how your cardiovascular system works in your
body. We also talk about energy that goes on in your body and this is how you keep your
Narrative for Instructional Design

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

Pittsburg State University Teacher Work Sample 13

III. Teaching and Learning

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

Day 1:
For the first day of our fitness unit I had the girls complete an 18-station circuit. This was to help me gage where each student is in his or her
fitness ability. Once I told them what we were doing today the excitement faded. I informed them that it was a unit that needed to be
covered in our physical education curriculum and that isnt what you think it is all about. There are many different ways to do fitness
workouts. To start with I had the girls do their daily stretches and exercises. When we went outside to the football field I had the students
run down to the over end zone and back then went over the circuit. I personal demonstrated every station so the students could see how it
works and what the exercises look like. Once all were done I asked if there were any questions and then placed every student at a different
station to begin our 20 second circuit. The rotation of what to do next was the hardest concept for the students to understand so I always
had to repeat myself on what and where to go. I waited to do the pre-test because I wanted to see what movements should be tested and
worked on. Most students were successfully doing everything for the whole 2 seconds. The students in my focus group were the students who
were struggling the most. They were only able to go for about 10 seconds. Where all the students struggled with the most were in the dips. I
knew that arms were going to be were they struggled with the most. With the nation already having the students do fitness testing on sit-ups
and push-ups I wanted to focus on a different arm, leg and ab exercise. Once every station was completed I had the students wall around the
track to stay moving but cool down their body. After watching I choose squats, dips and leg rises. I was very impressed with this class
physical ability to complete all 18 stations with full effort and almost full accuracy. This gave me a good first look into what the class needs.
That way next time they come in we will be able to complete the formal and informal pre-test.

Day 2:
On the second day of the unit I gave the students our muscle pre-test. This took about 10 minutes for the students to complete. Daily
stretches and exercises after this I had the students do a partner circuit, with 3 stations are the ones that they were getting tested on. I had
myself at squats counting each individual and in charge of the time, coach Moore (cooperating teacher) was in charge of the dips and I had
the students be accountable for the reps at leg raises. Again they were 20-second stations; I had the students complete the rotation 3 times.
Only testing on one of the rotations. After looking at the results the outcome from the different students is exactly what I expected. My focus
groups test result and skills results corresponded to each other. With my two to four students who are very physically active did extremely
well on both the written and skills test. When it came to my focus student she was about average but showed great effort. I wanted to get the
students to work in a team to show that when it comes to getting in shape you need others support to keep you going. So we began doing
relays. It started with me having the students line up across from their partner; I then drew a line down the middle to separate them into
two groups. With a class this small it was easy to make two teams, if it was a bigger class than more teams would have been needed. There
were 8 different activities I had to participate because the class only had 15 people. This activity was overall a great success the students
loved and I really enjoyed seeing the competitive side of all my students. There was also improvement in a lot of their skills; I could tell that
they have been working on doing the skills correctly. When we were having the students do their cool down every single one of them walked
past me with a smile on their face telling me how much fun it was.

Pittsburg State University Teacher Work Sample 14

Day 3:
Today my students and I went on a long walk to count steps and show our students how easy it is to work towards the 10,000 steps goal.
Now, that the students and I know what to work on I added in squats and leg raises plus more push-ups to work on our 3 different testing
movements. We also worked on our different muscle, by me asking them what muscle is this exercise working? I let the students freely shout
out the answer to see who would know. I had the same students respond every time. Before we began our walk, I talked to the class about
the importance of all the different food groups and how portion control can help with the physical activity that we are doing in class. We
then covered how walking 10,000 steps a day can help us by keeping our body moving and active without over doing our cardiovascular
endurance. Today we used technology by allow the students to use their I-phones to track their steps, then gave the students who didnt have
phones to use pedometers. Students had to keep a grandma power walk to get their heart rate up. Along the way we would stop and have
the students complete 20 air squats or lunges working our muscle to back up the distance. Getting back to the school I had all the students
tell me their number. The surprise on their faces when they had already walked half of the 10,000 steps in just 40 minutes. My students were
slowly starting to figure out and appreciate the fun in exercising. Showing my students different ways to workout will help them find what
they find fun. Because if you find it fun you will continue to want to work at it.

Day 4:
This was not my students favorite day. Once a month we have to fitness test out students in the mile run (sit-ups and push-ups). Outside of
the testing I told the students that there is other benefits. These benefits were working on increasing their cardiovascular endurance and
reaching their target heart rate. Inside of the fitness testing the students must reach the healthy fitness zone. For the mile they needed to be
less than or equal to 11 minutes and 30 seconds. Also wanted my students to test their target heart rate. By doing this they needed to find
their pulse in either their wrist or neck then count how many beats for 6 seconds. You will then multiple that number by 10 to get how many
beats per minute they can exert. 18 minutes is the cut off for timing and every one of our students made it under that time and also all of
them improved on their time. As they crossed the finish line I would yell out their times and the students would then report to me so I could
write them in the grade book. Before we started the mile during warm-ups my students were complaining about being sore. For 75% of
them this is the first time that these students have worked these muscle multiple times. So when the students were done with their 2 cool
down laps, I had them circle up around me so we could do some stretches to show how this is very important for your muscles. I wanted to
then work on my students knowledge with their muscles. So I went around the circle asking the students to tell me an exercise that worked
blank muscle. We would then complete the exercise and move on to the next student and different muscle. I thought my focus group
would struggle but they did good just one or two of them could come up with one so the class had to help. Overall the knowledge is
improving on the different muscle groups along with cardiovascular endurance.

Day 5:
Coming into the last day of the unit I wanted to get our testing over quickly so I could show the class a fun-enthusiastic way to workout. We
had to complete 3 tests today; both summative assessment test and the sit-up push-up fitness test. I had the class take 15 minutes to
complete the post written test over their muscle and explanations of the movements. Then for their warm-up I had them just complete their
dynamic stretches and hop right into the sit-up push-up test. To be in the healthy fitness zone for sit-ups is 18 and push-ups are 7. The
results had increasing number compared to last time. To get through our skills test faster I had them compete the activity as a group. So the
whole class needed to be accountable for their number of squats and leg rises. They started on my go and stop. Then going down the list
I had the students tell me their score. For dips I called 4 students up at a time to have them complete them. Once all the testing was finished
Pittsburg State University Teacher Work Sample 15
we moved on to the final activity of the unit: Zumba. Zumba is a high intensity dance exercise. The students were jumping with excitement
because this is something that is part of their generation. The YouTube channel that we used was dancing with Jessica. She played
modern music with modern moves. This got their heart rates up quickly and keeps them consent. Some of the moves were hard but the
hardest part was getting the students to process the moves and then do them. I was able to be a personal demonstrator for my class so they
had two people to watch ad follow along. I had to turn the lights off so they could see the screen on the wall; I think this made them more
comfortable to go all out on the dance moves. This was the first day that we lost track of time. Quickly wrapping up the last dance all of my
students had broke a sweat and were asking if we could do this again sometime. After completing everything in our 5-day unit I feel as if my
students performed better than I expected. Giving me accurate results and showing their full effort.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
One of my main goals of classroom management is to ensure that I keep my classroom as safe and learning friendly as possible. This will be
accomplished by setting clear rules and expectations for my students. These expectations will be simple, straightforward and easy to follow and
understand. I will have these rules posted in the gym where every student when they walk in can see them everyday. At the start of class we will
cover them, continuously go back if a student is struggling to follow directions. The basic expectations and rules be as follow:

1. Students will actively listen and participate in all activities

2. Students will respect the teacher, equipment and other students
3. Students will follow school wide rules
4. Students will have good attitudes
5. Students will dress into appropriate gym attire
6. Students will have no gum, candy, drinks (outside of water) and no cellphones in the gym or locker room
7. Students will behave appropriately in the locker room

All of these rules and expectations are part of my routine to prevent misbehavior. If these expectations are not met disciplinary actions will take
place. Before handing out a disciplinary action, I will ask to hear why the action took place and what couldve been done differently to make it a
better situation. Participation and safety are the main concepts that I want my students to try their best even if they are in an uncomfortable or new
environment with the unit and to make sure that there are no chances to cause an injury. I do not believe in a disciplinary action of running or doing
extra exercises because I feel like this persuades students to believe that exercise is punishment. Making the student not participate in the activity is
usually a more effective punishment. Unless there is a student who misbehaves to sit out, if that is the case I will have the student complete

Pittsburg State University Teacher Work Sample 16

worksheets over health and physical education.

When classes first begin they have 10 minutes to change and go sit at their assigned spots. Once attendance is taken students line-up on the red line to
begin their dynamic stretches. Once completed students continue into core work and push-ups. The first 3 weeks the teacher helps them remember
each movement after that it is fully student ran. Keeping an order causes for no problems and an understanding of what is always expected.

C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)

During this unit there will be many opportunities for the students to interact with each other. One way there will be main student interaction strategy
that will be implemented was during circuit work and relays. The students were told to find a partner of similar physical ability this will cause them
to push each other and help them to be successful. During these activities the students had to work together and individually to complete the
exercises/ movements correctly and quickly. If one student was doing a movement incorrectly or is struggling on keeping up the other was able to
assist and give the input plus support. During the relay activity students had to interact with one another by using teamwork. In relays each person in
line has a different locomotive exercise to complete a down and back in the gym. In order to win the relay the students have to work together by
reminding them what movement each student needs to complete and cheering them to keep their motivation up. For the most part students did a
fantastic job of encouraging and motivating one another. I motivated the students who were underperforming or did not participating by giving them
positive feedback on the things they were doing well and not focusing on what they are doing wrong. I feel like the students really began to
understand teamwork and the importance of motivation.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Student communication is one of the most important topics in an effective classroom. If the students cannot successfully communicate with one
another than there cannot be a cooperative learning environment. Other than the teacher conveying the information, other classmates are the next best
resource. They learn so much by whats going on around them and without positive feedback and clear communication from other students they will
be unable to succeed socially and even academically. These students feed off of one another that push them to do better so thats why I had them get
in partners that were similar in ability. When it came to group work knowing they would want to compete against their partner on the opposing team.
At the same time they need to come out of their comfort zone so making the groups different makes them have to work and cheer on someone they
arent always with. After demonstration of the different movements or activity I would make sure to ask if there are any questions. Overall, I believe
these communication strategies worked well and really got the students involved in all aspects of each others learning.

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Narrative: Analysis of Assessment
E. Pre-Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?
F. Formative Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Are students learning what was
intended they learn?
Pittsburg State University
With the written pre-assessment of the students was very poor. The class average was a 50%. The focus
group had an average score of 40%, while the focus student averaged 70%, which was 20% higher than the
whole class average. The questions were simple explanations of the movements and a fill in the blank of the
different muscles. Without any pervious knowledge the students are going to struggle. There was no
criterion set on the test because I wanted to see where the knowledge of these students lied. There were a
couple of students who scored higher than a 70% and 0 scored a zero.
My learning objectives that were the main focus of the pre-assessment were objectives 1 and 2. I expected
this result on the test because more than 50% of these students have no fitness background or no knowledge
of muscles in the body. I knew that over time the understanding of these concepts would become easier to
grasp.
The pre-assessment data was used to see exactly what the main focused needed to be when we continued
through the unit. This data also showed me exactly where each student was in their knowledge of fitness
and muscles. By using this assessment I knew when they got into partners if it would be a good partnership
or not. This helped me focus more on the students that struggled and keep an eye on the more advanced
students.
The plan to differentiation in the future will be to simply use a pre-assessment skills test and group the
students based on skill and not knowledge. This gives me a chance to spend time with the students who
struggle with the skill that way they can meet the criteria on the skills rubric. These students could stay at a
more basic physical activity or movement to become fully developed.
The formal assessment used was a skills test over 3 different movements and how many reps can be
completed in 20 seconds. The students did as I expected on the skills test. One thing that I did find
interesting was that the highest average out of the 3 movements was leg raises/core work. This is not the
classes strong point thats why we do so much of it during warm-ups.
The learning objective for the skills test was met because every student completed the exercise correctly and
accurately. The students paid close attention during my demonstration and asked questions for full
clarification. I think the students gave full participation because they knew there was going to be a fun
activity once the testing was completed. Overall they did extremely well with the skills and prepared them
for the summative skills assessment.
Teacher Work Sample 18

Discuss any adaptations based on the make it to all of the students during the time allowed. During the skills test I was able to pick out the
results of formative assessments.
Identify differentiation needed to
help all students meet the goals and
objectives of this unit.
G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.
Did all students learn what was
intended they learn? Explain.
One adaptation that needs to be made during instruction is more one on one time with the students who
need more help on doing the movement correctly. The problem is how the activity is spread out its hard to
students who didnt understand the key points versus the students who just need more practice. When we
spilt into relay groups I made sure the groups I made sure the groups were even to make the competition
close.
The differentiation that I used was how I spilt the class into groups and partners. I used the information
from their pre-assessment and informal test to choose who needed to be paired with whom. With the groups
I made them stand across from their partner and then drew a line down the middle to split the two groups
evenly. This is effective because when they are with their partners they are pushing them to get more and
more. While in the groups they want to win so they are encouraging their teammates to continue to push
through. I feel like this differentiation not only help the students improve their skills but also increased their
self-esteem knowing all their classmates are with you. This class had the atmosphere to make every student
feel like they were in their comfort zone.
The disaggregated data of assessment reveals that the focus student did above average on every assessment.
The student received perfect increase on the skills test and received a 100% on the re-test over the muscles
and movements. This student did improve their score by 30% from her pre-assessment score. The sub-group
of students did show an increase with the re-test but their biggest improvement cam in the cardiovascular
endurance increase with the skills test. With the students who were already advanced didnt have much
change but there was no decrease. This shows me that there was an increase in their learning skill.
In the end every student was able to meet the learning objectives. Even sub group students were able to get
an 80% or better on the summative assessment. There were only 2 students who didnt get more reps than
the last time on the skills test on only one movement. All of the students were able to increase their
cardiovascular endurance by the end of the 5 days. There are still some students that could improve in the
consistency by continuing to practice and improve their skill.
I believe that the students did learn what needed to be learned and accomplished. There is stillroom for
improvement but that will come over time. The lesson was to show students different ways to be physically
fit and to find how if you keep doing it change will happen. Students were able to build teamwork and
encouragement while increasing their physical health.

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.

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 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.

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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

results, identify TWO learning objectives
from the unit students were most successful.
Objective 1: Explain and demonstrate how to do Explaining how to do a movement I thought would be more of a challenge considering they had
a movement correctly.
Objective 2: Increasing Cardiovascular
endurance
Give more than one reason for each of the successes identified.
never done it before. I was impressed with how well the students were able to explain and
demonstrate the 3 major movements correctly. Some of the students with pervious background
were able to describe multiple movements in detail. Students were always willing to volunteer to
demonstrate or be part of the example. Overall this skill was the most successful of all and they
seemed to enjoy the challenge.
One of the most important things in fitness is being able to continuously move with out slowing
down. Without cardiovascular endurance working out will not be as fun and successful. I was able
to see the improvement by the 4th day when every student successfully went the whole class with
full out effort. The students towards the end of the unit kept asking if there were harder exercises
or workouts. This is great to see because it shows the little bit you everyday will increase your
cardiovascular endurance over time.

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
If more time were allotted for the unit I would spend more time on allowing the students to come up with their own workout to increase their learning
and understanding of working different muscles in different ways. This goes that one extra step farther after knowing how to do the movement and
explaining them. In the future I will attempt to do one day or high intensity workout.

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.

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Objective 1: Knowing the muscles Based on the scores there was improvement but it still took the students longer to fully grasp the
concept. I would continuously ask what muscle this was and the same students would always
respond. On the test there was a frequently missed muscle question.

Objective 2: Measuring Target heart Rate This objective caused some issues because student didnt understand how to find their pulse and
what the number meant. I noticed that a lot of girls were saying low numbers knowing their heart
rate should be higher after the workout they just did. Making me realize they were just saying a
number.

Discuss at least TWO things to do differently in the future to improve students performance.
In the future I will go into more practice on where each muscle is. Start incorporating it into our warm-up activities. For the next time target heart rate I
will make the students find their resting heart rate so they are comfortable on finding their heart rate. They can then see that their target heart rate has
to be higher than at rest.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Coach Moore was able to give me
different exercise planes that had
Ideas for different activities and strategies
Sep. 26,2017 Coach Moore In Person gone over well in the past. And how no
for classroom management
to engage the students to stay
interested in the unit.

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Add rows as needed

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

I feel that contacting my cooperating teacher before beginning my lesson planning was very helpful. She does a fitness unit every year so she knew
what works and what doesnt go over very well. Without consulting with her I feel like the class would of not been fully engaged and show as much
participation as they did. This class showed great accountability, always got along and listened when spoken too. There were a few incidents where
they needed a reminder but nothing to cause an out of class meeting. During class I did communicate by helping students when they were struggling.
Nothing was needed beyond this point.

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

Identify at least TWO aspects of instruction that could be improved.
Explain reasoning.
Aspect 1: I would like to decrease the down time during the class period
Aspect 2: I would like to find a more hidden way to work in fitness
workouts.
What specific professional development opportunities/activities will
help to acquire that knowledge or skill?
I will come up with active rest activities or movements they have to do to
get to their water or moving from activity to activity. Add more team
fitness games where they are moving for longer periods of time but have
the rest of multiple people in their group. This will come with working on
my planning for the lesson to make it flow and work with the different
classes that I have.
I believe that once the students heard that fitness was the next unit they
checked out. If I am able to come up with activities, dance workouts, etc.
without them realizing the intent of the work their enthusiasm will
increase. With some research and more planning fitness can be disguised.

Pittsburg State University Teacher Work Sample 23

 REFERENCES

www.mcds.dese.mo.gov

www.datausa.io

www.cde.ca.gov

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APPENDIX A

** I was unable to copy and paste the graphs. But the data usa is the website it is on**

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APPENDIX B

Coach McKinney
Physical Education/Coaching
High School
Fitness Unit
Circuit

Objectives:
Student will know how to do each station properly
Student will understand the importance of Fitness
Student will be able to give an example of what a body weight movement is
Be able to continuously work for 20 Sec. at each station
Will learn about Six major Muscles

Materials/Resources needed:
1. Jump ropes
2. Cones
3. Hurdles

Anticipatory Set:

Students will begin with their daily warm-up:

Dynamic Stretching
A-Skips to Ham Kicks
Shuffles to Karaoke
Lunges (Froward, Backwards, Side to Side)
Static Stretching (Hip Flexor, Cradle, Pretzel)
Sit-ups
Oblique Crunches
Planks (Front, Right, Left)
Push-ups

Objectives/Purpose:

Everyone will be able to come up with three body weight exercises. While working on completing the different
stations in the circuit, students will need to successfully continue moving during the duration of the time at that
specific station.

Input:

Teaching the ability to workout with my weights involved.

Students will be completing an 18-station circuit. 20 Seconds of work, 10 Seconds rotation.

Stations:

Pittsburg State University Teacher Work Sample 26

 1. Squats
2. Sit-Ups
3. Lunges
4. Bleachers
5. Forward Planks
6. Push-ups (modify if ness.)
7. Glute Walks
8. Jump Ropes
9. Mountain Climbers
10. Shuffles (cones)
11. Leg Raises
12. Oblique Crunches
13. Dips (Bleachers)
14. Ladder (10,20,30)
15. Right Side Plank
16. Left Side Plank
17. Hurdles
18. Broad Jumps

Model:
Demonstrate:
Personal demonstration: Showing the different stations when outside doing them

Check for Understanding:

Watching how well they listened during the demonstration
At the end: Asking them what muscle group different Body Weight movements were involved in?

Guided Practice:

See what movement there is the most struggle with and start to incorporate it into the warm-up. This will give
them the ability to begin on improvement

Independent Practice:

Working outside of Class on the one exercise movement that they struggled the most with

Closure:

1. What is a Body Weight movement?

2. Why is fitness important?
3. Tell me three major muscles?

Pittsburg State University Teacher Work Sample 27

Coach McKinney
Physical Education/ Coaching
High School
Fitness
Zumba

Lesson Plan- Zumba

Objectives:
Students will understand how to process a movement and then copy it
Students will demonstrate increasing heart rate
Students will be able to move through an entire song
Students will demonstrate increasing cardiovascular endurance

Materials/Equipment:
1. Projector
2. Computer- with you tube
3. Personal Space

Anticipatory Set

Students will begin with their daily warm-up:

Dynamic Stretching
A-Skips to Ham Kicks
Shuffles to Karaoke
Lunges (Froward, Backwards, Side to Side)
Static Stretching (Hip Flexor, Cradle, Pretzel)
Sit-ups
Oblique Crunches
Planks (Front, Right, Left)
Push-ups

Objectives/Purpose:

Every student will be able to successfully dance through a song with out any stopping. Once the song is over the
students will preform the test for their target heart rate.

Input:

Teaching the ability to workout with out using weights or running

Students will be completing a series of different dance videos whiling increasing their heart rate.

YouTube channel- Dancing with Jessica. Choose a variety of different songs.

Model:

Demonstration: Personal Demonstration: Doing the dances with the students so they can follow the screen or
me
Pittsburg State University Teacher Work Sample 28
Checking for Understanding:

Watch to see if they are doing the dances with effort

Watch to see if they are being successfully

Closure:

1. Check Heart Rate

Pittsburg State University Teacher Work Sample 29

APPENDIX C
Formal Pre-Assessment Test:

Fitness Pre-Assessment

Name:______________________________ Class period:___________________________________

Fitness Pretest- Circle the letter of best answer.

*Have you had any physical fitness back ground. YES/NO

1. What is the movement that works your legs. Involves your legs to bend at the knees to form a 90
degrees angle with you back staying up right.
a. Bench Press
b. Squat
c. Lunge
d. Push-up
2. What is the movement that works you upper body. Causing your arms only to bend and make 90
degrees.
a. Sit-up
b. Push-up
c. Dip
d. Over head press
3. What is the movement that works you abdominal area. By keeping your legs straight and moving
them down to about 6 inches off the ground.
a. Leg raises
b. Sit-ups
c. Side oblique crunches
d. Push-ups

Write in the letter from the word bank you think best fits.

Word Bank:
A. Quad D. Abdominal G. Gastronemius
B. Hamstring E. Triceps
C. Glutus maximus F. Bicep

7.

4. 5.

8. 9.
6.
Pittsburg State University Teacher Work Sample 30
10.
Formal Pre-Assessment Key:
Pre-Assessment-- Answer Key:

1. B. Squat
2. C. Dip
3. A. Leg raises

4. F
5.D 7. E

8. C

10. G

6. A
9. B

Pittsburg State University Teacher Work Sample 31

Informal Pre-Assessment Template:
# Leg
Pre- Test (Fitness Testing) Name: # Squats Raises # Dips
Date: Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Student L
Student M
Student N
Student O

Pittsburg State University Teacher Work Sample 32

Informal Pre-Test Results:

Pre-Test (Fitness Testing) Name: # Squats # Leg Raises # Dips

Date: 09/27/2017 Student A 10 10 15

Student B 10 13 12

Student C 12 15 15

Student D 10 10 12

Student E 19 12 19

Student F 12 15 13

Student G 15 21 17

Student H 9 8 6

Student I 19 12 19

Student J 10 10 12

Student K 9 10 8

Student L 15 21 17

Student M 10 13 15

Student N 10 14 12

Student O 9 10 18

Informal Post-Test Results:

Pittsburg State University Teacher Work Sample 33
 # Leg
Name: # Squats Raises # Dips
Student A 16 18 14

Student B 16 13 13

Student C 19 14 19

Student D 16 9 14

Student E 27 15 24

Student F 14 10 17

Student G 20 18 21

Student H 14 10 13

Student I 21 15 24

Student J 16 13 19

Student K 18 15 13

Student L 20 15 19

Student M 16 10 14

Student N 22 18 24

Student O 15 15 29

Formal Formative Assessment- Healthy Fitness Zone

Pittsburg State University Teacher Work Sample 34
Formal Assessment- Healthy Fitness Zone
0- Extreme out of the Healthy Fitness Zone
1- Few Reps from reaching Healthy Fitness Zone
2- 1-2 reps away from Healthy Fitness Zone
3- Healthy Fitness Zone

Healthy Fitness Zone-

1. Mile Run- 11:30
2. Sit-ups: 18
3. Push-ups: 7

Name: Mile: Sit-ups: Push-ups:

Student A 1 0 2
Student B 2 3 2
Student C 3 3 3
Student D 2 3 0
Student E 3 3 3
Student F 3 3 3
Student G 3 3 3
Student H 1 1 0
Student I 3 3 3
Student J 3 0 3
Student K 3 1 3
Student L 3 3 3
Student M 1 3 3
Student N 3 3 3
Student O 0 0 0

Formal Formative Assessment- Healthy Fitness Zone:

Pittsburg State University Teacher Work Sample 35
Formal Assessment- Healthy Fitness Zone
Rubric:
This a set standards by the state of Missouri.
0- Extreme out of the Zone
1- Few Reps from reaching Healthy Fitness Zone
2- 1-2 Reps away from Healthy Fitness Zone
3- Healthy Fitness Zone

Mile: To achieve the healthy fitness zone in the mile you must run under a 11:30 mile. To receive a 0= you got
18+, 1= you were 13-17 minutes, 2 =12-13 minutes, 3= you achieved the zone of 11:30

Sit-ups: To achieve the healthy fitness zone in the sit-up test you must successfully complete 18 sit-ups. To
receive a 0= you got 0-5, 1= you were 5-15 minutes, 2 =15-17, 3= you achieved the zone of 18

Push-ups: To achieve the healthy fitness zone in the push-up test you must successfully complete 7 push-ups. To
receive a 0= you got 0-2, 1= you were 3-4 minutes, 2 =5-6, 3= you achieved the zone of 7

Summative Assessment- Post-Test:

Pittsburg State University Teacher Work Sample 36
Fitness Post-Assessment

Name:______________________________ Class period:___________________________________

Fitness Post test- Circle the letter of best answer.

*Have you increased your knowledge on physical fitness. YES/NO

1. What is the movement that works your legs. Involves your legs to bend at the knees to form a 90
degrees angle with you back staying up right.
a. Bench Press
b. Squat
c. Lunge
d. Push-up
2. What is the movement that works you upper body. Causing your arms only to bend and make 90
degrees.
a. Sit-up
b. Push-up
c. Dip
d. Over head press
3. What is the movement that works you abdominal area. By keeping your legs straight and moving
them down to about 6 inches off the ground.
a. Leg raises
b. Sit-ups
c. Side oblique crunches
d. Push-ups

Write in the letter from the word bank you think best fits.

Word Bank:
A. Quad D. Abdominal G. Gastronemius
B. Hamstring E. Triceps
C. Glutus maximus F. Bicep

7.

4. 5.

8. 9.
6.

Summative Assessment- Answer Key 10.

Pittsburg State University Teacher Work Sample 37
Post-Assessment-- Answer Key:

1. B. Squat
2. C. Dip
3. A. Leg raises

4. F
5.D 7. E

8. C

10. G

6. A
9. B

Assessment Scores:
Pittsburg State University Teacher Work Sample 38
Stude Pre- Informal Summative Formal Assessment- Summ
nt Assess Assessment (# of Assessment (# of Healthy Fitness Zone ative
Name ment- Reps) Reps) Assess
10 pts ment
(Re-
Test)-
10 pts
# # # Leg # # #Leg Mile Sit- Push-
Squ Dips raises Squ Di Raises ups ups
ats ats ps
Stude 30% 10 15 10 16 14 18 1 0 2 80%
nt A ^
Stude 50% 10 12 13 16 13 13 2 3 2 90%
nt B
Stude 50% 12 15 15 19 19 14 3 3 3 90%
nt C
Stude 40% 10 12 10 16 14 9 2 3 0 80%
nt D^
Stude 60% 19 19 12 27 24 15 3 3 3 100%
nt E
Stude 60% 12 13 15 14 17 10 3 3 3 100%
nt F
Stude 80% 15 17 21 20 21 18 3 3 3 100%
nt G
Stude 60% 9 6 8 14 13 10 1 1 0 90%
nt H^
Stude 50% 19 19 12 21 24 15 3 3 3 90%
nt I
Stude 40% 10 12 10 16 19 13 3 0 3 90%
nt J
Stude 40% 9 8 10 18 13 15 3 1 3 80%
nt K^
Stude 40% 15 17 21 20 19 15 3 3 3 100%
nt L
Stude 20% 10 15 13 16 14 10 1 3 3 80%
nt M^
Stude 50% 10 12 14 22 24 18 3 3 3 90%
nt N
Stude 70% 9 18 10 15 29 15 0 0 0 100%
nt O*
Avera 49% 12.1 14.0 13.06 17.8 18. 13.937 3.062 2.937 3.0625 179%
ge: 25 625 25 125 25 5 5 5
Pittsburg State University Teacher Work Sample 39
Pittsburg State University Teacher Work Sample 40