Proficiency #
Work Sample
Field Experience
Proficiency 1
Content Knowledge
and Pedagogy
Written lesson plans
with goals and
objective taken from
the Oregon Content
Standards
Wrote and
implemented
numerous lessons
that directly draw
from the Oregon
Standards
Proficiency 2
Human
Development and
Learning
Proficiency 4
Assessment,
Planning and
Instruction
Discovering the
development levels
of students in my
class through
discussion with my
mentor teacher and
through observation
Pre/Post
Assessments
Goals and
objectives
Taught Art lesson
that made
connections into
math by using the
concept of perimeter
When grouping
students I took their
emotional,
psychological and
academic skills in
account in order to
construct productive
heterogeneous
groups
Gave numerous
reading list tests
associated with
Scott Foresman’s
Curriculum
Proficiency 5
Classroom Climate
Conducive to
Learning
Creating lessons
that are conducive
to my class, through
similar format of
that of my mentor
teacher
GLAD management
techniques
Proficiency 7
Technology
Internet research on
Health/Attitudes
Making overhead
transparencies
Creating Handouts
for lessons using
Word processing
Making copies of
documents
Operates within the
established
classroom rules
Experience from
Courses
Met course
objectives in HE
415 Child and
Adolescent Health,
to earn an A
ED 442 Research
Project on Lev
Vygotsky
PSY 218
Educational
Psychology
Miscue Analysis at
Independence
Elementary
Test Packet
Assignment
Met course
objectives in ED
491, to earn an A
(ESOL Teaching
Strategies)
Met course
objectives ED 421
to earn an A,
Technology Course
Proficiency 1: Content Knowledge and Pedagogy
Description:
The following are descriptions of evidence towards attaining this proficiency:

In my work sample I created three lessons that directly aligned with the Oregon
Content Standards and Common Curricular Goals in both the Goals and
Objectives. This is vital evidence for this proficiency because its subject matter is
aligned with the correct authorization level.

In my fieldwork I also wrote and/or implemented lessons that had their content
taken directly from the standards proving their alignment with standards.

In addition, one lesson I taught made direct connections between content areas.
The concept of perimeter was taught through Art. The students learned the
importance an objects perimeter of an object and the contrasting colors of
different objects.

In HE 415, I learned about health of children and adolescents and what factors
contributed to this.
Analysis:
I have learned the importance of both connections and the validity of the correct
authorization level in multiple ways in my classroom. For example, every activity that
has reading and writing in it not only fosters learning of the specific content area but also
supports the advancement of language arts skills.
One major way that I have grown this term relating to content knowledge and
pedagogy is learning how to use and implement the Oregon Standards. I do this on a
daily basis with every lesson I teach. I strive to make lessons contents at an appropriate
level that aims directly at the standards. In addition, since I have a split class, I have to
differentiate my instruction to fit the skill levels of my students. Often for me this
includes a modeled activity that is appropriate for my low-level students, with
challenging extensions for my higher-skilled students. One important thing I learned
about this is that the extensions should not just be more of the same type of work. They
should be different ways of looking into or diving deeper at the same content. This has
proved to be very important, because I have a second/third grade split.
When I started working with extensions I did simply add more work and it proved
to be boring and not highly cognitively demanding tasks for my students. Since I have
been implementing extensions that are different from the initial activities it has been a
great aid to enhancing my students’ learning.
Plan:
Next term I plan to learn more about the developmental levels of my students and
adjust my lessons accordingly. Since the age gap in my class is more than in an average
classroom I believe this is a vital thing to learn about my students. For example, when I
was teaching a lesson about area, my third graders grabbed onto the concept quickly,
while my second graders struggled significantly. My mentor teacher attributed this to the
developmental levels of the students.
Proficiency 2: Human Development and Learning
Description:
The following are descriptions of evidence towards attaining this proficiency:

Through observation and discussion with my mentor teacher I have learned the
development level of many of my students.

When grouping students I took their emotional, psychological and academic skills
in account in order to construct productive heterogeneous groups. This is
something that I have done in several ways within my classroom. One of the
major ways I established grouping was when I created the seating chart. Since the
students sit at tables, which their tablemates are is very important to the children’s
attention and success. When making seating decisions it required weighing
numerous factors about where the children are emotionally, psychologically,
socially and academically. In addition, I often utilize partnering students in
activities. This requires the same considerations.

In ED 442 research, I did a project on Lev Vygotsky. Through this learning
experience I gain much knowledge on the developmental levels of children and
what they need. I also now understand that they learn they best within their Zones
of Proximal Development.

In PSY 218 Educational Psychology I gained a range of knowledge of different
theories on how the brain develops as well as physical and emotional
development at varying ages.
Analysis:
I think I have grown in my own understanding of human development and
learning. I have come to comprehend the numerous aspects of development in children
that hold strong significance regarding what and how they are able to learn in an
optimum fashion. When I created a new seating arrangement for my students. I was able
to see their learning affected in social contexts.
I have also grown in my understanding and implementation of Vygotsky’s theory
of the Zone of Proximal Development. Here I have been able to see how appropriate
different lessons are for my specific students. Also, through really knowing my students’
levels academically and developmentally I have been able to learn what is appropriate for
them. It has taught what conditions they need to succeed.
The Educational Psychology course I took also has been an asset in my growth
under this proficiency, as I have been able to see these principles applied in my students.
Plan:
My plan for text term is to dive farther into the understanding of what is
appropriate for my students developmentally and academically. I want to discover
different classroom strategies that meet the diversity of needs presented in my class.
In addition, I desire to learn more strategies that could be specifically targeted to
what is required for different learners’ to succeed. I hope to apply experienced educators
theories as well as my own experience to obtain this.
Proficiency 4: Assessment, Planning and Instruction
Description:
The following are descriptions of evidence towards attaining this proficiency:

One of the fundamental ways I demonstrated this is through pre/post tests. I
learned the importance of similarity in the tests to show where the students began
in their learning cycle and what they grew to achieve by the time the post-test was
administered.

The use of the goals and objectives and their direct correlation with the tests was a
vital way to show that the students did in fact learn what was intended. Also, this
was a way assure that each lesson covered the exact material that matched up with
the lessons goals and objectives. That they were also appropriate which is proven
by the goals being taken directly from the Oregon Content Standards.

I gave numerous leveled reading tests from the Scott Foresman’s Curriculum to
advance students to the next reading level.

The Miscue Analysis offered an opportunity for me to analyze a reader and
determine an appropriate lesson for a student based on their weaknesses and
strengths.

The Test Packet completed for ED 418 gave me an opportunity to examine and
learn about a variety of test question types and their validities.
Analysis:
Assessment, Planning and Instruction is an area where that I feel I have grown
significantly this term. I learned how to write and effective pre-test and how to relate it
directly to the post-test. In addition, I learned that you need to give the assessment under
the same conditions. This happens in order to ensure the validity of the tests.
Plus, I grew in my understanding of the importance of objectives. They centralize
the instruction and hold the teacher accountable to the desired outcomes. Also, when they
are taken directly from the standards, it proves that the content is important and required.
The Scott Foresman tests did teach me a lot about individual test administration.
The Miscue Analysis helped me grow in the knowledge of leveling readers and choosing
appropriate texts for them. The test packet helped me grow in the knowledge of how the
format of test questions affects the learners.
Plan:
One thing I hope to grow in next term is examining the information gathered from
my pre-test to guide lessons. I wrote my lessons before I gave my pre-test and there were
several areas where I made adjustments, but I believe I could have targeted my learners
more appropriately if had given the test sooner. When I do this next term I hope to be
able to gain learning advancements, because of having information about students’
background.
Also, I believe I could and will improve on my instructional strategies to engage
all learners.
Proficiency 5: Classroom Climate Conducive to Learning
Description:
The following are descriptions of evidence towards attaining this proficiency:

The three lessons I created were conducive for my specific classes learning. My
classroom contains numerous students who live a very transitory lifestyle and
change is a difficult experience for them. Therefore, my lessons all follow the
same basic format in order to establish familiarity.

My teacher is GLAD trained and her management techniques align with those
strategies. I have adopted the strategies she uses frequently. For example, the
statement, “Solve your problems” and a gesture that signals the students to pay
attention. These strategies fall directly in line with the classroom rules.

There are three basic rules in the classroom. The first is to show respect. The
second is solving problems, and the third is to make good decisions. These are
directions for the students, but they are also instructions for me. When they see
me following rules, it enforced their importance.
Analysis:
I believe that operating in consistency is one of the most important things I can do
for this specific class to create an environment conducive to learning. For me, this has
started with beginning each lesson or time I begin teaching, by outlining my expectations.
Also, I think it is very important that I view and respond to each student with a positive
encouraging attitude, so the student knows I support him or her as a learner. That is what
I have been trying to do. I feel like I have a lot to learn in creating an environment
conducive to learning. One thing I need to learn is how to bring in creativity without it
being something that is confusing for my students because it is unfamiliar.
The GLAD management techniques have been very useful to me in my teaching
and I do hold some authority with them. However, I do not hold the authority of my
mentor teacher. I want to improve in the amount of trust and respect I have with the
students.
Following the classroom rules is something that I do operate in. I think I need to
find a way to keep the students aware of the importance of the rules.
Plan:
What I have learned so far will impact my future teaching significantly. What I
learned deals with the concept of management techniques. I think an important thing is to
be consistent. The students understand what is expected and the consequences follow the
breaking of rules. Also, consistent patterns of instruction or times of the day that certain
content areas are taught, help children know what to do when, as structured routine helps
children operate successfully.
Proficiency 7: Technology
Description:
The following are descriptions of evidence towards attaining this proficiency:

When I began exploring the Health content for my lesson I did a lot of online
research. I looked at the Oregon Content Standards. This gave me explicit
knowledge of the Oregon Department of Education’s website. In addition, I
searched the Internet sites that offered appropriate language for children in my
content area. I did this so I would use kid language. This helped me take my adult
language and know how to make it fitting for 2nd and 3rd graders.

I used Microsoft Word to create worksheets for two of my lessons as well as for
my pre-test and post-test. I feel very confident in my word processing skills in
relation with classroom needs.

At my school, my teacher has had me make numerous copies and several
transparencies. Learning the program of the specific copy machine at my school
has been very valuable to me.

In ED 421, I learned methods for creating effective overheads as well as effective
Power Point Presentations. In addition, I learned how to create Photo Collages
with images from a variety of sources and brochures. Plus, I learned how to
operate and utilize Google Earth.
Analysis:
The research I did on the Internet was very helping for me and provided me with
explicit knowledge. This was not a time of extreme growth for me. Except I did learn
how to find teaching resources online.
Technology was a substantial help to me when designing my worksheets and
pre/post-tests. The graphic organizers I inserted into Microsoft Word were great assets. I
do need to increase my knowledge and ability of creating graphic organizers within a
Word document. However, I think the documents I have made will increase students’
learning.
In Ed 421, I learned how to create overheads and Power Points; since I was shown
good and bad examples of Power Points I have a better understanding of how create
Power Points effective slides. Also, since I now know how to blend images in a variety of
media, I can produce realistic combinations of images tailored to my students’ needs.
Plus, I can use Google Earth to aid and enhance future geography lessons.
Plan:
I believe technology can be a potent teaching tool to engage students and
stimulate the sensory learning styles. Realistically, it is not something that I see myself
integrating on daily basis, besides through Word documents. I think this because of the
lack of technology-based resources in most elementary schools. However, I do want my
students to learn basic computer skills (typing, research, operation of basic programs). In
addition, I desire to DVDs to engage and enhance learning opportunities. As a teacher, it
is vital that I have a firm understanding of technology, so I can utilize technology and
teach it to my students.