Teaching Standards and Rationale

Standard# 1 Learner Development: The teacher understands how students learn and
develop, recognizing that patterns of learning and development vary individually within and
across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.

Paraphrased: The teacher understands differences in learning in both pace and process
and differentiates instruction to meet the needs of all learners.

1(b) Creates developmentally appropriate instruction that takes into account individual learners’
strengths, interests and needs and that enables each learner to advance and accelerate his/her
learning.

1(i) Is committed to using learners’ strengths as a basis for growth, and their misconceptions as
opportunities for learning.

Rationale: In all 6 lessons of this teacher work sample l, I used what I already know about
my students and their strengths to develop learning experiences that challenged each
student individually. The worksheets were differentiated. I knew that several of my
students were not as confident with their math ability and would benefit from the re-
teaching worksheet. Students who struggled were still able to practice at their level. I also
took into account students who learn quickly and need more of a challenge. They had an
enrichment to work on. I am aware that students learn in different ways so I included
multiple means of representation. Students had hands-on practice, videos, and several
visuals including graphic organizers. I checked in with several students who have a hard
time staying on task to ensure that they were able to be successful. I provided various
opportunities for students to work with their classmates. Most of the opening activities
involved either partner work or group work and facilitated discussion. Students were able
to learn from their classmates and gain a deeper understanding. Those students were
strong in math were able to practice the content while helping other students. In addition,
I created focus groups to target groups of students that needed extra help

Throughout the unit, I tried to focus on student strengths. I consistently tied new concepts
back to previous lessons and to students’ prior knowledge. When students demonstrated a
misconception, I used it as an opportunity to create a deeper understanding of the content.
In several lessons, students made some mistakes during the guided practice. I asked other
students to explain why the answer was incorrect. This helped students to think more
deeply about the content and also helped the student with the misconception understand
their mistake. Often, the student did not make the same mistake on another problem
because they realized their misconception.
 Standard# 2 Learning Differences: The teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning environments that
allow each learner to reach his/her full potential.

The teacher understands the different needs of individual students and adapts lessons to
meet the needs of all learners.

2 (c) Designs instruction to build on learners’ prior knowledge and experiences, allowing
learners to accelerate as they demonstrate their understandings.

2 (g) Understands and identifies differences in approaches to learning and performance and
knows how to design instruction that uses each student's strengths to promote growth

Rationale: I used the results from the pre-assessment to determine the prior knowledge
that the students had about polygons. I used what they already knew about shapes and
polygons to supplement lessons and included hands-on activities that the students
requested in the pre-assessment. I originally planned to have a full lesson on angles but all
students demonstrated a prior understanding of the concept. Therefore, I provided a quick
review and built off of what they already knew when introducing triangles. In all of the
lessons, I made sure to include information to alleviate misconceptions that showed up in
the pre-assessment. Many students had the misconception that a square is the same as a
rectangle. When I taught students about quadrilaterals I made sure to point out that a
square has 4 equal sides and a rectangle does not which makes the shapes different.

There was one student who did well with one of the learning goals on the pre-assessment. I
made sure to have enrichment opportunities for her throughout the unit. I have several
students who like to learn by doing hands-on activities and some who prefer to listen to a
description or watch a video. I provided opportunities for different methods of learning in
each lesson. In addition, I allowed the riddles to be done in a creative way. This was
primarily for one student who likes to write poems to present her knowledge.
 Standard #3 Learning Environments: The teacher works with learners to create
environments that support individual and collaborative learning, encouraging positive social
interaction, active engagement in learning, and self- motivation.

Paraphrased: The teacher uses positive classroom management strategies and encourages
student participation. The teacher creates a safe learning environment so that all students
are engaged in the lesson and feel valued.

3 (d)Manages the learning environment to actively and equitably engage learners by organizing,
allocating, and coordinating the resources of time, space, and learners’ attention.

3 (o) Values the role of learners in promoting each other’s learning and recognizes the
importance of peer relationships in establishing a climate of learning.
3 (p) Is committed to supporting learners as they participate in decision making, engage in
exploration and invention, work collaboratively and independently, and engage in purposeful
learning.

3 (q) Seeks to foster respectful communication among all members of the learning community.

Rationale: I created several opportunities to check in with students as a group and

individually. The lessons were structured so that there was direct instruction and plenty of
opportunities to check in with students individually. During lesson 3 in particular, I gave
students a 1 on 1 opportunity to demonstrate their understanding. Students all had a
chance to participate during discussions and I tried to call on each student at least once in
every lesson. I made myself available throughout the lesson for questions and I consistently
checked in with students. Three of the lessons used the traffic light self-assessment which
allowed students to see how they were doing with the lesson. This also guided my decisions
on who to work with during independent practice. Students remained engaged through
whole group participation and hands-on activities. Students worked with partners in
almost every lesson at least once. They learned to discuss and share their ideas with one
another to deepen their understanding of the content. I consistently reminded of how to
work cooperatively with one another, making sure that everyone in the group contributed
and being open to each other’s ideas. 2 forms of peer feedback were used throughout the
unit. The first one was a rubric peer assessment and the second allowed students the
opportunity to give feedback on each other’s riddles using 2 stars and a wish. This
feedback helped students to expand each other’s learning.
Standard #4 Content Knowledge: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that
make these aspects of the discipline accessible and meaningful for learners.

Paraphrased: The teacher knows the subject matter well and understands how to build
conceptual understanding for students. The teacher plans lessons that involve meaningful
activities in which students make their own discoveries and develop a deeper understanding
of the concept.

4 (k) Understands common misconceptions in learning the discipline and how to guide learners
to accurate conceptual understanding.

4 (l) Knows and uses the academic language of the discipline and knows how to make it
accessible to learners.

Rationale: In every lesson, I brainstormed possible misconceptions and addressed them

early on in my instruction. In lessons 4 and 5, I expected that students would be confused
by the comparison of a trapezoid and a parallelogram. I made sure to specifically point out
the difference because I felt that the video description made it confusing. I also made sure
to provide examples of each polygon that was not the standard shape students were used to
looking at. For example, I used a right trapezoid to demonstrate that not all trapezoids
have 2 acute and 2 obtuse angles.

I also knew that the number of geometric terms would be intimidating for students, so I
created a vocabulary wall on the bulletin board to remind students of the terms that we
had discussed. Some of the vocabulary in the unit was challenging but I consistently used
robust academic vocabulary to expose my students to the terms. For example, I used the
word “attribute” during every lesson, and although I had to remind students what it meant
every time, by the end of the unit they were able to answer questions about a shapes
attributes without asking me the definition.
Standard #5 Innovative Applications of Content: The teacher understands how to
connect concepts and use differing perspectives to engage learners in critical/creative thinking
and collaborative problem solving related to authentic local and global issues.

The teacher links new information to other concepts and content areas. The teacher
encourages students to think critically about global issues related to the content and apply
their learning.

5 (h) Develops and implements supports for learner literacy development across content areas

5 (l) Understands how to use digital and interactive technologies for efficiently and effectively
achieving specific learning goals

Rationale: I tried to meet this standard using a reading that connected math with social
studies. I asked students to read an article about the construction of the Pentagon and pull
information out to create a drawing. This was supposed to promote literacy development.
My students struggled with this and needed a lot of scaffolding which eventually resulted in
my telling them what information to use from the article. I think that this standard would
have been more successful if I had used a different article or provided students with
guiding questions to get the information. I also think that I could have made this task more
rigorous by allowing students to explore several polygons in that are used in buildings. I
should have asked students to do their own research and create a building. I think that this
would have met the standard much better and would have been more successful. It also
would allow for students to work at their level of understanding.
 Standard #6 Assessment: The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to document learner progress, and to guide
the teacher’s on-going planning and instruction.
The teacher uses a combination of assessments (including formative, self, peer and
summative) to check for student understanding and inform future lessons.

6 (g) Effectively uses multiple and appropriate types of assessment data to identify each
student’s learning needs and to develop differentiated learning experiences

6(c) Works independently and collaboratively to examine test and other performance data to
understand each learner’s progress and to guide planning.

6 (l) Knows how to analyze assessment data to understand patterns and gaps in learning, to guide
planning and instruction, and to provide meaningful feedback to all learners.

Rationale: I began the unit with a pre-assessment to determine the strengths and needs of
my students. I used this data to plan engaging lessons and to build off of student’s prior
knowledge. I noticed that many students wanted videos so I included extra videos in
addition to the required Envisions learning bridge videos. I used multiple formative
assessments to continually check for understanding throughout every lesson. Each lesson
contained an informal formative assessment right after the opening problem so that I could
determine which students would need assistance throughout the lesson. Each formative
assessment was slightly different to keep things interesting for students. Some were simple
observations of a hands-on activity and some involved student explanations. I included
technology for the formative assessment in lesson 6.
In the middle of the unit, I gave another assessment to gauge students understanding. This
guided my plans for the focus groups and for the rest of the unit. I determined that
students needed more practice with regular and irregular polygons. As a result, one of my
focus groups was geared towards that concept and I kept referring back to regular and
irregular polygons in my instruction. Students also used a traffic light self-assessment in
several lessons. This guided who I worked with and informed students about which
worksheet they should try for the independent practice. The summative assessment was
used to demonstrate growth. The analysis of student learning demonstrates that I
understand how to record assessment data and use the information to inform my
instruction.
Standard #7 Planning for Instruction: The teacher draws upon knowledge of content
areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that
supports every student in meeting rigorous learning goals.

Paraphrased: The teacher uses knowledge of student abilities and contextual factors to
plan lessons in which every student can be challenged appropriately.

7 (c) Develops appropriate sequencing of learning experiences and provides multiple ways to
demonstrate knowledge and skill.

7 (d) Plans for instruction based on formative and summative assessment data, prior learner
knowledge, and learner interest

7 (f) Evaluates plans in relation to short-and long-range goals and systematically adjusts plans to
meet each student’s learning needs and enhance learning.

Rationale: Before starting this unit, I wanted to get an idea of what students already knew
about polygons in order to plan my instruction appropriately. I looked at NWEA data and
noticed that the scores were not consistent in geometry. Some students did fine with it and
other students struggled. Knowing this, and having known my students for several
months, I planned leveled worksheets for each student to be challenged appropriately.
When I analyzed the pre-assessment results I determined that my plan for differentiation
was on track with what students needed. Throughout the lessons, I provided different
ways for students to learn because I know that my students prefer a variety of activities. I
included videos and hands-on activities because my students stated that these practices
would be helpful to them. Finally, I made sure to go over vocabulary. I know that many of
my students do not have an extensive vocabulary and I did not want that to be a barrier to
meeting the learning targets.
After the first 3 lessons, I reevaluated my plans because I noticed that several students
needed more practice. I also started adding math work in the morning when I noticed that
students needed more instruction. Most students stated on the post- assessment that the
extra math in the morning was helpful for them and I think that it improved their learning.
Standard #8 Instructional Strategies: The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content areas and
their connections, and to build skills to access and appropriately apply information

Paraphrased: The teacher instructs in a variety of ways and uses multiple forms of
representation throughout the lesson. The teacher plans different activities for students to
learn from and provides opportunities for students to apply their knowledge.

8 (b) Continuously monitors student learning, engages learners in assessing their progress, and
adjusts instruction in response to student learning needs.

8 (d) Varies his or her role in the instructional process (e.g., instructor, facilitator, coach,
audience) in relation to the content and purposes of instruction and the needs of learners.

8 (h) Uses a variety of instructional strategies to support and expand learners' communication
through speaking, listening, reading, writing, and other modes.

Rationale: Each lesson was structured in a way that students were gradually released to
work with the content on their own. The initial instruction was woven into the opening
problem to give students a chance to problem solve. I facilitated the discussion and
provided direct instruction when necessary. I provided many check- in opportunities
during each lesson to make sure students were understanding the content and to assist
those students who were struggling. I planned a small formative assessment after each
opening problem to determine which students were on track to succeed with the rest of the
lesson. The videos were implemented in the middle of each lesson to reinforce the concept
before students moved on to practicing with the content. This helped students to gradually
learn the concept. It also provided a different explanation for students who did not
understand the opening problem and discussion. Guided practice was an opportunity for
students to practice the skill with my assistance before the independent practice. Students
also self- assessed in several of the lessons. This helped students to monitor their progress
and determine what they needed to work on. In every lesson students had the opportunity
to practice speaking and listening skills during discussion.
Students had the opportunity to practice reading with the Pentagon activity. There were
several times in this unit where I asked students to communicate their thinking through
writing. The peer assessment in lesson 2 and the riddle creations demonstrate this skill. In
addition, some of the questions on the pre-and summative assessments asked students to
explain their thinking.
Standard #9 Reflection and Continuous Growth: The teacher is a reflective
practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of
his/her choices and actions on others (students, families, and other professionals in the learning
community), and adapts practice to meet the needs of each learner.

Paraphrased: The teacher reflects on his/her work and makes revisions based on feedback
from others. The teacher considers many possible ways to present a lesson and changes the
plan according to individual student needs.

9 (b) Engages in meaningful and appropriate professional learning experiences aligned with
his/her own needs and the needs of the learners, school, and system.

9 (d) Actively seeks professional, community, and technological resources, within and outside
the school, as supports for analysis, reflection, and problem-solving.

Rationale: I understand the importance of being a reflective practitioner. As

demonstrated in my lesson plans, I reflected after each lesson. I thought about the
successes and the steps necessary to help students succeed with the unit. This is
particularly evident in lesson 5, and the instructional decision making. The lesson did not
go well so I collaborated with my mentor teacher and we came up with a plan to re-teach
the lesson to students in a different way. This re-teaching helped to meet the needs of all of
my students. I also collaborated with adults and used resources outside of school to create
interdisciplinary opportunities for my students during this unit. I attended an Ed-camp
and requested a session on interdisciplinary learning so that I could get ideas for my unit. I
took the idea of using polygon riddles partly from this discussion.
I also reflected on and used feedback from my students. In the middle of the unit, I asked
students what was helpful for them and what was not based on the 3 lessons that I had
taught already. I used these answers to plan future lessons and to determine what practices
to continue. For example, I kept using hands-on practice and anchor charts because
students expressed that these practices were helpful.
My reflection is also evident in my video self -analysis. I watched myself teach and made
notes as to where I could improve my instruction. I was more aware of using positive
reinforcement after the video analysis and I tried to ask deeper, more thought- provoking
questions.
Standard #10 Collaboration: The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure learner growth, and to
advance the profession.

Paraphrased: The teacher collaborates with students, families, and other teachers and
staff to promote student learning.

10 (d) Works collaboratively with learners and their families to establish mutual expectations
and ongoing communication to support learner development and achievement.

10 (n) Knows how to work with other adults and has developed skills in collaborative interaction
appropriate for both face-to-face and virtual contexts.

Rationale: At the beginning of this teacher work sample I sent home a letter to families
letting them know what we were learning about. It is important for parents to be involved
in their child’s education. I provided an activity and some links on the bottom of the letter
for parents to reinforce the concept with their child if they chose to. Throughout this unit,
I collaborated with my mentor teacher to build lessons that students would benefit from.
These examples demonstrate that I know the importance of collaboration and I consistently
work with many individuals to make decisions that will help my students to be successful.
ISTE Standards for Teachers
11.2 Design and develop digital age learning experiences and assessments:
Teachers design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tools and resources to maximize content learning in context and to
develop the knowledge, skills, and attitudes identified in the Standards•S

Paraphrased: The teacher uses technology to enhance the learning experience for students
and engages students with modern technology.

c. Communicate relevant information and ideas effectively to students, parents, and peers using a
variety of digital age media and formats
d. Provide students with multiple and varied formative and summative assessments aligned with
content and technology standards, and use resulting data to inform learning and teaching
Rationale: From the beginning of the unit many forms of technology were included. I
began the unit with a pre-assessment using Google Forms. This allowed me to easily
analyze patterns in students answers and gave students an opportunity to practice with
technology. I used videos in almost every lesson to help reinforce the concepts for students.
I also used the document camera in lesson 2 to allow students to share their thinking with
peers. For lesson 6 students used nearpod to complete a formative assessment. Again, this
allowed students to experiment with a new type of technology.

11.3. Model digital age work and learning: Teachers exhibit knowledge, skills, and
work processes representative of an innovative professional in a global and digital society.

Paraphrased: The teacher demonstrates an understanding of appropriate use of

technology in the classroom

d. Model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning

Rationale: I found a variety of opportunities to model technology for my students

throughout the unit. Students did their pre-and summative assessments on Google Forms.
I also modeled Nearpod for students. The Nearpod activity gave students the opportunity
to write or draw their answer, thereby allowing all students a chance to be successful.
Students navigated the ck12 website to read about the Pentagon. This gave students
practice reading an article from the internet, which is an important skill to have in today’s
digital society. Ideally, students would have been able to watch the accompanying video on
the website but the school cipa filter blocked it because the video was from YouTube.