PSU

TEACHER WORK SAMPLE

TEMPLATE
Your First and Last Name:

Chris Vanderbeck

Date Submitted:

11-30-2015

District where you completed

the TWS:

Carl Junction R-1 School District

Name of School Building

where you completed the
TWS:

K-1 School

Content Area of your TWS:

Fine Art

TWS Unit Topic:

Primary Colors

Grade Level of the Classroom

/ Students in Which the TWS
Unit Was Completed:

First Grade

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I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
1. Community:
There were 7,445 people, 2,616 households, and 2,061 families residing in the city during the 2010 census. The population density was 1,358.6 inhabitants
per square mile (524.6/km2). There were 2,769 housing units at an average density of 505.3 per square mile (195.1/km 2). The racial makeup of the city was 93.2%
White, 0.7% African American, 1.5% Native American, 0.9% Asian, 0.1% Pacific Islander, and 0.8% of some other race.
The median age in the city was 34.7 years. 31.4% of residents were under the age of 18; 6.5% were between the ages of 18 and 24; 27.6% were from 25 to
44; 22.8% were from 45 to 64; and 11.6% were 65 years of age or older. The gender makeup of the city was 48.2% male and 51.8% female (2010 census).
As per the 2010 census, the median income for a household in the city was $42,575, and the median income for a family was $47,723. Males had a median
income of $32,583 versus $23,176 for females. About 3.2% of families and 5.1% of the population were below the poverty line, of those individuals below the
poverty line, 41.8% were under 18 years of age and 10.4% were over 65 years of age.
2. District:
Carl Junction R-1 School District is located in Jasper County in Missouri. Carl Junction started as a one room school in 1887. Carl Junction is recognized
as one of the most outstanding school districts in Southwest Missouri. The districts mission statement is:
Carl Junction schools, in partnership with our community, cultivates a vibrant and diverse learning environment that prepares students to be productive
citizens.
Carl Junctions vision statement is:
Carl Junction schools seeks to create a challenging learning environment that empowers our students to be positive community members who have a
sense of understanding and compassion for others along with courage to act on their beliefs.
In 1961, the school consolidated and the district centralized in the middle of the town. Today, the district covers 129 square miles, has roughly 15,000
people located in the district, and 3,250 students enrolled. On average, there are 18 students per classroom. It is the largest employer in Carl Junction. The district
has 450 staff members. Its annual budget is $27.5 million. This includes a pupil spending of $6,121 per year. Carl Junction has an average salary of $44,405
compared to the Missouri average of $48,875. Over 40% of the teachers in the district have a masters degree. Carl Junction has a great reputation for its
academics. In 2015, the Missouri average on the ACT was a score of 21.70. The average Carl Junction students score was 22.10. Carl Junction is also above the
Missouri average in graduation rate with a 89.98% of students graduating (Missouri Comprehensive Data System).
3. School:
The Carl Junction Primary K-1 School has a 2015 enrollment of 467 students. 89.7% of the student population is white. The remaining 10.3% are other
races (Percentages were so small, exact data was not given on Missouri Comprehensive Data System.). 42.3% of the student population in the primary building
receive free and reduced lunches (199 students).
There are 22 classroom teachers in the building; 11 per grade level. There are 39 staff members building-wide. The average student-to-teacher ratio is 16to-1. 42% of staff members at the primary building have advanced degrees, and the average teacher salary is $43, 498.
4. Class:
The class in the teacher work sample is a first grade art specials class. The students range in ages from six to seven years of age. There were a total of 16 students
in the class: six (37%) male students and 10 (63%) female students. Five (31%) students in the class qualify for free lunches. 13 (81%) students are white, two
(13%) are Hispanic, and one (6%) is African American. Two (13%) students have an Individualized Education Plan on file. There are no English language learners
in the class.

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Table 1.1 Class Contextual Information (limited to 1 page)

Grade level First_______ Content area (e.g., mathematics) Art_____________
Topic (e.g., geometry)_____________
Age range of students 6-7 years_______________
Number of male students 6___________
Total number of students 16 students____________
Number of female students 10__________
Percentage of students receiving free lunch 25%______
Percentage of students receiving reduced lunch 6%______________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ______ Rural X______
Ethnicity of students (give numbers)

Language proficiency of students (give

numbers)
Identified special needs categories
represented (give numbers)

______ African American or Black

______ Native American/Alaskan Native
______ Asian or Pacific Islander
16______ Fluent English Proficient
_______ 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

______ Hispanic or Latino

16______ White
______ Other (specify) __________
______ English Language Learners
_______ Speech/Language Impaired
_______ Visually Impaired
_______ Orthopedically Impaired
_______ Emotionally Disturbed
_______ Autism
_______ Mental Retardation
_______Gifted
_______ Developmentally Delayed
2______ Other (Specify)_ADHD_________

Subgroup Selected (describe the group): I chose the identified special needs subgroup. There are two students (12.5%) in the class have
identified special needs as noted in their IEP. The students do not have specific learning disabilities, but they do have attention difficulties
(ADD, ADHD). Both students were boys.
Rationale for Selection: I chose this subgroup because I wanted to learn more about this subgroup. I know I will be teaching many
students with attention difficulties, so it was important for me to learn strategies/techniques to better assist these students.

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
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Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Previously demonstrated
academic performance/
ability:
% Above standard 19%____
% Meets standard 56%____
% Below standard
44%_____
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.

Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.

Specific Descriptions
The class consisted of first graders ranging from 6-7 years old. They have a range of skills and abilities. At this age,
the students are willing to learn and are willing to try to learn new skills I taught. They were capable of doing the
skills asked of them in art class.
The students have had art for one year. Specials classes in Carl Junction do not test or give grades for their
assignments. So, it was difficult for me to give a percentage for their academic performance/ability. We did not have
a grade to give to students. The students had never taken a test in art class prior to this unit. The percentages given
to the left were calculated using the pre-assessment for the unit.

When students entered the classroom, the students are excited and love to come to art. Several students routinely told
me art was their favorite class. Attitudes were something I didnt have to deal with due to the positive nature of the
class. Kids were motivated to come to class and participate in the projects presented each day.

Most of the students have had some type of art instruction prior to this school year (kindergarten) or from an outside
experience. The students in this class were more advanced with their art skills than other first graders. The
community of Carl Junction is known for producing great art students. I think providing opportunities for young
students to experience art (art class) helps to develop a desire and love for art.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
The class is made up of students between 6-7 years old. The students have only had one art class before this year. They have started to learn the basics of art, but
concepts such as the primary colors need to be reinforced. I know the students have been taught this concept in the previous years art class but re-teaching is
necessary.
The students have not been previously tested in an art class. In Missouri, elementary art students are not graded for their work. The students are very capable at

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whatever they are taught, and they seem to be able to retell you what the primary colors in class. However, it will be interesting if they can remember while being
tested.
The students have an emotional tie to the art room. The students in the K-1 building have art class once a week. The students really like art class and enjoy being
able to do these projects.
This community is a very tight knit community, and they really support the arts. I think that it is very important that the students have art class all the way through
school starting with the K-1 building. The students love having their work posted on the walls so that parents can see it. Many of the parents come to the school to
see the artworks that are posted up in the school. The community has a good fine arts background. I learned early on during my lessons, the students had a good art
foundation. I showed a couple famous arts and about 35% of the students told me they had seen some of the artwork before. I believe this background knowledge
and interest in art will help with my teaching.
At this age the students are much more capable than many think. The students need to just be taught such how to use scissors or how to use the primary colors. The
students at this age need to be taught in fun and active ways. One way we taught the kids the primary colors was the art magic show. This is a simple way for them
to be active in class and still learn the primary and even secondary colors. In this activity we used food coloring and mixed the colors for the students to see how
one color affects the other. The students also need to develop their fine motor skills and that is where the use of scissors comes into play. The students need to be
able to develop how to work with small items because at young ages they tend to make or want to work with very large things.

C. Sub- Groups/Students Information

Describe this
subgroup/student
using information
from Table 1.1
SUBGROUP The two IEP students were
capable of completing the
or
tasks but were easily
FOCUS
STUDENT distracted. I would walk
around the classroom to
routinely keep the students
on task to finish the
assignment. With
redirects and proximity,
the students were able to
stay on task or get back on
task.

Why was this

subgroup/student
selected?

What was learned about this subgroup/student?

I chose this subgroup

because I wanted to
learn more about this
subgroup. I know I will
be teaching many
students with attention
difficulties, so it was
important for me to
learn
strategies/techniques to
better assist these
students.

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Intellectual
The IEP students didnt have problems completing the assignments given to them. They
had trouble staying on task but were able to do all the tasks put before them. They were
not limited by their attention difficulties to not be able to do the projects given to them.

Social
Most students were able to choose were they sat in class. This was true for the subgroup
as long as they did not sit beside each other. As long as students were able to control
themselves in the spots they chose, then they were able to stay in that seat during the
length of the class. If students had trouble, I would put them in a specific seat.

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Personal

Intellectual

Social

SUBGROUP
or
FOCUS
STUDENT

Personal

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

In this unit, I will be teaching to all students groups. I feel that all the students are capable of doing and understanding the lessons. I realize I have a few students
with IEPs, but they can still complete the lessons. I feel all the students can be successful with the unit. I will make sure to monitor all lessons and make
modifications for students that might be struggling with any task. Modifications might be cutting with scissors to help the students that cant complete the task. I
have designed each of the lessons for all students and hopefully there should not be many if any modifications needed.

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II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
As first graders, the students had some background knowledge of primary colors. At this age, these are easily forgotten. It is necessary for students to have a firm
understanding of this art concept, and thus, should be covered routinely. My range of objectives is designed to help the students learn the primary colors along with
still building and creating interest in the lessons.

B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Obj.
No.
1
2
3
4

Level(s)
(e.g. Blooms
Taxonomy)

Unit Objectives
Students will identify the use of elements and principles of the art to create an artwork using different media.

Application
Students will identify use of primary colors.

Knowledge
Students will identify works of art from United States.

Knowledge
Students will identify the use of Line, Shape, Colors, and Patterns.

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Analysis

Pre-Assessment:

9/1 - Written assessment

Date

T
R
I

Lesson
Objecti
ve(s)

9/8

T, R

1,2,3

9/15

T, R, I

1,2,3

9/22

T, R

1,2

9/29

T, R

1,2,4

10/6

T, R, I

1,2,4

Lesson

Summative Assessment:

Instructional Activities/
Strategies
Direct instruction, guided practice, video,
class discussion, independent practice
PowerPoint presentation, guided practice,
independent practice
Direct instruction, guided practice,
PowerPoint presentation, independent
practice
Direct instruction, guided practice,
PowerPoint presentation, independent
practice
Direct instruction, guided practice,
independent practice

Formative
Assessment
(formal/informal)

Describe Specific Adaptations/

Differentiation

Informal
Informal
Informal

Informal
Informal

The teacher used a die cut machine to cut out the

letters for students to use for their POW picture.

10/13 - Written assessment

C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
Table 2.1 Instructional Design Unit Plan
T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

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Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
does this
scored and/or the criteria to be
used
this assessment
assessment used for evaluation.
address?
Pre-Assessment
(Diagnostic)

Written assessment

Formative Assessment
- Informal

Checked for understanding

through questioning and walking
among students

The written assessment was chosen

to determine what students
remembered about types of lines and
primary colors.
By observing students through
interactions and participation, I can
judge their understanding of line and
primary colors.

2, 4

Points to 100. Students could complete

the tasks given in the assessment.

1, 2, 3, 4

Student completion of daily projects and

participation in class discussions.

2, 4

Points to 100. Students could complete

the tasks given in the assessment.

Formative Assessment
- Formal
Summative
Assessment

Written assessment

The written assessment was chosen

to determine what students
remembered about types of lines and
primary colors.

Narrative for Instructional Design

II. E.

Why are the lessons sequenced in this

manner?

In this unit, I chose five lessons that all would help to reinforce the learning of the primary colors. I also
wanted to add smaller art concepts and tasks in each of the lessons (glueing, cutting, etc.). The first lesson
plan was called Primary Lines. This required using paint to create five different lines to be created in the
primary colors. The second lesson was called Mouse Paint. In this lesson, I started off by reading a book to
the students. Then, they drew circles to create the mice from the story. The students finish by using the
primary colors. The third lesson was called Pete the Cat. The students utilized the skills learned in the first
two lessons, such as drawing circles and creating different lines, to help create Pete the Cat and his buttons
with the primary colors. In the fourth lesson, called Primary Lion, the students used different aspects of the
previous lessons to create a lion. The students were required to use the primary colors to illustrate their
lions. The final lesson was called POW. In this lesson, the students learned about the American artist Roy
Lichtenstein. The students recreated an iconic comic book action word by using scissors and the primary
colors.

II. F.
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What learning strategies were incorporated

into this unit?

How do the instructional strategies/activities

address the learning objectives for this unit?

There are different learning strategies that are used in this unit. Students used visual-spatial and auditory
styles of learning. The students used the visual-spatial intelligence by watching the teacher demonstrations
on the board and by creating their various projects throughout the unit. The students used the auditory
intelligence by listening to the teacher give directions, as well as finding context clues from the books that
were read. The students are placed at tables of four. They are able to work together, if needed. This gives
students an opportunity to use the interpersonal intelligence.
Students used auditory intelligence to learn about artists through direct instruction from the teacher.
Students used visual-spatial intelligence when completing all the daily projects using the primary colors
and types of line.

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.
How does the unit demonstrate integration of
content across and within content fields?
II. J.
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
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Critical thinking was used in each of the lessons plans for this unit. The students used new concepts that
were learned throughout the lessons, but they also have to recall previous information from projects that
were taught earlier in the year. The students were previously taught how to create different types of lines.
The students were also taught how to create certain shapes, such as circles. This concept was used in these
lessons. New concepts about the use of the primary colors and the introduction of the secondary colors
were also taught. The students recalled information about different lines and shapes. They had to combine
the ideas with the new concepts, then put them together to create new projects. This unit also required
students to utilize problem solving strategies. Students had to figure out where to use certain shapes and
lines to create their lion and Pete the Cat. They also used knowledge gained from PowerPoint presentations
and books.

The teacher read different books incorporating the learning objectives. The books help to spark the
students creativity and prepare them for the daily lesson.
The teacher showed video clips and PowerPoint presentations during direct instruction. Technology was
used to demonstrate famous works of art using line and primary colors.
In this unit, there were other content areas covered, such as math, language, reading, music, and history.
The lessons all have language and reading involved in them. Before each lesson, the teacher read a book to
the students, and they had to comprehend what was read to incorporate into their art projects. Music was
included in a music video about the primary colors. In another lesson, the students had to use math to help
count the buttons for Pete the Cat. Each lesson incorporated a short art history lesson. Famous artists and
works of art that included line and the primary colors were discussed.

The one adaptation made for the entire class was to cut out POW for each student to complete lesson five.

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What specific adaptations or differentiated

activities were used to accommodate
individual learning needs for the identified
sub-groups / students?

A few students had paraprofessional assistance in the room. The paraprofessional assisted with cutting for
those students that needed help with fine motor skills. For students that have special needs, I assisted them
in drawing various lines and creating some of the images that were in the lessons.

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

III. Teaching and Learning
A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1: The first lesson, called Primary Lines, required students to create lines then color with the primary colors. I felt that this was a very effective lesson for
the students to be reintroduced to line and the primary colors. This lesson was to help the students recall prior concepts about line and color. It was designed to
give them confidence moving forward into more advanced lessons.

Day 2: The second lesson, Mouse Paint, asked students to use ideas learned from the first lesson, as well as reviewing how to create circles then combining the
ideas together. The students drew circles to create the mouse, the eyes and nose. Then, they added lines to draw the tail and the whiskers. The students colored
their mice a different primary color. The students showed a lot of progress and retention in what they learned and did very well recalling the colors and the lines
that were used in the mice.

Day 3: In the third lesson, Pete the Cat, the students had to use the skills they learned from the two previous lessons. Again, the students showed great growth
with what was asked of them to create. The students enjoyed this lesson because this was a book that the students love to have read to them. I would say I read
this book at least five times before deciding to try to find a lesson that went along with the book. This was probably the favorite of the unit. The students really
enjoyed this lesson and creating the buttons out of primary colors.

Day 4: Lesson four, Primary Lion, allowed students to create an image that could be shared with parents/guardians. Students drew a lion and colored it with
primary colors on a special sized paper. When completed, the projects are sent to an art website. Parents/guardians then can order the artwork to keep. The
artwork is copied onto t-shirts, mugs, mousepads, etc. It can be a wonderful momento of their students art. I felt the lesson went well. The students enjoyed
working with a Sharpie marker and to use shapes to make different objects. I am also glad to know of the art website to use with future students.
Day 5: The final lesson, POW, was the most advanced lesson of the unit. This lesson had the most activites in it. The students had to decide how to use the
primary colors. They also had to use scissors and glue. Students had to decide how to place the action word POW. The students did not have to cut out the word
POW, but they had to be able to create a cloud shape and the action shape with scissors and glue. I believe this lesson was very successful and challenged the
students. I was happy to have Dr. Runyan be able to watch me teach this lesson to a class and have it be a success.
After I look back at all five of the lessons for this unit, I believe they all challenged the students, and I would use any of them again in future teaching
experiences. With all the lessons, the students showed a lot of enthusiasm and willingness to complete the assignments. I feel like they all were successful.

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B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
The behavior at the Carl Junction Primary K-1 building is very good. The behavior plan works well. The school uses a program called PBS (Positive Behavioral
Support). This system is a continuum of support to help students be successful in the classroom. If they cannot be successful, there is a plan for students to work
through to get help, if needed. One of the steps is to utilize the PBS room. Students that are misbehaving and cannot change their behaviors immediately are sent to
PBS. The students do not want to go to this room. If the teacher needs to send a student to PBS, they push a button and one of the behavioral workers comes to the
room to get the student. In the art room, there are rules posted on the wall to help the students understand what the expectations are for them.
In the classroom, there are some steps that are taken to help ensure the students will behave while creating wonderful art. On the wall, the word ART is posted.
This is a way for the teacher to help keep the students quiet in class. If the students are too loud, the teacher will take a letter off the wall to keep them quiet. At
the beginning of class, the students set on a color-coded rug, or the teacher can set them where they want. Then, when students go to their table to work on a
project, the tables are also color-coded to match the rug. The students sit at the matching table.
The students are explicitly taught how to respect the materials that he/she will use in the classroom. They need to know how to use these as well to not miss use
them. In the K-1 building, the teacher has two preps to get ready to teach during the week. The art teacher will see roughly eight kindergarten and eight first grade
classes a week.
Having good classroom management and control is very important. The teacher needs both to have a good classroom management program. The teacher needs to
keep students on task and be able to complete the assignment while still being able to have time to clean up the classroom for the next class.

C. Student Interaction and Engagement(Strategies for promoting student to student interaction and sudent motivation) (limited to 1 page)
The students were involved in all aspects of this unit. I tried to use materials and activities that the students would like to use. The students, at this age, like to use
paint sticks. The students also like to use sharpie markers, so I utilized one of the materials for one of the lessons. The students also enjoy using scissors and glue
for activities. The students were engaged in all of the lessons because we tried to make a connection to things that they would be interested in. I believe the lesson
that had the most interaction and engagement would have to be Pete the Cat. The students love this story about Pete and all that went along with this lesson. The
students were very engaged and worked hard. They all completed this assignment with no problems at all.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
The student communication was very good for all the lessons. It was a priority for me to make sure that the students knew exactly what I wanted for each
assignment. The students are very good at comprehending and understanding what we are asking of them. The students are good to ask questions if they do not
understand what they are supposed to do. The students also are very good at asking each other about what to do. I don't mind if they ask each other questions as
long as they keep on task but at this age getting off task can be an issue and happen very quickly.

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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?

Overall, the students did a decent job on the assessment. The students were taught the primary colors and line in
kindergarten, so some retention of the assessed material was expected. When the students were given the assessment,
9 of the 15 students scored over 50%. Of the six students that did not score 50% or above, three have never had an art
class before. I believe the students will learn very quickly and do much better on the summative assessment.
The students had difficulties recalling information with both learning objectives 2 & 4.

The scores were low, so I demonstrated the use of line during each lesson. I also incorporated more famous art works
that demonstrated the use of primary colors to help students better recall and understand the learning objectives.
While teaching, I will continually check for understanding and monitor student participation and interaction.

F. Formative Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Are students learning what was
intended they learn?

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Discuss any adaptations based on 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?

The summative assessment results showed that students learned from the lessons that were taught, as well as the
constant review of the concept. After the post-test, 13 of the 15 students scored a 70% or higher. Four students
scored 100%. The two students that did not score 70% improved from their previous score.

Discuss the results in reference to

the learning objectives.

The results showed that the students had learned the differences in types of line and the primary colors. Though not
all students met a score of 80% or above (what I consider mastery), I felt the students had met and had a good
understanding of the learning objectives.

Did all students learn what was

intended they learn? Explain.

Yes. I believe all the students learned what was intended because all scores improved from the pre-assessment to the
summative assessment. Even though there were two scores below 70% on the summative assessment, they improved
their scores dramatically. This improvement between the pre-assessment and summative assessment tell me that the
students have a better understanding of the lesson objectives.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data
Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
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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.
1. Objective 2: Students will identify use of
primary colors.

2. Objective 3: Students will identify works of

art from United States.

Give more than one reason for each of the successes identified.
The students were able to demonstrate understanding of primary colors in each project
completed. As the unit progressed, I gave less and less assistance to students which colors to
use to complete the projects. They also made good improvements from the pre-assessment to
the summative assessment.
After viewing certain works by various artists, the students were able to discuss and recall information
about famous works of art.

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
I would give students more freedom with their use of primary colors. The lessons in this unit were all direct instruction with the students completing the same
project I provided for them. I believe the students would be able to complete their own creative projects the next time I teach this unit.
I would also start by showing students more works of art. Then, I would have the students recreate a famous work of art using the elements and principles of art we
had discussed.

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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.
1. Objective 1: Students will identify the use
This objective was less successful because line is extremely hard to define, and thus assess.
of elements and principles of the art to create
an artwork using different media.

2. Objective 4: Students will identify the use of

Line, Shape, Colors, and Patterns.

I would simplify how students create line and demonstrate for students the different uses of line.
Also, I would use other ways to introduce primary/secondary colors (ex. using food coloring to
produce colors).

Discuss at least TWO things to do differently in the future to improve students performance.
I would incorporate more elements of art into the unit. By incorporating more elements into the unit, students would be introduced to and learn more
important elements that are found in art.
I would not assess creating types of line. There isnt an actual incorrect line. I would be more direct in my instruction of the types of line, but I
would not assess their creation.
TABLE 4.1 Communication Log

Method of
Contact

Date

Person Contacted

8/24/15

Mrs. Helm

Face-to-Face
discussion

Unit ideas/Objectives to cover

Discussion helped define what

direction to take for work sample

9/10/15

Mrs. Helm

Face-to-Face
discussion

Progress of lesson

Positive feedback that lessons were

meeting objectives

10/15/15

Mrs. Helm

Face-to-Face
discussion

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Reason for Contact

Result or Impact on
Instruction

Unit success/improvements

Teacher Work Sample

Discussion helped give feedback on

the success of the unit and possible

Follow Up
(if
necessary)

Date

Person Contacted

Method of
Contact

Reason for Contact

Result or Impact on
Instruction

Follow Up
(if
necessary)

improvements to make it more

successful in the future.

Add rows as needed

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

The communication with the students was adequate. I think I could be a bit clearer at times with my directions, but I feel that the students did very well with all of
my instructions. I think being with these students really helped me moving forward into my time with high school students. I believe it helped me better
communicate with the kids more clearly. Being with the little kids first gave me confidence that I needed to move forward and try to be a good high school teacher
as well. I did not have much parent contact at the K-1 building, but I did get to experience parent teacher conferences my first week at the high school. I found that
to be a worthwhile experience moving forward. It gave me experience speaking to parents about their students successes/challenges in the art classroom.
I feel I have developed good relationships with several of my colleagues at both schools. I have made good friends that I will be able to rely on going into the
future for advice at the K-1 building. I had an amazing time getting to learn from a great teacher in Mrs. Helm. I learned how to handle the little ones from her. She
has wonderful classroom management with the little guys and has a knack of keeping them on task to complete their assignments.
I was also fortunate to have a great teacher in Mrs. Sellers at Carl Junction High School. She is an amazing artist and teacher. I am so glad I got to work with her
and be able to learn how to do certain things that she does in class. I wanted to learn glass work techniques that she teaches in class. Very few high schools have
glass work. It is a very beautiful form of art. The students like the glass aspect of the class. I think they realize how different it is to work with glass. Everyone I
have had the opportunity to work with during this process has been great. I have found this to be a once-in-a-lifetime experience, and something I will remember
forever.

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

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Identify at least TWO aspects of instruction that could be improved.

Explain reasoning.

What specific professional development opportunities/activities will

help to acquire that knowledge or skill?

Aspect 1: After the completion of this unit and putting together this work

Professional Learning Communities with other district art teachers will help me
to develop and utilize rubrics for grading purposes. Also, trainings in informal
and formal assessments would help to build my understanding of collecting and
analyzing data.

sample, I realize I need additional professional development with data

collection/analysis.
While student teaching at the elementary level, I was not required to
grade or give regular assessments to my students. At the K-1 building in Carl
Junction, specials classes do not give grades to students (i.e., art, physical
education, music). As a result, it was difficult for me to give a grade for the
diagnostic and summative assessments the students took for the unit. I struggled
with analyzing the data from the assessments and how they impacted my
teaching. It was clear to me as I completed the work sample, this is an area I
need more professional development with.

Aspect 2: I also struggled with making adaptations and changes in my lessons

to impact different types of students. I understand it will be necessary to make
accommodations for students in my art classroom with an IEP, language plan,
etc. I believe to be a better art teacher for my students, I will need more training
and professional development in differentiated instruction.

Trainings with best strategies and techniques to help differentiate instruction

would be great opportunities to develop this skill. I also believe working with
veteran teachers and specialists will help to build my confidence with
differentiating my instruction.

REFERENCES

Missouri Department of Elementary and Secondary Education, www.dese.mo.gov

U.S. Census Bureau, http://www.census.gov/

APPENDIX A
Carl Junction R-1 School District
Enrollment (2014Pittsburg State University

Teacher Work Sample

15)
Scho
ols

Certif
ed
Staf

Reside
nts

NonRes.

Total

Elementa
ry
Schools

153

1908

1909

Middle
Schools

39

522

522

1
6

77
269

1011
3441

1
2

1012
3443

Jr. High
Schools
High
Schools
Total

Carl Junction Primary K-1

YEAR

2015

DISTRICT
NAME

SCHOOL
NAME

CARL
JUNCTION
R-I

Carl
Junction
Primary
K-1

ENROLLMENT
GRADES K-12

LUNCH
COUNT
FREE
REDUCED

LUNCH
COUNT
FREE
REDUCED
PCT

467

199

42.3

1 (0.2)

5 (1.1)

16 (3.4)

8 (1.7)

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419 (89.7)

17 (3.6)

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1 (0.2)

ENROLLMENT
ASIAN-PACIFIC
ISLANDER

ENROLLMENT
PACIFIC
ISLANDER

ENROLLMENT
MULTIRACIAL

ENROLLMENT
WHITE

ENROLLMENT
INDIAN

ENROLLMENT
HISPANIC

ENROLLMENT
BLACK

ENROLLMENT
ASIAN (Pct)

Carl Junction Primary K-1 Student Demographics (Number/Percentage)

2 (0.4)

First Grade Art Class

Boys

Girls

Free/Redu
ced

Ethnicity

10

16 - White

APPENDIX B

Unit: Primary Colors

Class: K-1
Medium: Painting
Durations: 1 class

Primary Lines
Objectives:
Students will identify the use of elements and
principles of the art to create an artwork using
different media. (Dok4)
Students will identify use of primary colors.
Vis.1.II.1.E (Mo)
Students will identify works of art from United
States. Vis.1.V.1.A (Mo)

Instructional Objective:
Artists and designers shape artistic
investigations, following or breaking with
traditions in pursuit of creative art making
goals.

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Materials: Black crayons, Water colors, red, blue and yellow 8 x 12

construction paper
Elements of Art: Color, Line
Principles of Design: Emphasis, Contrast
Vocabulary: Primary Colors, Secondary Colors, Line, Horizontal
History/Resources:
https://www.youtube.com/watch?v=WzszH9BN_hI
Modifications/Notes: If a student cant draw the lines, the
teacher can help.
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Art Production:
Anticipatory Set
State Objectives
Input (art history, instructions)
Demo Check for Understanding
Guided Practice
Independent
Practice
Closure
1. Have students sit on the carpet and discuss
with them that they will be talking about five
different lines and color. They will discuss how
there are three very special colors called
primary colors: red, blue, and yellow. We will
discuss some images of Roy Lichtenstein, as
well.
2. The student will have to identify the primary
colors and be able to create four types of lines
(straight, thick, thin, and curved) to create the
artwork. The students will also watch a video
on making lines.
3. Next, we will discuss the primary colors and
the secondary colors. Then, we will read the
book that goes with the subject of our
assignment. We will also discuss how Roy
Lichtenstein used simple lines and colors in his
famous works.
4. I will demonstrate to the students how to
use water colors and how to properly use the
paintbrush and paints. I will let students use
the color shakers to mix the colors to show
them how the primary colors mix together.
5. I will then ask certain students what the
primary colors are and check to see if they
understand what is expected.
6. I will show an example of how to draw the
lines as well as how to use water colors and
how to make sure to use the primary colors.
7. The students will be directed to go back to
their seats and draw the four lines and to use

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Teacher Work Sample

own memory to color each of one of the

primary colors and secondary colors.
8. The teacher will walk around the room and
make sure the students are working and using
the correct colors for the project.

Aesthetic Questions:
Is this a good way to learn about Roy
Lichtenstein?
Is this a good way for the students to learn
about different lines?

Art Criticism/Analysis Questions:

what was the biggest challenge of this
project?

Unit: Primary Colors

Grades: 1st
Medium: Paint/Collage
Durations: 2 periods

POW
Objectives:
Students will identify the use of Line, Shape, Colors,
and Patterns. Vis.1.III.2.A (Mo)
Students will identify use of primary colors. Vis.1.II.1.E
(Mo)
Students will identify works of art from United States.

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Materials: Paint stick, Construction paper, 8 x 11 white

paper, scissors
Elements of Art: Color, Shape

Teacher Work Sample

Vis.1.V.1.A (Mo)

Instructional Objective:
Artists and designers shape artistic investigations,
following or breaking with traditions in pursuit of creative
art making goals.

Art Production:
Anticipatory Set
State Objectives
Input (art
history, instructions) Demo Check for
Understanding
Guided Practice
Independent Practice
Closure
1. Start talking about Roy Lichtenstein and some of his
artworks. Then, describe for students how we are going
to make this project using paper, paints and scissors.
2. First, make sure all students have an understanding of
what we are going to do with the project, such as the
paint and how to use the scissors again. Have a white
piece of paper, a paint stick and scissors ready for a
demonstration.
3. Check for understanding that students know how and
what you expect them to do with scissors, and paint stick.
4. As the teacher, show an example of a Lichtenstein
painting. Demonstrate how to cut the white paper into a
cloud shape. Demonstrate how to use the paint stick to
create small dots. Check for understanding. Next, have
the students cut the cloud shape with scissors. Then
have the students fold the next piece of paper into a
hamburger. Next cut the paper into a taco shape and cut
small triangles on three sides. And then put the colors in
an alternating pattern on the white paper.
5. Make sure students know exactly what you want for
the project. Walk amongst students to assist and check
student understanding.
6. Continue to walk around and help students with
project.

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Principles of Design: Emphasis, Contrast

Vocabulary: Collage, Scissors
Art History/Resources:
http://www.lichtensteinfoundation.org/
http://www.theartstory.org/artist-lichtenstein-roy.htm
http://www.moma.org/collection/artists/3542
Modifications/Notes: If any student cant use scissors, the
shapes can be cut out so they can create a collage with
cutting.

Teacher Work Sample

7. Give students the rest of the class period.

8. At the end of class, have the students put the projects
on the drying rack so the students can work on it next
class period. Explain to the students that they will have
the next class period to finish their artwork.

Aesthetic Questions:
Is this a good way to learn about Roy Lichtenstein?
Is this a good way for the students to learn how to
combine mediums?

Art Criticism/Analysis Questions:

What was the biggest challenge of this project?

APPENDIX C
Pre-Assessment and Summative Line and Primary Color Assessment
Name: _______________________________

Straight Line

Curved Line

Thick Line

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Thin Line

3 Primary Colors

Pre-Assessment and Summative Line and Primary Color Assessment

Scoring Key
Name: _______________________________

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Straight Line

Or something similar
Curved Line

Or something similar
Thick Line

Or something similar
Thin Line

Or something similar

3 Primary Colors

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Pre-Assessment Data
Students

Pre-Assessment Results

#1 - Male

57%

#2 - Male

42%

#3 - Female

42%

#4 - Male

71%

#5 - Female

57%

#6 - Male

43%

#8 - Female

71%

#9 - Female

29%

#10 - Female

71%

#11 - Male

43%

#12 - Female

57%

#13 - Male

29%

#14 - Female

57%

#15 - Female

57%

#16 - Female

71%

Mean

53%

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Median

57%

Mode

57%

Range

42%

Summative Assessment Data

Students

Post-Assessment Results

#1 - Male

85%

#2 - Male

85%

#3 - Female

71%

#4 - Male

100%

#5 - Female

100%

#6 - Male

71%

#8 - Female

71%

#9 - Female

71%

#10 - Female

86%

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#11 - Male

57%

#12 - Female

100%

#13 - Male

57%

#14 - Female

86%

#15 - Female

100%

#16 - Female

100%

Mean

83%

Median

85%

Mode

100%

Range

43%

Pre-Assessment & Summative Assessment Results

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