1. Work Sample Seminar Special Educator Program- Elementary and Secondary
4/24/2017
Work Sample Seminar Special Educator Program- Elementary and Secondary
Portland State University
Week 8
Materials needed, week 8:
Survey – End of Program
Information re: submitting work sample
Sample presentation feedback form
Work Sample Seminar

2. Academic Practicum Seminar
4/24/2017
Agenda – Week 8
Welcome & burning questions
Syllabus check
Share: Work Sample Lesson Plans
Content:
Final reflections, & putting the work sample together
Work Sample Final Presentations
Individual meetings with instructor(s)
Academic Practicum Seminar

3. Academic Practicum Seminar
Burning Questions
Academic Practicum Seminar

4. Academic Practicum Seminar
Syllabus Check
What’s due this week?
Teach Work sample!
Observation & Video of WS Lesson
Daily graphs and reflections!
What’s due next week?
Academic Practicum Seminar

5. Submitting Work Sample
Candidates are expected to turn in their work samples by 4:45 PM, Wednesday, May 28
Teacher candidates can turn them into supervisors directly OR
Turn it into the front desk in 204 ED before class
Academic Practicum Seminar

6. Submitting Work Sample
Supervisors are expected to score the work samples and return them to candidates no later than Wednesday, June 4
Candidates are expected to make revisions and resubmit the work sample to supervisors to be rescored by Wednesday, June, 11
minor revisions can be submitted and evaluated electronically
major revisions should be resubmitted in hard copy (supervisors should specify which they want to see from candidates)
Academic Practicum Seminar

7. Notebook Check Context Goals & Objectives Instructional Plans
Part I (W. S. Intro)
Part II (IEP Case Study)
Screening test & data summary
Goals & Objectives
Unit Goals & Objectives (Focus)
Instructional Plans
Unit Plan
Daily Lesson Plan
Materials
Daily Reflections
Data on Learning Gains
Pretests & Post-tests & data summary
Daily Data Sheets
Interpretation of Learning Gains
WILG Charts for each student
Uses of Data
Final Reflection
Rubric

8. Share: Group by content area:
students working with AAC devices,
reading comprehension/writing;
vocabulary;
multisyllabic word reading,
advanced phonics elements;
early phonics & phonemic awareness
With partner’s triads: review your binder share how things are going so far …
Use the Work Sample Rubric to give feedback on lesson plans & reflections

9. Final Reflections & Putting it All Together
Work Sample Seminar

10. Student Learning Gains Report–SPED
Data Driven Decision Making: fill out this form & turn in with your work sample
Student Learning Gains Report–SPED
F / W, 20__
Explanation
One of the purposes of the work sample is to show that teaching can make an impact on student learning. Our state and national accreditors ask us for evidence of the positive impact you have on the students you teach. We are asking your cooperation in gathering this evidence. The information you share will in no way affect your grade or field experience evaluation. Nor will it affect the evaluation of your supervisor or cohort leader. Similarly, it is not necessary to identify yourself or the students you taught. We will report the overall effect of work sample instruction on preK-12 students as group data. Please fill in all information as accurately as you can.
Thank you. We will not only look at pre and post-assessment scores to assess the impact of instruction on student learning, but also on supervisor evaluations of work samples.

11. Uses of Data
Your final reflection will go in the “Uses of Data” section of your work sample
Prepare to do a quick-write
Get out
Your laptop or a sheet of paper
Work Sample Rubric
Open a word document, title it “Uses of Data: Final Work Sample Reflection”
Prepare to write and share out for each of the sections

12. To meet criteria, the final reflection must
discuss unexpected events and outcomes,
use analysis of the instructional data to thoughtfully discuss successes and challenges over course of work sample teaching,
include recommendations for future generalization when simple acquisition has been attained,
identify additional environments (e.g., other classes, home, community, etc.) and new applications for using newly acquired skills/knowledge,
identify implications and recommendations for instruction after the work sample,
include reflection of self as an educator, and
describe professional growth and key learning during the overall experience.

13. Presentation of work sample binder
To meet criteria, the work sample binder must:
be organized with title page and dividers for each of the specified sections,
include a table of contents,
have correct spelling, punctuation and grammar throughout,
be typed or written neatly,
be legible when handwritten notes/charts are included,
have adequate margins on all four sides of page.

14. Work Sample Presentations
Academic Practicum Seminar

15. Work Sample Seminar Presentations
Step 1: Choose format for presenting (power point)
Step 2: Prioritize content for time allotted (info on next slide)
Step 3: Make visuals accessible to all (large font)
Step 4: Prepare video clip for easy access during presentation (DVD’s work best in hi tech room
computers)
Step 4: Practice and time yourself (10 minute presentations followed by 3 – 5 minutes of Q & A while the next presenter sets up)
Presentations will occur simultaneously in three different classrooms.

16. Introduction/context (1 minute) Unit goal with Rationale (1 minute)
Show’s data in rationale
Logical link from data on students’ needs to objective
Lesson Plan (1 minute)
Does the lesson relate to the objective
Does the lesson indicate appropriate modeling prompting or checking?
Video (3 minutes)
What effective instructional techniques are utilized?
Data and Decisions (2 minutes)
Do the data reflect student growth?
Were decisions about instruction based on data?
Final Reflection (2 minutes)
Thoughtful articulation of what you learned
Thoughtful discussion of successes and challenges
Professional presentation
Good eye contact
Keeps to the time limit
Visuals and overheads are easy to read
Good voice: volume and inflection

17. Introduction/context (1 minute) Unit goal with Rationale (1 minute)
Show’s data in rationale
Logical link from data on students’ needs to objective
Lesson Plan (1 minute)
Does the lesson relate to the objective
Does the lesson indicate appropriate modeling prompting or checking?
Video (3 minutes)
What effective instructional techniques are utilized?
Work Sample Seminar

18. Data and Decisions (2 minutes)
Do the data reflect student growth?
Were decisions about instruction based on data?
Final Reflection (2 minutes)
Thoughtful articulation of what you learned
Thoughtful discussion of successes and challenges
Professional presentation
Good eye contact
Keeps to the time limit
Visuals and overheads are easy to read
Good voice: volume and inflection

19. Handy Handouts & Presentation Pointers:
Less is more (fewer words hitting big ideas)
Using bullets facilitates ease of reading
Pictures/visuals can add flavor and help with understanding
Big idea

20. PowerPointers Include a title slide
Informative
Include names and affiliations of all presenters
Have an “advanced organizer slide” that previews what you will share
Use large fonts (36 font +) so audience can read information
Bullet key points on slide – expand upon in your presentation
Conclude with your overall findings

21. Syllabus Check
Finish Teaching Work Sample Unit & place daily work sample graphs and reflections in binder
Formal Observation 3
Finalize work sample binder!
Submit completed work sample binders (to supervisor)
Practicum checklist (to instructor/cohort leader)
Practice Presentation

22. FOCUS ON THE GOAL

23. Presentation Practice
Identify a technology team leader in each group
Go to your room and practice
Getting the in-focus projector running
Pulling up your video on the machine
Hooking your laptop up/pulling information from your jump drive
If technology fails, do what any teacher would do – do the presentation the best you can.
I will come around to each team to help

24. Wrap up & Reflection
What has felt most supportive to you in terms of class time?
What suggestions do you have?
What questions do you have?
Work Sample Seminar