Teaching Processes, TWS Standards, & Indicators

Angel Brownlow

Mississippi Valley State University

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ED507-EO1 Dimensions Learning/Internship

Table of Contents

Contextual Factors ———————————————————————— 2

Community, District and School Factors ————————————————–3

Classroom Factors —————————————————————————–4

Students Characteristics ———————————————————————–5

Instruction Implications ———————————————————————–6

Mississippi Valley State University

Teacher Work Sample

Teacher Process One

Teaching Processes, TWS Standards, & Indicators Greenwood-Leflore Consolidated School District in Mississippi  (ONLY DO TP 2, TP.3) TP 1.  Contextual Factors TWS Standard:  The teacher uses inform 1

TWS Standard

The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.

Community, District, and school Factors:

Greenwood, Mississippi, is located in the Mississippi Delta Region. Many people are familiar with Greenwood because it was the center of the cotton industry in Mississippi years ago. The city is located east of west of Grenada, Mississippi, and northwest of Jackson, Mississippi. The Greenwood-Leflore Consolidated School District serves both the Greenwood city students as well as the Leflore county students. The Greenwood Public School and Leflore County School District officially merged on July 1, 2019.The Greenwood Consolidated School has a student population of almost 4,800 and comprised of fourteen (14) schools- seven elementary schools; two middle/junior high schools, three high schools; and two alternative schools. This district has two Career and Technical Education canters.

The population within the city of Greenwood as of 2019 was approximately 16, 152. The racial demographics within the city are 26.6% white, 71.4% black, and a mixture of other racial backgrounds make up the remaining 2%. The school district includes 4,716 as of October 2019. The community worked collaboratively to make students’ graduation in May 2020 a success. With input from students, parents, school and community leaders, everyone came together to ensure the students were recognized in lieu of a traditional graduation ceremony. The atmosphere within the district is family oriented, so everyone is familiar with the students and their families within the community. There are various businesses, which stimulate the city’s economy such as the Greenwood-Leflore Hospital, shopping centers, factories, and the Hotels.

Threadgill Elementary follows the MDE Common Core standards for Language Arts, Mathematics, Science, and Social Studies which are separated by grades. Threadgill Elementary School has a total of 502 students grade 2-6 with student-teacher radio of 17 to 1. According to test scores, 31% of students are at least proficient in math and 18% in reading. There are specific books and curriculums aligned for Reading, Math, Science, Social Studies, Spelling and Handwriting. The curriculums are a combination of school and district mandates. These required curriculums, books, and standards impact many of the day to day routines within the classroom. There is a specific block of time that is to be spent working on each subject throughout the day. For example, teachers should be spending 190 minutes on Reading and Writing at a minimum each day. Journeys, the standard Basic use at Threadgill Elementary includes guided level readers for each week. The Daily Five, a management piece within the reading and language arts block and Imagine Learning, a language arts program which provides experiences with listening, speaking, and reading on a computer are both school mandated programs. There are also many resources available for small groups of re-teaching, gifted and talented programs, special education, guidance and counseling, and before and after clubs. This gives students an opportunity to learn and be taught to their abilities, whether that means being challenged or given extra assistance.

Classroom Factors

The classroom environment in which I am teaching the instructional sequence is very accommodating for delivering material to students and for assessing student progress. There is a total of twenty-four student desks, one teacher desk and desk computer. The room is easy to move around in, and students are desk are arranged in rows of four with four desks that are placed in the middle of the classroom. In the front of the class, you have a Promethean Board with white boards on either side. This is the area where rules and expectations are posted for the students to see.

The classroom rules and routines are considerably basic and easy to follow which makes it easier on students and on the teacher. Students have a basic set of about five rules to follow: Raise your hand to speak, be respectful of yourself and of others around you, keep your hands to yourself in the classroom unless otherwise instructed, come to class prepared and ready to learn, and have a positive attitude. This factor impacts teaching and learning because if you have a good set of classroom rules, your classroom is more likely to be successful. Physical arrangements in the classroom, as mentioned previously, are very accommodating for student needs and teacher needs.

Characteristic of Students

In my fifth-grade classroom there are twenty-two students, eleven female and twelve males. There are Nineteen African American and three Caucasian students. There are five students who are below grade level in one or more subjects, threes students that are above grade level in one or more subjects, and eight students who are on grade level in one or more subjects. Out of the twenty-two students in my class, there are two special education students. This makes instruction within my classroom very widespread. It is important to build each lesson to fit each and every one of my students. This means that I need to find ways to challenge those students who are above grade level, assist students who are struggling, and eliminate confusion and help each student to grow in all ways.

When designing a lesson, the students must always be in mind. Because many classrooms include students of varying performance levels, it is essential for teachers to tailor their lessons to meet the individual needs of students. This can be accomplished by differentiating instruction, building students’ ability to self-monitor, and providing remediation and enrichment opportunities for students throughout each lesson. Some students have learning disabilities, so there should be a list of accommodations from the students’ Individualized Education Plan (IBP) to ensure they are receiving equitable instruction. Other students may not have a learning disability, but they are not a fast learner. Therefore, teachers must remember to scaffold the instructional information. In addition, some students learn information through a variety of modalities: kinesthetic (moving), tactile (touching), auditory (listening), and visual (seeing). By keeping this in mind, teachers could implement activities throughout each lesson to meet these individual learner’s needs, and the assessments could be given in various modalities, also. Assessments should be developed first based on the specific learning objectives for each lesson.

Instructional Implications

Since the school has such low-test scores, it is important for teachers to understand the importance of remediation, support, and relationship building. Many students come from families who are in poverty do not receive assistance with homework, lack nutrition, and they sometimes fall behind academically as a result These factors are important indicators for teachers to address from day one, so they can attempt to close the learning gaps that may exist within the school. Additionally,

Students who are consistently disruptive throughout the instructional time can negatively impact themselves and their peers. This distracts those who are listening to the teacher and engaging in discussions, and in many cases, it negatively impacts students’ grades. This can be problematic when it is time to give an assessment because students were not adequately prepared to test. These things must be considered when planning a lesson to prevent students from being disruptive. When teachers integrate fun and engaging activities within their lessons, they are less likely to deal with disruptive students. Furthermore, they would be addressing the various learning styles, which could positively impact students’ assessment scores.

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