Your First and Last Name: John Metcalf

Date Submitted: 4/30/18

District where you completed

Galena USD #499
the TWS:

Name of School Building

where you completed the Galena High School

TWS:

Content Area of your TWS: Physical Education

TWS Unit Topic: Running

Grade Level of the

Classroom / Students in
6th grade
Which the TWS Unit Was
Completed:

Pittsburg State University Teacher Work Sample 1

I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)

Galena is a city in Cherokee County, Kansas. As of the 2010 census, the city population was 3,022. The median income
is 38.6 K a year. Unemployment rate is 5.7%. Galena has its own police department with 10 full time officers, 5 part
time officers and 6 dispatch personnel.

Galena has 5 schools in the USD #499. They have a head start school with 34 students enrolled, galena middle school
with 211 enrolled, galena high school with 231 enrolled, spring grove with 207 enrolled, and liberty elementary with
169 enrolled.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level __6th_____ Content area (e.g., mathematics) ____P.E._________ Topic (e.g., geometry)____running_________
Age range of students ____12-13___________ Number of male students _____8______
Total number of students ____14________ Number of female students _____6_____
Percentage of students receiving free lunch __________ Percentage of students receiving reduced lunch______________
[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) ____1__ African American or Black ______ Hispanic or Latino
______ Native American/Alaskan Native ____13__ White
______ Asian or Pacific Islander ______ Other (specify) __________

Pittsburg State University Teacher Work Sample 2

 Language proficiency of students (give
numbers)
Identified special needs categories
represented (give numbers)
_______ At risk for developmental disabilities
Subgroup Selected (describe the group) :
____14__ Fluent English Proficient ______ English Language Learners
_______ Specific Learning Disability _______ Speech/Language Impaired
_______ Hard of Hearing _______ Visually Impaired
_______ Deaf _______ Orthopedically Impaired
_______ Deaf-Blind _______ Emotionally Disturbed
_______ Other Health Impaired _______ Autism
_______ Multiple Disabilities _______ Mental Retardation
_______ Brain Injury _______Gifted
_______ Established Medical Disability (0-5 yrs) _______ Developmentally Delayed
_______ Other (Specify)_______________

Rationale for Selection: I feel like it would be interesting to see the difference between the boys vs girls and the athletes vs the
Non athletes.

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics Specific Descriptions

Intellectual Characteristics
- Including readiness, This class is one of my smaller classes. The majority of them show up every day ready to
cognitive abilities, learning Play and have fun. The skill level of this class is adequate for 6th graders. they understand
Pittsburg State University Teacher Work Sample 3
needs, developmental levels, The games pretty well. Just like in most P.E. classes there are a couples of students that
etc. Give very little effort every day.

Previously demonstrated
academic performance/ All of my students in this class are at meets standard or above standard.
ability:
% Above standard __25___
% Meets standard __75___
% Below standard _____
Social Characteristics This class has only 2 groups of students. One group tries hard and is more athletic. the
- Including emotional, Other group just kind of hangs around and doesn’t do much. there are only a couple of
attitudinal, motivational, etc. Athletic students in this class but most of them will try their best. they all seem to get
Along with each other most days.
Personal Characteristics Like most of the school this class isn’t very diverse in terms of ethnicity or academically.
- Including physical, social, What I like most about this class is that they all come to class ready to play and do their
individual experiences, Best. they seem to overall enjoy P.E.
talents, language, culture,
family and community
values, etc.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)

The students have 10 minutes to get dressed after the tardy bell. when all the students come in I will start their dynamic
Stretches. After dynamic stretches the students will do static stretches on their own. We will then go outside and run if its
Nice out, Then we will play a game. For the game I will usually choose the teams so everyone gets a chance to play with

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Different teammates rather than just sticking to groups with just their friends.

C. Sub- Groups/Students Information

Describe this
Why was this
subgroup/student
subgroup/student What was learned about this subgroup/student?
using information
selected?
from Table 1.1
SUBGROUP This group is the type of Intellectual
or students that don’t do I choose this group this group of students started out as the slower group on are
FOCUS any sports outside of because I wanted to Running times, but greatly improved over the weeks.
STUDENT school. They tended to see if there's a
be the less motivated difference between
Social
students in the games. how well the
during are running the students would usually run next to
nonathletic ran
Their friends. for some it was a good thing because it pushed
compared to how the
Them to be faster and run longer. For most however it was a
athletes.
negative thing because they slowed down to talk instead of
Running to the best of their abilities.

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 Personal
this class works well during the running on some days and
Don’t do as well during the game. other days they don’t run
Very well and actually participate the game.

SUBGROUP This subgroup I am Intellectual

or evaluating the running I wanted to compare The average time the whole class ran 8 laps around the inside
FOCUS abilities of the females. the running ability of The indoor track was 10 minutes and 34 seconds.
STUDENT the girl’s vs the boys. The females ran it in 10 minutes and 37 seconds.

Social
The girls in this class seem to be less interested in the games
Than the boys. as a class they all seem to work just as hard
During are running.
Personal
The girls in this class are all nice and interact positively to
Each other. they tend to group up next to each other in are
Games. All but a couple are the same athletic ability.

D. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)

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Running isn’t determined by your athletic ability or by your gender, but rather by how hard to work. My athletic group started out
being faster than the non-athletic group but after a couple of weeks most of the non-athletic group caught up to the more athletic
Group. After a week of running I noticed some of the students who were unable to make are 8 laps in 8 minutes goal start to get
Discouraged and not try anymore. So I adjusted their running goals to fit each individual students. after I did that the students
Started pushing themselves and improving again. With the girls they had no other modification besides what is stated above.

Pittsburg State University Teacher Work Sample 7

II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)

There are a couple of objectives that will be met during are running unit. The students will be able to run with proper form. this is
Important because improving your running form will improve how fast you run and will make you a more efficient runner. They
Will also make are running goal. This teaches the students to set a goal and not to give up until you achieve it. this will help them in
Life because setting goals and achieve will help you become a more successful.

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)

Level(s)
Obj.
Unit Objectives (e.g. Bloom’s
No.
Taxonomy)
Students will improve their mile running time by the end of the year.
1
Apply
Students will know the proper technique for running. Remember,
2
Understand
Students will be able to run with proper form. Remember,
3 Understand,
Apply
Students will be able to identify proper running safety while running outside of the classroom. Remember,
4
Understand
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 Students will know how to calculate their target heart rate Remember,
5 Understand,
Apply
Students will know how to self-assess heart rate before, during, and after vigorous physical activity. Remember,
etc Understand,
apply

C. Identify State Standards – Benchmarks Addressed by Unit Objectives – How do objectives address these standards? (Limited to 1 page)

Content Standard: Active Participation

Standard 3: The student participates regularly in physical activity.
Benchmark 1: The student will regularly participate in moderate to vigorous levels of physical activity.
Grades 6-8 Indicators Instructional Examples
The student
(a) participates in physical activities both during and outside of
school for the purpose of improving skill and health.
(b) Sets realistic, measurable, and attainable goals for
participation in activities of own choosing.
(c) Accumulates a recommended number of minutes of moderate
to vigorous physical activity outside of physical education
class on three or more days during the week.
(d) Maintains a physical activity log for a seven-day period,
Pittsburg State University Teacher Work Sample 9
documenting progress toward achievement of personal goals.
(e) Logs a specified number of steps during the day using
pedometers.
The teacher
(a) provides a list of suggested activities that can be performed during recess,
lunch, and/or after school.
(b) Provides an opportunity for students to select a partner and discuss activity
goals.
(C) Creates a calendar in which the students log their activities.
(d) Asks the students to write a brief summary about their activity log, in which
the students analyze progress toward personal goals.
(e) Provides motivational challenges to log pedometer readings.
(The instructional examples provided in this document are only examples of teaching
strategies and are not intended to endorse any one specific idea or concept. These
examples should not be used exclusively for instruction.)

Content Standard: Physical Fitness

Standard 4: The student achieves and maintains a health-enhancing level of physical fitness.
Benchmark 1: The student will develop high levels of basic physical fitness.
Grades 6-8 Indicators Instructional Examples
the student
(a) participates in activities designed to improve or maintain the
health related fitness components.
(b) Understands the importance of staying within the target heart
Pittsburg State University Teacher Work Sample 10
rate (THR) zone while participating in games and activities.
(c) Self-assesses heart rate before, during, and after vigorous
physical activity.
(d) Demonstrates appropriate training principles and exercise
techniques designed to improve physical fitness.
(e) Maintains heart rate in THR zone for a minimum of 20-minutes
while participating in a game or activity.
The teacher
(a) provides the opportunity for participation in games/activities that
incorporate cardiovascular endurance, flexibility, body composition,
muscular strength, and muscular endurance in and out of school.
(b) Asks the students to analyze the benefits of exercising within the THR
verses exercising below the THR.
(c) Provides methods for documenting heart monitor readings/heart rate
checks.
(d) Provides activities and games designed to enhance personal fitness levels
of students which incorporate the principles of frequency, intensity, and
time.
(e) Provides fitness activities that allow for continuous movement and
increased heart rate.
(The instructional examples provided in this document are only examples of teaching
strategies and are not intended to endorse any one specific idea or concept. These
examples should not be used exclusively for instruction.)

Pittsburg State University Teacher Work Sample 11

 Pre-Assessment:
T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Pre-test
Students were given
-ran a mile at the indoor walking
as much time as
track.
3/19 needed for the
1 1 -took running form/safety pre-test formal
/18 Pre-test. After are
mile we didn’t have
game play
Time for anything else.
-taught sharks and minnows
Running form While practicing are
-Went through proper running form running form I stopped
3/21 and practiced it during are warm up. the students who were
2 2,3 informal
/18 struggling and gave
game them individualized
-sharks and minnows Instruction.
target heart rate
-taught how to calculate target heart
made sure every
rate
student was able to
-taught how to check your heart rate.
find their pulse to
Check their heart rate.
3/23 running form
3 5,6 informal those who couldn’t
/18 -quick review of running form and
I would find it for
practiced it while jogging 6 laps
them and put their
around the inside track.
fingers where they
Needed to be.
game
Pittsburg State University
-sharks and minnows Teacher Work Sample 12
running
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

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?
The reason for choosing the skills
test is to identify where the
Pre-Assessment students starting point in their Skills test is to just get a starting point
skills test and written test 1, 2,3
(Diagnostic) cardiovascular fitness and their for the students.
written test was over running
form and running safety.
This assessment was not formally
While students were running I scored
Formative Assessment Skills rubric used the skills rubric to see which and I used a rubric to assess the
2,3
- Informal students need to most one on one students
help with their running form. Informally.

The reason for choosing the As long as they improve their mile
Formative Assessment Skills test running skills test is to test how run time they will get 20 points. If
1,3
- Formal much the students cardiovascular they don’t improve their mile time
fitness has increased. they will only get 10 points.
Summative The reason for choosing the 2,5 Each question is worth 2 points each.
Assessment written test written test is too see if the For a total of 20 points.
Pittsburg State University Teacher Work Sample 13
 students remember proper
running form and safety while
running.

Narrative for Instructional Design

II. E.
Why are the lessons sequenced in this These lessons were sequenced in this manner to slowly improve their
manner? Cardiovascular fitness.
II. F.
The learning strategies I incorporated during this unit were the use of
What learning strategies were incorporated cues for students to understand what exactly was to happen in the
into this unit? Order that it should happen. I also demonstrated to the students how
Exactly these cues should look.
How do the instructional strategies/activities
I taught the objectives by giving verbal instruction and demonstration.
address the learning objectives for this unit?
II. G.
How will critical thinking and problem
Critical thinking was used every day. The students had a goal to stay in
solving strategies be implemented? Give
Their target heart rate while running and during the game every day.
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
There were no reading strategies used in this unit.
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the As a teacher I used technology to set up are pre-test and posttest. I also
unit? Explain both teacher use and student Used technology to time are mile times. the students used technology
Pittsburg State University Teacher Work Sample 14
 when we hooked them up to the heart rate monitors while they were
use.
Running.
How does the unit demonstrate integration of To figure your target heart rate you have to use math. you also have to
content across and within content fields? Use math to calculate your heart rate.
II. J.
What specific adaptations or differentiated
I worked one on one with the students that were struggling with their
activities were used to accommodate
Running form.
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate There were no students with learning needs so there was no need for
individual learning needs for the identified Any adaptations or differentiated activities.
sub-groups / students?

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

Pittsburg State University Teacher Work Sample 15

III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Day 1:
On the first day we did are running/written posttest. Most of their times seemed very slow. this could've been because
They knew that this wasn’t for a grade. The written test wasn’t much better. the average score for the written
Test was 60%. I then taught and played sharks and minnows. The students liked the game even though I had to adapt the
Way I know how to play to the way they had been taught in the past.

Day 2:
On day two we started practicing are running form. I went over in detail how your body should look and move while
Running. I then had the students practice it in a nice and easy jog around the inside track. anyone that was having trouble
with their form I would remind them on what they needed to do and follow them for a lap to keep correcting any
Thing wrong with their form. some of their form still has a long way to go, but I’m sure it will get a lot better as we move
Through this unit. We played sharks and minnows for the rest of the time until they had to go change.

Day 3:
On day 3 we reviewed running form real quick. then we went over what target heart rate is, how to find it and how to
Check your heart rate. This lesson would’ve gone better if I had a big white board. I only had paper and pen. So I adapted
And explained how to find your target heart rate out loud. Then went around student by student, to help them understand
Better. Next we played sharks and minnows again. this is the last day of sharks and minnow and I look forward to
Teaching a new game to my students.

Day 4:
Pittsburg State University Teacher Work Sample 16
On day 4 we started shifting are focus more on are cardiovascular fitness rather than are form. We would run for two
Minutes and jog for one for a total of 17 minutes. I was still doing my best to correct their form. We also practiced
Checking are heart rate before we started running, during are walking portion of the run, and when we finished are run.
This gave the students a real world picture on how to check your heart rate before, during, and after running. Whit
this information the students could judge how hard they are working by them self by seeing how many times during
The walking portion they were at their target heart rate zone. Some of the students were able to wear some heart rate
Monitors that the school had. we would put heart rate monitor on the student for the whole class period and before we
went in to change we would look at the results on a computer to show the student how long they were in their target
Heart rate range. The student found this pretty interesting and enjoyed it. The game we played after running today is
Called “the gauntlet,” but the students thought the game should be called the omelet. They enjoyed the game a lot.

Day 5:
Went over running safety outside of the classroom. While this was boring for most of the students I feel that it is
Necessary for fitness beyond their school aged years. If they don’t have access to a treadmill or if they decide it is nice
Enough to go outside and run. I want them to be safe. I had planned on running outside after going over are rules, but
The weather had other plans. We ended up running inside for 8 laps at the inside track. we let a couple of other students
Wear the heart rate monitors for the class period and look at the results at the end of class.

Day 6:
Went outside and ran 4 laps at the track. The students were happy to be able to go outside and run finally. We set up a
couple of the students who haven’t worn the heart rate monitors yet on them and they wore them the whole class
Period. We checked are heart rate manually before and after are jog. This was the first day that everyone at least came
Up with realistic numbers both times for their heart rate. Which leads me to believe that they have figured out how to
Check their heart rate properly and without help. This makes me happy because I feel like I’ve already made a difference
In these students lives that they can use the rest of their lives. We then played the game “ the gauntlet” the students

Pittsburg State University Teacher Work Sample 17

Enjoyed it still, but I can tell that they are starting to get bored of it.

Day 7:
We were able to go out to the track again today. So we ran four laps again giving them practice for the mile post test
That is coming up next time they have P.E. The student checked their heart rate again just like last time, before and after
Are run. Now that everyone had worn the heart rate monitor once the students wanted me to wear it and run with them.
So I did. The students always enjoy making their teacher do any kind of physical activity. I taught them a new game
Since they were getting tired of the gauntlet. The game I taught was reaction baseball or crazy baseball. the students
Seemed to enjoy it. The only complaint I got was the reaction ball was too hard and hurt their hands. Before the students
Went in to change I shared what my heart rate chart looked like with the class. I went over what each part was and looked at how
Long I was in my target heart rate zone. I think it was a good review before the post test.
Day 8:
The dreaded posttest day has come. The students were happy and upset that it was test day. they were happy because
That meant today is the last day we run a mile. They were upset that they had to take the written test the same day as
Their mile test. we made it through the day and everyone exceeded my expectations as far as the running goes now I just
Have to grade these test to see how they did. With the rest of the time I had left we played reaction baseball again. this
Time I adapted the game from how I played it and gave the catcher a baseball glove.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)

Galena Middle School Physical Education Classroom Management Plan

Expected Classroom Behavior

1. Use equipment in the proper manner as demonstrated by the teachers.
2. Cooperate with fellow students and staff members at all times and listen when directions are
given.

Pittsburg State University Teacher Work Sample 18

3. Keep hands, feet and equipment to oneself.
4. Dress for class daily in appropriate P.E. clothes.

Consequences for Negative Classroom Behavior

1. Verbal warning given by one of the supervising teachers.
2. Loss of activity time and participation points.
3. After school detention, conference with teacher and phone call home.
4. Severe actions results in being removed from class immediately and sent to the Principal’s
Office.

Classroom Procedures
1. Students are required to participate in daily fitness activities.
2. During each unit teaching the skills will be strongly emphasized and not the score of games.
3. Those that do not dress for P.E. will not be able to participate in activities; however all
students are required to participate in the daily fitness activities.
4. Students with a medical excuse will be asked to bring work with them for class.
5. Students will be given 10 minutes to dress for class daily. Tardy passes will only be given
out in emergency situations.
6. Students are required to lock their locks daily in the locker room to help prevent missing
clothes. 10 points will be subtracted from their overall grade for unlocked locks.
7. If a lock is lost, students will owe $5.00 to the office, once paid a new lock will be issued.

Grading Procedures
1. Grades are based on class preparation, daily participation/effort.
2. Students have the opportunity to earn 10 points daily; 5 points for warm-up participation and 5
Pittsburg State University Teacher Work Sample 19
points for participation in the daily activity. Students forfeit all points if not dressed for class.

Special Circumstances
1. Excused Absence- Students will receive one day to make up missing work.
2. Band Absence- Students will need to check for homework prior to going to band. Work must
be turned in the following school day after the band absence. These absences are excused

C. Student Interaction and Engagement (Strategies for promoting student to student interaction and student motivation) (limited to 1 page)

The strategies I used for student to student interaction are; I would put them in groups, other times I would allow them
To choose their groups for the games. For student motivation we would adjust their running goal so it would continue to
Motivate the ones who beat and those who couldn’t reach the original goal of 8 laps in 8 minutes around the inside track.
This class is pretty competitive so they pretty much motivate themselves.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)

Student to student communication is very important to Physical Education because all P.E. is students working together.
Students in this class are constantly encouraging each other and willing to work with anyone in class. I allow the
Student to choose their teams to create even better communication throughout everyone in class.

Pittsburg State University Teacher Work Sample 20

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?
What did the disaggregated data of
the assessment reveal?
Pittsburg State University
I was impressed by how much each of our students improved their mile time.
Some of my students were just as surprised when I told them their times.
I was able to help some of the class with their running form but it will take
longer than this short unit to improve their form to a more acceptable running
Form.
All of the students in this class improved their mile time by an average of 42
Seconds. the average post test score on the written test for running technique and
Running form was 82%. All students knew how to calculate their target
heart rate and knew how to self-assesses heart rate before, during and after
Vigorous physical activity.
The pre-assessment was used so I knew what to cover more in depth for running
Safety outside of the classroom. I also used the running form pretest to know
What I needed to stress more.
My plan to differentiate for all learners is to spend more time on running form.
I feel like I didn’t get that through to all of the students.
The disaggregated data shows that the girls average of 86% beat the class
average of 82% in the written test but didn’t improve their mile time on average
(39 seconds) as much as the rest of the class (42 seconds). The non-athletes
improved their mile time by an average 58 seconds of way more than the 42
Second average of the rest of the class. The non-athlete students written test scores
Were 79%, lower than the rest of the student’s average?
Teacher Work Sample 21

Discuss the results in reference to
the learning objectives.
Did all students learn what was
intended they learn? Explain.
All but one of my objectives were met. The one that wasn’t met was running
With proper form. Even though everyone's form improved not everyone was
running with good enough form for me to consider this objective to be
Completed.
The students did learn what was intended to be learned. They all knew how to figure out their target heart
range. They also know how to measure their heart rate. The students know the
Proper running form even though they might not be able to perform it.

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
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

Pittsburg State University Teacher Work Sample 22

the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Pittsburg State University Teacher Work Sample 23

IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

Give more than one reason for each of the successes identified.
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:
Improving mile time. The students exceeded my expectations and improved their mile time
By an average of 42 seconds!

Objective 2:
Everyone learned how to find their pulse and figure out their heart
Student will know how to self-assess heart rate Rate. What impressed me most about this skill is that once a couple of
before, during, and after physical activity. Students figured out how to do it. those students went around to the
Other students, I hadn’t been around to yet, to help them.
Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.
I would spend more time on running form to improve their running time and I would make sure I had access to a white board to
Teach about heart rate and target heart rate zones.

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

Pittsburg State University Teacher Work Sample 24

from the unit students were least successful.
Objective 1:
Students will be able to run with proper form. The students form didn’t improve as much as I would've liked. for
this objective to be complete I feel like everyone in the class should
Be at least a 3 in every category on the rubric.
Objective 2:
according to my test a few of the students have a basic understanding
Students will be able to identify proper running Of running safety outside of the classroom, but most do not.
safety outside of the classroom.

Discuss at least TWO things to do differently in the future to improve students’ performance.
I would spend more time on both of these objectives. I would like to be able to practice are running safety outside of the
Classroom. Unfortunately the weather didn’t allow me to do so.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Found out how to play a new
Needed a new game for the middle game and about some extra
4/6/18 Mr. Sparrow in person no follow up
school students. equipment they had in a
different closet.
4/18/18 Mrs. Wesley in person Needed to borrow some equipment She let me borrow the no follow up
to try a new game with the middle equipment.

Pittsburg State University Teacher Work Sample 25

 Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
school students.

Add rows as needed

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

My communication with my cooperating teacher’s went just fine. They both were willing to help me in any way possible.
This made me feel welcome into the schools. With the help of both of my cooperating teachers I feel like this unit was
Pretty much a success. Even though parts of it didn’t go as smooth as I wanted. My cooperating teachers told me that
They still have the same feeling with some of their lessons after they teach. All you can do is learn from it for next time.

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. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?
Aspect 1:
Teaching running form I will be able to improve my teaching skills
By just teaching more. the more you teach
The better you get. I tried many different
teaching styles during this unit to see what
Works best for me.
Aspect 2:
finding new games I would like to go to more conferences like
The KAHPERD convention.

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 REFERENCES

Https://www.google.com/url?
sa=t&source=web&rct=j&url=http://www.mauikinesiology.com/rubrics/running.pdf&ved=2ahUKEwiT_PHavt
3aAhXh3YMKHVYdDSsQFjADegQIAhAB&usg=AOvVaw1FU_GuT0yWkFb67mX-UDqh

http://ksreportcard.ksde.org/default.aspx

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APPENDIX A

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Pittsburg State University Teacher Work Sample 30
APPENDIX B

Friday March 23, 20018

8:00-8:10 Dress out / attendance

8:10-8:20 warm up/stretch
8:20-8:35 taught how to calculate target heart rate/how to check your heart rate
8:35-8:45 practiced checking heart rate before and after we jogged 6 laps around the inside track.
8:45-9:00 played sharks and minnows
9:00-9:15 Get dressed/ go to next class
Objectives:
The Students will know proper running form
The students will run with proper running form
The students will know how to check their heart rate
The students will know how to find their target heart rate

Materials- running shoes

Instructional input- helped students with; find pulse, calculate target heart rate, and running form

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Modeling- showed how to find your pulse and how to calculate target heart rate
Check for understanding- asked the students what their target heart rate is and what their current heart rate is
Guided practice- before and after jogging have the students check their own pulse
Evaluations- asked the students before and after are run what their pulse was.

Wednesday March 21, 2018

8:00-8:10 Dress out / attendance

8:10-8:20 warm up/stretch
8:20- 8:25 taught running form
8:25-8:40 practiced running form around the volleyball court
8:40-9:00 play sharks and minnows
9:00-9:15 get dressed/go to next class
Objectives:
Students will know proper running form
Students will start correcting their running form

Materials: running shoes

Instructional input: Correcting improper form
Modeling: I showed proper running form
Guided practice: ran around the volleyball court
Evaluations- checking their form as they run each day

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APPENDIX C

Chart/Table/Graph of disaggregated data for the Summative Assessment/pre assessment

Pre-test:
Name ________________

Running safety/form test

1. While jogging what is the foot placement?

a. Heel, mid-foot, ball of foot
b. Landing on balls of feet (neither are flat footed)
c. Mid-foot, ball of foot, tip toes
d. Heel, toe
2. While sprinting what is the foot placement?
a. Heel, mid-foot, ball of foot
b. Landing on balls of feet (neither are flat footed)
c. Mid-foot, ball of foot, tip toes
d. Heel, toe
3. True/false: arms are supposed to move in opposition to legs.
a. True
b. False
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 4. While running your nonsupport leg should be bent at approximately _______ degrees?
a. 45
b. 65
c. 90
d. 25
5. Elbows should be ______ while running.
a. Straight at your side
b. Above your head
c. Straight behind you
d. Bent
6. What color is best to wear while running outside?
a. Black
b. Navy blue
c. Dark grey
d. Orange
7. While running outside you should NOT ________.
a. Wear headphones
b. Run against traffic
c. Wear a reflective vest
d. Run in a group
8. What is target heart rate for moderate intensity levels?
a. 65 percent to 75 percent of your maximum heart rate.
b. 80 percent to 90 percent of you maximum heart rate.
c. 65 percent to 75 percent of your minimum heart rate.
d. 80 percent to 90 percent of you minimum heart rate.
9. Timmy is a 16 year old male, who weighs 190 lbs. What is his maximum heart rate?
a. 220
b. 174
c. 204
d. 206
10. What is Timmy’s target heart rate for moderate intensity levels? (round up)
a. 133-153 BPM
b. 146-204 BPM
c. 120-146 BPM
d. 110-120 BPM

Answer key:
1. A
2. B
3. A
4. C
5. D
6. D
7. A
8. A
9. C
10. A

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Posttest:
Name ________________

Running safety/form test

11. While jogging what is the foot placement?

a. Heel, mid-foot, ball of foot
b. Landing on balls of feet (neither are flat footed)
c. Mid-foot, ball of foot, tip toes
d. Heel, toe
12. While sprinting what is the foot placement?
a. Heel, mid-foot, ball of foot
b. Landing on balls of feet (neither are flat footed)
c. Mid-foot, ball of foot, tip toes
d. Heel, toe
13. True/false: arms are supposed to move in opposition to legs.
a. True
b. False
14. While running your nonsupport leg should be bent at approximately _______ degrees?
a. 45
b. 65
c. 90
d. 25
15. Elbows should be ______ while running.
a. Straight at your side
b. Above your head
c. Straight behind you
d. Bent
16. What color is best to wear while running outside?
a. Black
b. Navy blue
c. Dark grey
d. Orange
17. While running outside you should NOT ________.
a. Wear headphones
b. Run against traffic
c. Wear a reflective vest
d. Run in a group
18. What is target heart rate for moderate intensity levels?
a. 65 percent to 75 percent of your maximum heart rate.
b. 80 percent to 90 percent of you maximum heart rate.
c. 65 percent to 75 percent of your minimum heart rate.
d. 80 percent to 90 percent of you minimum heart rate.
19. Timmy is a 16 year old male, who weighs 190 lbs. What is his maximum heart rate?
a. 220
b. 174
c. 204
d. 206
20. What is Timmy’s target heart rate for moderate intensity levels? (round up)
a. 133-153 BPM
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 b. 146-204 BPM
c. 120-146 BPM
d. 110-120 BPM

Answer key:
11. A
12. B
13. A
14. C
15. D
16. D
17. A
18. A
19. C
20. A

Informal formative assessment

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