Praxis Performance Assessment for Teachers Task 1 Contextual Factors Chart

(Textbox 1.1.1.)

Source of Factor

Contextual and Environmental Factors The community these children live in is an urban area. The median annual income for families with own children under the age of 18 living in the household is $40,873. 27.2% of children are living in areas of concentrated poverty. 4,915 (30.4%) children are living in poverty right here in Greenwood, SC. 48.8% of children live in single parent homes. Based on the 2012 records, the total population in Greenwood is 69,756. There are 46,049 Caucasian, 22,595 African American, and 3,985 Hispanic. Greenwood School District 50 served 9,178 students at 16 different sites in 2010. There are 8 elementary schools, 3 middle schools, 2 high schools, the early childhood center, a career center, and one alternative center. 8,709 students were enrolled in 2012/2013.Out of 9,040 students in the year of 2013-2014, 58% of students receive free lunch and 5% receive reduced lunch. The graduation rate is 76.5%. Of the districts total student population, 47% are Caucasian, 40% are African American, 9% are Hispanic, 1% Asian, and 2% are of other ethnicities. The percentage of ELL students as of 2010 was 10%. Per pupil expenditure as of 2013 was $8,370. One student, which is my special needs student, was previously retained. A lot of my students are reading on a second grade level and make exceptional grades. Most of the kids learn better with hands on experience, but many of them are visual learners. Two of my students just started attending public school. Almost all of my students are on track. Only two students fall behind with grades and that is my special needs student and my Hispanic student. Once again, about five of the students do exceptionally well every time. The rest of the students fall in between, with manageable grades. A

Community
Urban, suburban, or rural; socioeconomic; census data on families

District
Enrollment, percent free and reduced lunch; graduation rate; ethnic breakdown; percent with IEP; percent ELL; per pupil expenditure

School
Enrollment, percent free and reduced lunch; achievement scores; ethnic breakdown; percent with IEP; percent ELL; recognitions; teacher/student ratio

few of my students take medicine on a day to day basis. Besides a couple being argumentative, this is a well behaved class. One thing that needs to be addressed is that they are very talkative. As far as the childrens interests, they are very different but revolve around one strong aspect, creativity. The students love things like acting, singing, drawing, and telling stories. Poems and books are there first loves.

Classroom Demographics
Ethnicity, language needs, gender, identified special needs including gifted, physical needs, and cultural characteristics

There are twenty-two students in my classroom. There are fourteen Caucasian students (eight boys and six girls). Seven of the kids are African American (five boys and two girls). There is only one Hispanic student, which is a boy. This child speaks English, but it is broken and he is not familiar with many words and letter sounds. I dont see he get pulled out for help, but the teacher and I work patiently with him and read most things repeatedly for him. Out of my twenty-two, fourteen of those students are boys, and eight are girls. There are twelve students at the age of six (eight boys and four girls). Nine of my students are seven (five boys and four girls). There is one student who is actually eight years old. Four of the students in my class take speech. One just got out, but two in the program really need the assistance. One of which is my special needs student and the other has Autism. One other student in my class is slightly Autistic. There is also a student with ADHD, and another child who takes medicine on a day-to-day to keep her calm. Five children in the class are reading on a second grade level and about four of my students exceed expectations on every assignment that they complete. There are no major physical needs in the classroom. One has a broken arm and one student has food allergies. No cultural characteristics really stand out. The students pretty much blend in as if they are one. One student, which is my special needs student, was previously retained. A lot of my students are reading on a second grade level and make exceptional grades. Most of the kids learn better with hands on experience, but many of them are visual learners. Two of my students just started attending public school. Almost all of my students are on track. Only two fall behind with grades and that is my special needs student and my Hispanic student. Once again, about

Knowledge of Students
Learning styles, prior learning/experiences, academic proficiencies, behavioral differences, and areas of interest

five of the students do exceptionally well every time. The rest of the students fall in between, with manageable grades. A few of my students take medicine on a day to day basis. Besides a couple being argumentative, this is a well behaved class. One thing that needs to be addressed is that they are very talkative. As far as the childrens interests, they are very different but revolve around one strong aspect, creativity. The students love things like acting, singing, drawing, and telling stories. Poems and books are there first loves.

Textbox 1.1.1: Community, District, School Contextual Factors that Influence Instruction a) From the Contextual Factors Chart, the community factor that I believe will have the most impact on student learning is poverty. I would use an indirect, child-centered instructional strategy to teach the students those important people in the community that help us like policeman and doctors, and that it is ok to be honest with them. Using books to gain meaning, pictures, and class discussions, the children will come to reasonable explanations as to who they can go to for help and why. b) My chosen district factor would be the graduation rate. In hopes of increasing that rate and the students desire to finish school, I would use an experiential instructional strategy to teach the students about careers and how important they are. As an educational activity, we would read a book on careers for each day of the week, and even visit a few approved job sites like the principals office. By the end of the week, the students would find information and come dressed in their career clothes, share what they want to be in life, and tell why.

c) My chosen school factor is teacher to student ratio. The students most understand that there are a completely larger number of them than there are teachers, and that we are solely responsible for them until we turn them over to their guardians. I would use a direct instructional strategy to teach the importance of proper conduct and what can happen if things go wrong. First there would be a lecture and explicit teaching of rules and procedures. As an activity we would do compare and contrast on how the specific rules are followed and how they are broken by demonstration. After that we would do drill and practice on what to do in situations like a fire, tornado, or lockdown. This will all effectively teach the students the right thing to do and give clear understanding on why it is right. Textbox 1.1.2: Classroom Demographics and Knowledge of Students a) My chosen classroom demographics factor is the ethnic breakdown. Because there are a variety of different faces that they see and interact with on a daily basis, they should know more about other backgrounds and embrace the different values that people have. To do this, I would use an interactive instructional strategy by doing peer partner learning. Here, they can tell each other different things about themselves and how their families interact. In group discussion they can all share one dish that their parents make. In cooperative learning,

we can read books about other cultures and ethnicities that we havent already seen in the class and recall the facts after reading. This new knowledge will not only teach them about other cultures and build interest and respect, but it will also make the individuals proud of what they come from and ultimately build confidence. b) The important knowledge of student factor is that some need hands-on experience and that some are visual learners. I would definitely use, BrainPOP, the educational site, as a classroom resource to support student learning. I have navigated this site from head to toe, and it is exceptional. You can search lesson topics by specific grade and standard. There are engaging videos that teach and demonstrate for visual learners, educational games to manipulate for hands-on learners, and quizzes to test all of the students learning. From past experience, the kids love it!

Praxis Performance Assessment for Teachers Task 1 Instructional and Support Resources Chart
(Textbox 1.2.1.)

Resource

One Example and Location

Community

Community training, Various books with community building lessons (Book Room)

Building/District Policies

Students Rights and Responsibilities, PBIS school expectations matrix (found throughout the building)

Instructional Support Staff

Guidance Counselor and the Speech Therapist (On the 1st grade hall), D. Perkins- Instructional Therapist who helps with RTI students, curriculum needs, and instructional needs dealing with standards

Instructional materials

In the classroom: Pointers, stop sign, schedule, task board, class textbooks, science fossil kits, math manipulatives Also other text from the library and the book room Starbucks Afterschool programs, tutoring programs, long range plans, Common Core

Curricular Programs

Instructional Technology

Desktop computers (in the classroom and the computer lab), laptop, smart board, IPad, document camera (all in the classroom)

Classroom: spelling records, running records, graded papers, rubrics, behavior sheets Student Data Access/Records Computer: guided reading levels, Power Teacher grade submission Book Room: Permanent records on file Educational Sites (ex: BrainPOP), 1st grade blogs, Pinterest, Teachers pay teachers

Other Resources

Textbox 1.2.1: Available Resources to Enhance Student Learning a) One resource I would use from the Instructional and Support Resources Chart is the task board. There is either a picture of each student or their names are listed on a board with center jobs posted beside them. The jobs are attached by Velcro, so when jobs need to be switched, it only takes seconds. All the students are instructed to do is look at the board and complete the tasks at that location in order, then move to the next thing. This instruction only has to be taught once and reviewed a few times. By the second week of school they should have it down. When the time comes, students dont have to ask where do they go or what are they supposed to do. It is all laid out for them. This eliminates disruption and teaches independence. Another resource I would use is would be the math manipulatives. There is this big clock with miniature clocks for the children that all teach time and how to read an analog clock. The hands move together, showing how an hour goes by, and what it looks like when it is half past the hour. It is good, hands-on way to learn how to tell time. b) One characteristic under Knowledge of Students is the behavioral problems. Children will be children, and there will be times that they wont always do the right thing. I would use and instructional resource like the starbuck collection they have at Lakeview. This rewards students for being caught off guard doing good, and teaches all that the way to be recognized is to do it constantly, because good deeds, result in good praises.

Textbox 1.2.2: Student Interest Inventory a) Based on the compilation of information form the students interest inventories, many of the students revealed that they like to be creative and theatrical. Some interests included singing, drawing, painting, acting, and telling stories. This would influence my instruction by persuading me to include more creative ways to implement and study curriculum, because doing something the students enjoy will help keep their attention and help them retain the information better. b) One students completed interest inventory stated that he learns better with hands on activities. I would use this information to promote his engagement and learning by making sure that with every lesson model and explanation, the students will be able to physically manipulate my demonstration before they do independent work on that lesson. Textbox 1.2.3: Communicating with Students and Families a) My method of communication, the parent letter, addresses the demographic differences in the classroom by mentioning that I will be collecting data about the students. I admit that my letter could have went into more detail like explaining the different ways that students learn, but now I know where improvement is needed. b) My method of communication fosters interaction between me, the students, and their families by letting the guardians know that I will be teaching the children as well as practicing being a great role model. The letter also gives the parents all contact information for any questions, concerns, or suggestions. Textbox 1.2.4: Rules and Procedures a) An example of a classroom rule is to raise your hand for permission before speaking. This impacts the learning environment because it makes students sharper and better listeners and sharers. The atmosphere is also more peaceful and less chaotic. Good structure provides the students with the knowledge that they need. b) A technology rule is to always use headphones. It enhances student learning because that child is focused in only on his/her task, and the students around him/her are not disturbed by the noise, and can continue on completing their work. c) One example of a behavior management rule is Be Respectful. This rule facilitates instruction, enhances learning, and impacts the learning environment be generally covering all of the things one should not do. If students are being respectful, they arent talking while the teacher is talking/teaching, but paying close attention and trying their best. If the students are being respectful then they are also not disturbing others while attempting to gain understanding, so there is a great learning atmosphere for all.

Interest Survey

Parent Letter