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Content on this page developed by: Mark Jones,
Brenda Maloonly, Brenda Schipper, Megan Thompson, NICL Student Teaching
Center 2002, Nick Pace, Coordinator, University of Northern Iowa, Cedar Falls
IA. Page content last modified November,
2002.
A Student Teacher's Guide to Completing the
Teacher Work Sample
Communicate with as many people as possible and keep in mind that your perspective needs to assume a universal perception, free from bias and clear to readers not familiar with the geographic area.
- Communicate with your cooperating teacher and the school secretary. Cooperating teachers are excellent resources of information.
- Get a local newspaper for current and community information or take a driving tour around town. Which environmental factors might affect student learning?
- This section should be written in present tense, because it sets the groundwork, which explains how the contextual factors relate to student learning.
- Each section of the work sample should reflect how that information relates to your specific contextual factors.
- Define “factors” as they relate to the classroom and students. For example, climate does not mean room temperature!
- Keep in mind how contextual factors will affect classroom management and student learning.
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“Perception is reality. Remember it is not what you say or how you say it, but rather what is heard that is important.”
- Ian Gray
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