Paul and Jane Quest bring all four of their children to the first meeting with a solution-oriented family therapist. This solution-oriented family therapist includes specific time in the assessment session to clarify and get at the right problem for the family to solve. While solution-focused therapists tend to downplay the importance of problem identification, one difference for solution-oriented therapists seems to be in the connection they see between problem identification and generating solutions. The assessment session is, in fact, divided into roughly two halves, so that the connection between problem and solution is central to the investigation.

After meeting each of the members of the Quest family, the solution-oriented therapist starts by asking, “How can we work together to help you change your situation?” Jane ignores the solution-oriented question and notes that she is re-ally concerned about Jason and Luke, their level of aggressive, violent behavior, and her energy in trying to handle everyone and everything. She doesn’t feel she can cope without help, and the family seems to be “falling apart.” Paul feels a great deal of sympathy for his wife, says he had hoped that both Amy and Ann would be more help for her with the boys, but they have their own lives, and he realizes that part of the problem is that he is away from home at critical times during each day. Amy and Ann sit together next to their father and across from the two empty chairs placed close to the mother for the boys. Jason and Luke are up and moving around. Addressing Paul first, the therapist begins. Paul, what do you think would make a difference with Luke and Jason?
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Assignment 2: Teacher Work Sample Due Weeks
In this activity you will be completing a teacher work sample* which is a well established
way to document your ability to plan, implement and assess learning outcomes with the
goal of improving student performance.
Your task as a teacher candidate is to collaborate with your cooperating teacher or
education professionals to identify a topic for which to plan and teach a comprehensive
interdisciplinary thematic unit that fit into the scope and sequence of the curriculum for
your placement. Differentiation must be provided for children with diverse learning
needs. Appropriate state standards (e.g., Florida Sunshine State Standards or Nevada
Academic Standards) must be incorporated into the instruction.
In order to measure impact on student learning, you are expected to collect and analyze
student data to support instructional decisions. Assessment data are to be provided in a
graphical format that allows comparison of the student performance before and after
Using a thematic unit plan as the structure to organize the learning activities of students,
discuss the assignment with the cooperating teacher, mentor teacher, or other appropriate
professional. After identifying the topic to teach, follow the instructions in parts 1-6.
1. develop the context for instruction
2. establish learning goals and objectives
3. develop assessment plan elements that address pre-assessing and post-assessing
student learning
4. design and deliver instruction that includes instructional plans based on the results
of the pre-assessment
5. analyze student learning and measure learning gains
6. reflection on teaching and learning based on outcomes of measurement
This assignment includes six parts. Carefully read each section.
Part 1: Context of instruction (NAEYC 1a, 2a, 3b, 5d) (15 points) (Due week 3)
1. Provide a profile of the context for instruction and include the following details:
2. a. Description of the community where school is located (location, social and
3. economic, cultural), the school/center, and classroom characteristics (social,
4. cultural, economic). Include comments about any other relevant details about the
5. setting (i.e., mobility rate) that may also influence instruction.
6. b. Describe the student population (age group, ethnicities, language,
7. exceptionalities)
8. c. Students’ abilities and prior learning successes
9. d. Comment on the students’ learning preferences
10. e. Educational needs of students identified through collaborative assessment
11. 2. Reflect on the contextual characteristics and discuss their implication s on the process of
12. instructional planning and assessment. Highlight the factors that in your consideration
13. may influence your planning and implementation.

Part 2: Learning Goals and Objectives (NAEYC 1a, 4b, 4c, 5c) (15 points) (Due week 4)
1. Provide a brief yet specific rationale for your unit. Describe the relevance for the theme
and how it will meet learning needs of children.
2. Create a matrix and present the goals and objectives for the unit (See sample in the
appendix of your course syllabus).
a. List the specific learning goals for the unit and include a justification in terms of
their relevance to the topic. Goals must be varied, challenging and
developmentally appropriate for the age group.
b. Provide the list of specific learning objectives specifying what you expect
children to learn. Objectives must be measurable and clearly stated. Number each
objective to facilitate identification.
c. Based on the theme, include literacy related objectives (one or two).
d. Align the goals and the objectives with the national, state and district learning
i. Common Core: If you are working with children in the K-3 level, clearly
align the objectives with Common Core standards
ii. Standards for preschoolers: If you are working with preschoolers (birthage
4), clearly align the objectives with your state standards.
3. Provide a narrative stating the appropriateness of the goals and objectives. Comment on
how they meet the developmental needs of children in your target group (prior
knowledge, skill levels).
4. Describe collaboration and consultation activities with your cooperating teacher or any
other education professional in the design of learning goals for our unit. Comment on
how they assisted you in appropriately establishing the learning goals and objectives.

Appendix 2
Assignment 2- Matrix for Learning Goals (Design of Instruction)
Age group: __________________ Unit Theme ___________________
I. Rationale for the unit:

II. Unit learning goals:

III. Unit learning objectives Alignment with standards: State,

Common Core Standards, School District
Standards (identify the standard that
corresponds with the objectives)

IV. Literacy-related standards

V. Literacy Activities for Age-Appropriate Rigorous Text-Discussion

Part 3: Assessment Plan- Key Elements (NAEYC 3a, 3b, 3d, 4d, 5b) (20 points) (Due week
1. Select multiple forms of assessments to include pre-assessment, post-assessment and
formative assessment activities. In a narrative provide a description about each of the
assessments selected for your unit plan. Include a rationale for the selection of each
assessment and how it measures each learning goal and objective (Why did you choose
each one?). Describe how each one serves to appropriately assess the children’s
2. Create a matrix to describe when each assessment will be conducted and to evidence the
alignment of the assessments to the objectives, standards, and instructional activities. It is
very important that you use the same pre-assessment activities for your post-assessment.
Learning Assessment Type of assessment Date Conducted Modification/Adaptation
Learning Pre-assessment
Objective #1 Formative Assessment task:
Learning Pre-assessment
Objective #2 Formative Assessment task:
Post -Assessment
3. Describe the level of acceptable performance for each of the learning objectives (What
will be the minimum acceptable level to determine that outcomes have been met?).
4. Describe any necessary assessment modifications to meet the individual needs of students
and how it meets their needs. Include comments about outcomes from consultation and
discussion on modifications with the cooperating teacher or education professionals (i.e.,
ESOL coordinator, ESE specialist). Include examples of the modifications.
5. Comment on how your assessment plan adheres to ethical and professional guidelines.
Part 4: Design of Instruction (NAEYC 2c, 4b, 4c, 3c) (20 points) (Due Week 6)
1. Conduct your pre-assessment and analyze the results. Graphically represent the outcomes
from the pre-assessment.
2. In a narrative, comment on the results of the pre-assessment and how these will impact
and guide the design and planning of instruction (As a group and individually, what did
you find out about the children’s prior knowledge and skill levels? How will this
influence your planning?) .
3. In a narrative,
a. Provide an overview about your thematic unit describing the alignment of
instructional topics with objectives
b. Describe the instructional topics and strategies selected. Include a graphic
representation to describe the sequence of topics and their alignment with the
learning objectives and goals.
c. Literacy: Comment and provide examples about literacy resources. Specifically,
select an appropriate reading selection related to the theme of your unit. Plan a
discussion leading children to critically analyze the story. Follow the Rigorous
text discussion from Common Core (Language Arts) guidelines to design your
discussion at an appropriate level for the children that you are working with.
d. Accommodations: Describe the accommodations you will make to meet the needs

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