Revised Fall 2013 – ACEI/NAEYC 2010 Standards SCHOOL OF EDUCATION – CLAFLIN UNIVERSITY UNIT WORK SAMPLE GUIDELINES Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of strategies and builds on each student’s strengths, needs and prior experiences. Through this performance assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: The candidate uses multiple assessment strategies and approaches aligned with learning goals to assess student learning before, during and after instruction. The candidate designs instruction for specific learning goals, student characteristic s and needs, and learning contexts. The candidate uses regular and systematic evaluations of student learning to make instructional decisions. The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. The candidate reflects on his or her instruction and student learning in order to improve teaching practice. The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached template, which consists of several components, should be used to fulfill this requirement. Attach samples of student work as an appendix.
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SCHOOL OF EDUCATION CLAFLIN UNIVERSITYUNIT WORK SAMPLE GUIDELINES
Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of strategies and builds on each students strengths, needs and prior experiences. Through this performance assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: The candidate uses multiple assessment strategies and approaches aligned with learning goals to assess student learning before, during and after instruction.
The candidate designs instruction for specific learning goals, student characteristics and needs, and learning contexts.
The candidate uses regular and systematic evaluations of student learning to make instructional decisions.
The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. The candidate reflects on his or her instruction and student learning in order to improve teaching practice.
The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached template, which consists of several components, should be used to fulfill this requirement. Attach samples of student work as an appendix.
EDUC 450: PROFESSIONAL CLINICAL PRACTICESCHOOL OF EDUCATION CLAFLIN UNIVERSITYUNIT WORK SAMPLE TEMPLATE
Candidate: Mr. Rashad Paige Cooperating Teacher: Mrs. Farmer Academic Year: Spr.2014District: Orangeburg 5 School: Mellichamp Elementary Grade Level: 5thSubject: ELA and SS Dates of unit: from February 17th to February 21stSection I: Unit Title and/or Description: Idioms and Euphemisms Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3) any other special features or important information that you included in your Long Range Plan as you described your students.
My assigned class for my student teaching at Mellichamp is with Mrs. Kimberly Farmer fifth grade class. Within the classroom, there is a total amount of thirty-three students. Eighty- eight percent of the students are African American, and twelve percent are Hispanic. In Mrs. Farmers class, there are seventeen boys and sixteen girls. Consistently, the class demonstrates behavior that needs to be monitored constantly by both teachers. They are mostly talkative and the class has a select few who need extra accommodations for learning. Overall, they are an intelligent group led by an experienced teacher who has a solid classroom management plan.
Section III: Contextual Factors: Describe the contextual factors, including the (1) relevant student characteristics from Section II, as well (2) as other factors related to the community, district, school, classroom or students, that are likely to impact instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which each of these factors will be taken into consideration during unit planning and instruction.There is a total amount of thirty-one students. All thirty-one of the students are African American. There are fifteen boys and sixteen girls. Students reading level range -from 3.5 to a 8.9 reading level. There are nine students out of the class tested and qualified for an IEP. That students sees the school resource teacher daily. 100% of the students in my class are on free or reduced lunch.I will keep in mind and plan my activities based off the socioeconomic status of my students. This will gauge what kind of activities we will conduct in my class as well as what supplies I will ask of my students to have.I will take my students reading level in consideration when planning activities, providing notes, assessments as well as materials we use during instruction. I will make sure my materials are within my students cognate levels.
Section IV: The Unit Plan Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding state standards. (Remember objectives must contain 4 parts: performance, product, conditions and criterion.) Unit ObjectivesCorrelated Standards/Expectations
1. 80% of students will be able to use context clues to generate the meanings of unfamiliar and multiple meaning words. 5-3.1- Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.
2. 80% of students will be able to interpret the meaning of idioms encountered in text. 5-3.3- Interpret the meaning of idioms and euphemisms encountered in text.
3. 80% of students will be able to interpret the meaning of euphemisms encountered in text.5-3.3- Interpret the meaning of idioms and euphemisms encountered in text.
4. 80% of students will be able to analyze the details that support the expression of the main idea in a given literary text.
5-1.4 Analyze the details that support the expression of the main idea in a given literary text.
5. 80% of students will be able to Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.
5-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.
6. 80% of students will be able to identify subject-verb and pronoun-antecedent agreement with collective nouns. Main and subordinate clauses indefinite.
Composite Writing Matrix: Subject-verb and pronoun-antecedent agreement with collective nouns. Main and subordinate clauses indefinite.
Section IV B: Unit Plan Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that are addressed.SUBJECT: English Language ArtsInstructional Plan for the Unit
Activities/Strategies/Materials/ResourcesUnit ObjectiveNumber(s)
I will fulfil my anticipatory set by asking various questions, showing videos, or using samples from the internet. 1,2,3,4,5,6
I will complete my direct instruction by using a PowerPoint presentation that is aligned with the Support document.1,2,3,4,5,6
My guided practice will be targeted by giving a quick review of previous lessons and examples, questions on the Smart board from Study Island or questions may arrive from the ELA Pass Coach Book that are aligned with the standards being taught. 1,2,3,4,5,6
Students will receive valid worksheets for independent practice. These worksheets majority of the time will come from the PASS workbooks.1,2,3,4,5,6
The closure of the lesson will include a review session of questions or a sample of student work. 1,2,3,4,5,6
Integration of the Arts- I will incorporate the arts by having select students do a dramatic reading of sentences. 1,2,3,4,5,6
Integration of Health-: I will integrate health by having students read idioms and euphemisms that are related to health issues. 1,2,3,4,5,6
Integration of Physical Education- : I will incorporate physical education by allowing the students to engage in movements related to certain idioms in the text. For example, students will demonstrate the idiom Monkey See, Monkey Do. 1,2,3,4,5,6
Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students characteristics, needs and learning contexts. The instructional plan establishes a balance by allowing me the flexibility to reach all the different learning types within my classroom. Furthermore, I am able to plan effective activities that are grade level and appropriate for my students. To teach students on different levels of development, I will plan lessons that include working cooperatively with their peers, also activities that include the Arts, as well as applying critical thinking activities for the advanced learners. My instructional plan incorporates students personality, their overall learning interests, and reading levels. These factors help guide me to instruction that will be interesting, effective and include instructional strategies that will help my students learn the needed content.
Section V A: Unit Assessments - List the key unit assessments.
Key Unit Assessments
Type of Assessment(Check one for each assessment)
Teacher-Made(A copy of each teacher made assessment must be attached to this plan.)Commercially Available
Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.
Interpret the meaning of idioms and euphemisms encountered in text.
Analyze the details that support the expression of the main idea in a given literary text.
Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs
Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students skills to plan your instruction?I determined that my unit assessments were valid and reliable for all students by ensuring that they were aligned to the content that was taught. I also made sure that the assessments did not contain content that we did not cover. By using the prior knowledge of my students skills I was able to plan my instruction. I also took a look at the type of learners that I had in the classroom so I made sure to involve strategies that varied for the different types of leaners during instruction. I made sure that my activities were interactive which helped students become more engaged in the content being taught.
Section V B: Assessments (1) Describe and attach the assessments for each unit objective. (2) Include descriptions of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly labeled to indicate their relationship to the elements in the table below.AssessmentsAccommodationsEvaluation Criteria
Unit Objective 1: Pre-Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
Time may be adjustedA= 93-100B= 92-85C= 84-77D= 76-70
Retest may be available A= 93-100B= 92-85C= 84-77D= 76-70
Unit Objective 2: Pre-Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
Time may be adjustedA= 93-100B= 92-85C= 84-77D= 76-70
Retest may be availableA= 93-100B= 92-85C= 84-77D= 76-70
Unit Objective 3: Pre-Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
Time may be adjustedA= 93-100B= 92-85C= 84-77D= 76-70
Retest may be availableA= 93-100B= 92-85C= 84-77D= 76-70
Unit Objective 4: Pre-Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
Time may be adjustedA= 93-100B= 92-85C= 84-77D= 76-70
Retest may be availableA= 93-100B= 92-85C= 84-77D= 76-70
Unit Objective 5: Pre-Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2) Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the pre-assessment(s) and describe the implications of these results on instruction.
After administering the pre-assessments on the idioms and euphemisms unit, I recognized that my students had minimal former knowledge of the content. Although an acceptable percentage of students passed the pre-assessment it was not enough to say all students had mastered the concept previously. This told me that with my instruction I needed to focus on reinforcing the minor skills my students needed in order to obtain mastery level of the content.Student 190
Student 280
Student 360
Student 460
Student 570
Student 660
Student 750
Student 860
Student 970
Student 1070
Student 1190
Student 1280
Student 1390
Student 1470
Student 1570
Student 1640
Student 1760
Student 1830
Student 1970
Student 2050
Student 2170
Student 2250
Student 23
60
Student 24
70
Student 25
60
Student 26
70
Student 27
60
Student 28
50
Student 29
70
Student 30
60
Student 3170
Section VI: Analysis of Student Learning) Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit objectives. (1) Did the information increase your understanding of individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire class, for one selected subgroup and for at least two individual students. For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been reported.
The analysis of student learning (assessments) increased my understanding of my students performance. By using the assessments, I was able to target exactly what content my students were able to learn and what they did not learn. Through the process of analyzing the assessments I saw the progress of my students from beginning of the unit to the completion of the unit. I used a teacher grader to assign grades for these assessments. This tool allowed me the freedom to choose any amount of questions and assign the correct grades. After grading these assessments the grades were recorded into the Power Teacher program. The program is an electronic grade book for teachers. Student 1100
Student 290
Student 380
Student 470
Student 580
Student 680
Student 770
Student 870
Student 980
Student 1090
Student 1190
Student 1290
Student 1390
Student 1480
Student 1570
Student 1670
Student 1780
Student 1870
Student 19100
Student 2080
Student 21100
Student 2280
Student 23
90
Student 24
80
Student 25
80
Student 26
70
Student 27
80
Student 28
70
Student 29
80
Student 30
80
Student 3170
Section VII. Reflection and Self-Assessment (1) Reflect on and describe the relationship between your students progress and achievement and your teaching performance. If you were to teach this unit again to the same groups of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified?
As I reflect I believe that my students growth was a correlated directly to my instruction. At the end of the unit my students grades showed they had grasped the content being taught. I believe that I gave them the appropriate content and delivered my instruction in a way that they could grasp. If I were to teach this unit again I would change certain aspects of my instruction. I would involve more technology that my students can be directly involved with. Even though my expectations for students to be more directly involved with technology in the content I was teaching didnt materialize, my student still grasped the concept.
PART II: Content 2Section IB: Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3) any other special features or important information that you included in your Long Range Plan as you described your students.My assigned class for my student teaching at Mellichamp is with Mrs. Kimberly Farmer fifth grade class. Within the classroom, there is a total amount of thirty-three students. Eighty- eight percent of the students are African American, and twelve percent are Hispanic. In Mrs. Farmers class, there are seventeen boys and sixteen girls. Consistently, the class demonstrates behavior that needs to be monitored constantly by both teachers. They are mostly talkative and the class has a select few who need extra accommodations for learning. Overall, they are an intelligent group led by an experienced teacher who has a solid classroom management plan.
Section III: Contextual Factors: Describe the contextual factors, including the (1) relevant student characteristics from Section II, as well (2) as other factors related to the community, district, school, classroom or students, that are likely to impact instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which each of these factors will be taken into consideration during unit planning and instruction.
There is a total amount of thirty-one students. All thirty-one of the students are African American. There are fifteen boys and sixteen girls. Students reading level range -from 3.5 to a 8.9 reading level. There are nine students out of the class tested and qualified for an IEP. That students sees the school resource teacher daily. 100% of the students in my class are on free or reduced lunch.I will keep in mind and plan my activities based off the socioeconomic status of my students. This will gauge what kind of activities we will conduct in my class as well as what supplies I will ask of my students to have.I will take my students reading level in consideration when planning activities, providing notes, assessments as well as materials we use during instruction. I will make sure my materials are within my students cognate levels.
Section IV: The Unit Plan Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding state standards. (Remember objectives must contain 4 parts: performance, product, conditions and criterion.) Unit ObjectivesCorrelated Standards/Expectations
1. 80% of students will be able to understand the Great Depression.
5-4.2Summarize the causes of the Great Depression, including overproduction and declining purchasing power, the bursting of the stock market bubble in 1929, and the resulting unemployment, failed economic institutions; and the effects of the Dust Bowl
2. 80% of students will be able to understand the policies of the New Deal. 5-4.3Explain the American governments response to the Great Depression in the New Deal policies of President Franklin Roosevelt, including the Civilian Conservation Corps, the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Act.
Section IV B: Unit Plan Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that are addressed. SUBJECT: Social Studies Instructional Plan for the Unit
Activities/Strategies/Materials/ResourcesUnit ObjectiveNumber(s)
I will fulfil my anticipatory set by asking various questions, showing videos, or using samples from the internet. 1
I will complete my direct instruction by using a PowerPoint presentation that is aligned with the Support document.1
My guided practice will be targeted by giving a quick review of previous lessons and examples, questions on the Smart board from Study Island or questions may arrive from the Social Studies Pass Coach Book that are aligned with the standards being taught. 1
Students will receive valid worksheets for independent practice. These worksheets majority of the time will come from the PASS workbooks.1
The closure of the lesson will include a review session of questions or a sample of student work. 1
Integration of the Arts- I will incorporate the arts by having select students do a dramatic reading of the New Deal policies. 1
Integration of Health-: I will integrate health by having students discuss some health issues that occurred during the Great Depression. 1
Integration of Physical Education- : I will incorporate physical education by allowing the students to engage in an exercises incorporating the Great Depression. 1
Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students characteristics, needs and learning contexts.The instructional plan establishes a balance by allowing me the flexibility to reach all the different learning types within my classroom. Furthermore, I am able to plan effective activities that are grade level and appropriate for my students. To teach students on different levels of development, I will plan lessons that include working cooperatively with their peers, also activities that include the Arts, as well as applying critical thinking activities for the advanced learners. My instructional plan incorporates students personality, their overall learning interests, and reading levels. These factors help guide me to instruction that will be interesting, effective and include instructional strategies that will help my students learn the needed content.
Section V A: Unit Assessments - List the key unit assessments.
Key Unit Assessments
Type of Assessment(Check one for each assessment)
Teacher-Made(A copy of each teacher made assessment must be attached to this plan.)Commercially Available
5-4.2Summarize the causes of the Great Depression, including overproduction and declining purchasing power, the bursting of the stock market bubble in 1929, and the resulting unemployment, failed economic institutions; and the effects of the Dust Bowl
5-4.3Explain the American governments response to the Great Depression in the New Deal policies of President Franklin Roosevelt, including the Civilian Conservation Corps, the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Act.
Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students skills to plan your instruction?I determined that my unit assessments were valid and reliable for all students by ensuring that they were aligned to the content that was taught. I also made sure that the assessments did not contain content that we did not cover. By using the prior knowledge of my students skills I was able to plan my instruction. I also took a look at the type of learners that I had in the classroom so I made sure to involve strategies that varied for the different types of leaners during instruction. I made sure that my activities were interactive which helped students become more engaged in the content being taught.
Section V B: Assessments (1) Describe and attach the assessments for each unit objective. (2) Include descriptions of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly labeled to indicate their relationship to the elements in the table below.AssessmentsAccommodationsEvaluation Criteria
Unit Objective 1: Pre-Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
Time may be adjusted
A= 93-100B= 92-85C= 84-77D= 76-70
Retest may be availableA= 93-100B= 92-85C= 84-77D= 76-70
Unit Objective 2: Pre-Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
Time may be adjusted
A= 93-100B= 92-85C= 84-77D= 76-70
Retest may be availableA= 93-100B= 92-85C= 84-77D= 76-70
Unit Objective 3: Pre-Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
Time may be adjusted
A= 93-100B= 92-85C= 84-77D= 76-70
Retest may be availableA= 93-100B= 92-85C= 84-77D= 76-70
Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2) Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the pre-assessment(s) and describe the implications of these results on instruction. After administering the pre-assessments on the New Deal policies, I will recognize the level of prior knowledge of the content. This will tell me how much of my instruction I need to focus on reinforcing the minor skills my students needed in order to obtain mastery level of the content.
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28
Student 29
Student 30
Student 31
Section VI: Analysis of Student Learning) Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit objectives. (1) Did the information increase your understanding of individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire class, for one selected subgroup and for at least two individual students. For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been reported.
The analysis of student learning (assessments) will increase my understanding of my students performance. By using the assessments, I will able to target exactly what content my students were able to learn and what they did not learn. Through the process of analyzing the assessments I will the progress of my students from beginning of the unit to the completion of the unit. I will use a teacher grader to assign grades for these assessments. This tool will allow me the freedom to choose any amount of questions and assign the correct grades. After grading these assessments the grades will be recorded into the Power Teacher program. The program is an electronic grade book for teachers. Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28
Student 29
Student 30
Student 31
Section VII. Reflection and Self-Assessment (1) Reflect on and describe the relationship between your students progress and achievement and your teaching performance. If you were to teach this unit again to the same groups of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified?
As I reflect I believe that my students growth will be correlated directly to my instruction. At the end of the unit my students grades should show they grasped the content being taught. I believe that I will give them the appropriate content and delivered my instruction in a way that they can grasp.
Revised Fall 2013 ACEI/NAEYC 2010 StandardsEDUC 450UNIT WORK SAMPLE SCORING RUBRICSCHOOL OF EDUCATION
COMPONENTTARGET (3)ACCEPTABLE (2)UNACCEPTABLE/DEVELOPING (1)SCORE
DESCRIPTION OF STUDENTS
Description of Students
ACEI 3.1NAEYC 1aDescribes students in-depth according to ability, disabilities, ethnicity/race, socioeconomic status, student interests and other relevant school factors that could impact student learning; list 5 or more factors.Describes students according to some differences, lists at least 4 factors that could impact student learningDoes not include at least three (3) types of descriptions; displays minimal understanding of addressing a variety of student needs.
Contextual Factors collaborating with others and sources of informationACEI 3.5/NAEYC 5cUses substantial information from descriptions of the students to select standards to meet students individual differences and plan instruction and assessmentUses adequate information from the descriptions to select standards to meet students differences and plan instruction and assessmentsFails to use the information from the descriptions to plan instruction and assessments to meet the needs of students
Contextual Factors
ACEI 3.5/NAEYC 3bData is collected from multiple sources, including verbal, nonverbal and media, etc.Uses at least three (3) types of sources to collect dataUses only one data source (records) to set standards and plan assessments
Contextual Factors
ACEI 5.2/NAEYC 2cDisplays an understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community.Selected sources show the importance of collaborative relationships with families, school colleagues, and agencies in the communityShows little or no importance of collaborative relationships with families, school colleagues, and agencies in the community
Overall Rating
UNIT PLAN
Objectives
ACEI 3.3/NAEYC 5bAll objectives are thorough, significant and challenging, and are clearly stated and correlated with the SC State standardsObjectives are challenging and are clearly stated and correlated with the SC State standardsObjectives are not clearly stated
Objectives
ACEI 3.2/NAEYC 5cObjectives are appropriate for the development, prerequisite knowledge, experiences, diversity, and other student needsObjectives are appropriate for the development, prerequisite knowledge and experiences, but are limited in diversityObjectives do not address the development, prerequisite knowledge, experiences, and diversity, or other student needs
ObjectivesACEI 3.2/NAEYC 5cAll objectives contain performance, products, conditions and criteria componentsObjectives are measurable, containing 2-3 componentsObjectives are not measurable.
Overall Rating
Alignment with Learning Objectives and InstructionACEI 4.0/NAEYC 3bPlans to assess each objective domain through the assessment plan.Plans to assess most of the objectives through the assessment plan.Does not plan to assess the objectives through the assessment plan
Alignment with Learning Objectives and InstructionACEI 4.0/NAEYC 3bAll assessments are congruent with standards, content and cognitive complexity.Assessments are congruent with the standards, content, but have limited cognitive complexity.Assessments are not congruent with the standards, content, or cognitive complexity.
Overall Rating
Instructional PlanNAEYC 5cAll content is paced and sequenced so that it is covered in the allotted timeContent is paced that it is covered in the allotted times, but there are some sequencing issuesThe content is not paced and sequenced so that is covered in the allotted time
Instructional PlanNAEYC 5cAll standards thoroughly display knowledge, skills and dispositionsStandards are inclusive of knowledge, skills and dispositionsStandards are not inclusive of knowledge, skills, and dispositions
Instructional PlanNAEYC 5c3 or more activities relate to real world experiences2 activities relate to real world experiencesActivities do not relate to real world experiences
Overall Rating
Selection of Strategies for Varying Levels
ACEI 3.3/NAEYC 4b;4cUses and justifies a variety of strategies to teach students on varying levels, including activities that require students to think critically and solve problems.Uses a variety of strategies to teach students on varying levels, including activities that require students to think critically and solve problems.Uses less than three (3) strategies; does not accommodate the varying levels of students or activities that require students to think critically and solve problems.
Design for Instruction
ACEI 1.0/NAEYC 5cDesigns instruction for specific learning standards using students characteristics and needs for learning contexts.Designs most of the instruction using the standards, but fails to use students characteristics and needs for learning contextsAttempts to design the instruction using the standards, but the attempt lacks congruency and fails to use students characteristics and needs for learning contexts.
ASSESSMENTS
Knowledge of Students Skills and Prior LearningACEI 3.1Displays specific understanding of students skills and prior learning that affect instruction.Displays general understanding of students skills and prior learning that affect instruction.Displays no understanding of students skills and prior learning that affect instruction.
Multiple Assessment ModesACEI 4.0/NAEYC 3bAll informal assessments are completely aligned to the objectives Informal assessments are aligned to adequate portions of the standards Does not use informal assessments
Multiple Assessment Modes/NAEYC 3bACEI 4.0/NAEYC 3bAll formal assessments are completely aligned to the objectivesFormal assessments are aligned to adequate portions of the standards Does not use formal assessments
Multiple Assessment ModesACEI 4.0/NAEYC 3bUses more than one (1) authentic assessment typeApplies an authentic assessment typeDoes not use authentic assessments
Multiple Assessment ModesACEI 4.0/NAEYC 3bHas rubrics for all performance tasksUses rubrics for most performance tasksDoes not use performance tasks
Multiple Assessment ModesACEI 4.0/NAEYC 3bPlans substantially for student reflectionsPlans adequately for student reflectionsDoes not plan for student reflections
Overall Rating
Validity of AssessmentsACEI 4.0/NAEYC 3bAll assessments are validMost assessments are validAssessments are not valid
Validity of AssessmentsACEI 4.0/NAEYC 3bAll items or prompts are clearly written and correctItems or prompts are clearly written, but exhibit minimal errorsItems or prompts are not clearly written
Validity of AssessmentsACEI 4.0/NAEYC 3bAll directions and procedures are clearly written and correctDirections and procedures are clearly written, but exhibit minimal errorsDirections and procedures are not clearly written
Overall Rating
Scoring Procedures ExplainedACEI 4.0/NAEYC 3bThoroughly, but succinctly, explains the scoring procedures for all of the assessmentsAdequately explains some of the scoring procedures for the assessmentsFails to explain the scoring procedures for any of the assessments.
Analysis of Student LearningACEI 4.0/NAEYC 3bUses assessment data using graphs, charts, tables, etc., to profile student learning and communicate information about student progress and achievement.Provides an appropriate summary of assessment data to explain student learning and communicate information about student progress and achievement.Makes an inadequate attempt to summarize or display student learning and communicate information about student progress and achievement.
Interpretation of Data and Student LearningACEI 4.0/NAEYC 3bThorough and accurate interpretation is providedAn adequate interpretation is provided; contains few errors in accuracyInterpretation is not accurate
Interpretation of Data and Student LearningACEI 4.0/NAEYC 3bMeaningful, appropriate, and data supported conclusions are drawn Meaningful and appropriate conclusions are drawn with limited inclusion of dataConclusions are not meaningful or supported by data
Interpretation of Data and Student LearningACEI 4.0/NAEYC 3bProvides relevant and detailed hypotheses for all achieved and unachieved learning goals.Provides generalized hypotheses for why students met or did not meet the learning goalsDoes not provide hypotheses as to why the students did not meet the learning goals
Overall Rating
Instructional Decision-makingACEI 4.0/NAEYC 3cUses ongoing analysis of student learning to make instructional decisions.Uses intermittent analysis of student learning to make instructional decisions.Provides no evidence of using an analysis of student learning to make instructional decisions.
Effective Instruction and AssessmentACEI 4.0/NAEYC 3cIdentifies successful and unsuccessful activities and assessments Identifies unsuccessful and successful activities , but not assessments or vice versaDoes not identify successful or unsuccessful activities or assessments
Effective Instruction and AssessmentACEI 4.0/NAEYC 3cProvides plausible reasons (based on theory or research) for both the success and lack thereofProvides plausible reasons to support why activities and assessments were either successful or not successful Does not provide reasons to support the success or nonsuccess of activities or assessments
Overall Rating
Impact on Student Learning
ACEI 4.0/NAEYC 3bIncludes substantial evidence of the impact on student learning in terms of the number of students who achieved and made progress toward the learning outcomesIncludes adequate evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward the learning outcomesIncludes incomplete or no evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward learning outcomes
Clarity and Accuracy of Presentation/NAEYC 6bIs easy to follow and contains no errors in conventions or grammar usage.Is easy to follow and contains minimal errors in conventions or grammar usage.Is easy to follow and contains numerous errors in conventions or grammar usage.
Reflection/Self Evaluation
ACEI 5.1/NAEYC 4dReflects comprehensively on his or her instruction and student learning in order to improve teaching practice.Reflects adequately on his or her instruction and student learning in order to improve teaching practice.Reflects, but does not adequately support ways to improve teaching practice.
TOTAL POINTS
Unacceptable/Developing (1)Acceptable/Meets (2)Target/Exceeds (3)
Candidate demonstrates a limited amount of the attributes of the standard. Performance indicates that few competencies have been demonstrated.Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment.Candidate demonstrates all of the attributes of the standard. Performance clearly indicates that the competency has been mastered, including examples, extension, and enrichment.
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