SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES MIDDLE LEVEL AND SECONDARY

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.

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 EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE TEMPLATE MIDDLE LEVEL AND SECONDARY

Section I:

Candidate: Raymone Rogers Cooperating Teacher: Mrs. McLendon Academic Year: 2016-2017

District: OCSD5 School: William J. Clark Grade Level: 7th

Subject: Math Dates of unit: from to

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.

Mathemetics

1st Class: There are a total of 28 students. Of those 28, fifteen are male and thirteen are female. All are
African American besides two who are both Hispanic.
2nd Class: There are a total of 24 students. Of those 24, ten are male and fourteen are female. All are
African American besides one who is Caucasian.
3rd Class: There are a total of 24 students. Of those 24, six are male and twenty are female. All are African
American except one who is Hispanic.
4th Class: There are a total of 25 students. Of those 25, twelve are male and thirteen are female. All are
African American except two. One student is Hispanic and one is Caucasian.

Of these students, majority are considered to be of low socioeconomic status. Due to this, they are
eligible for free and reduced lunch. Some of these factors could deal with social, mental, physical, or
emotional factors. Reading levels are low but still vary among students according to the student records
that I had observed. A lot of students are not reading on the level they should be. Students range of
activities in which they enjoy span in a lot of categories: cheerleading, volleyball, basketball, drawing,
reading, dancing, writing, and listening to Hip-Hop/Rap music and R&B music. There is plenty of talent in
the classroom, but they must learn to channel that energy towards the lessons.

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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.

These factors are just a few factors that I have chosen that I feel have impacts on the way students learn
and the structure of the classroom. The ethnicity plays a big role as one of the Hispanic children has
trouble with their English. Unfortunately, there are no resource teachers available to help the student get
more attention aiding them. I must find a way to incorporate different elements in lessons such as having
videos available. Most of the students in the classroom and the school are considered to be of low
socioeconomic status. I can see that the majority of my students enjoy listening to Rap/Hip Hop music. I
should definitely find a way to incorporate music somewhere in my lessons. If students enjoy that type of
music I could make up catchy tunes that will assist the students in their learning process. I also see that
students enjoy playing/watching sports. So I should find a way to make my students lesson involve
something to do with sports such as using famous sports stars in the lessons. Since my female students
enjoy drawing, I can have the classes draw illustrations of what they are learning about in the class.

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.)

Correlated
Unit Objectives Standards/Expectations

Content or Cognate 1 7th Grade Mathematics

Objective #1: Students must be able to recognize information on relationships and
differentiate between different types of relationships with at least 70% accuracy. 7.RP.1
7.RP.1 Compute unit rates, including those involving complex fractions, with like or
different units. 7.RP.2
7.RP.2 Identify and model proportional relationships given multiple representations,
including tables, graphs, equations, diagrams, verbal descriptions, and real-world 7.RP.3
situations.

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a. Determine when two quantities are in a proportional relationship.
b. Recognize or compute the constant of proportionality.
c. Understand that the constant of proportionality is the unit rate.
d. Use equations to model proportional relationships.
e. Investigate the graph of a proportional relationship and explain the meaning of
specific points (e.g., origin, unit rate) in the context of the situation.
7.RP.3 Solve real-world and mathematical problems involving ratios and percentages
using proportional reasoning (e.g., multi-step dimensional analysis, percent
increase/decrease, tax).
Objective #2: Students will be able to utilize Order of Operations and math properties to
effectively solve number and word problems with at least 70% accuracy. 7.EEI.1
7.EEI.1 Apply mathematical properties (e.g., commutative, associative, distributive) to
simplify and to factor linear algebraic expressions with rational coefficients. 7.EEI.2
7.EEI.2 Recognize that algebraic expressions may have a variety of equivalent forms and 7.EEI.3
determine an appropriate form for a given real-world situation.
7.EEI.3 Extend previous understanding of Order of Operations to solve multi-step real- 7.EEI.4
world and mathematical problems involving rational numbers. Include fraction bars as a
grouping symbol. 7.EEI.5
7.EEI.4 Apply the concepts of linear equations and inequalities in one variable to real-world
and mathematical situations.
a. Write and fluently solve linear equations of the form + = and
( + ) = where , , and are rational numbers.
b. Write and solve multi-step linear equations that include the use of the distributive
property and combining like terms. Exclude equations that contain variables on both sides.
c. Write and solve two-step linear inequalities. Graph the solution set on a number line
and interpret its meaning.
d. Identify and justify the steps for solving multi-step linear equations and two-step
linear inequalities.
7.EEI.5 Understand and apply the laws of exponents (i.e., product rule, quotient rule,
power to a power, product to a power, quotient to a power, zero power property) to simplify
numerical expressions that include whole-number exponents.

Content or Cognate 2:

Section IV B: Instructional 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: Mathematics Unit Title: Expressions, Equations, and Inequalities Length: 3-4 weeks

Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
Operations and expressions review
Applying to real-life situations Jan 26-31st 1
Mini-quiz on operations and expressions
Common Assessment on Proportional Relationships (wrapping up when I came)

Laws of exponents 2
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Referencing all laws February 1st-13th
Reteach
Correct Formula use
Exponent worksheets
Mini-quiz on the laws
Simplifying expressions
Combining like terms from all forms of operations

One step and two step equations February 14th 28th 2

Worksheets on the steps
Mini-quiz on equations
Apply to Linear inequalities
Graphing techniques
Common Assessment on Like terms

SUBJECT: Content or Cognate 2 Unit Title: Length:

Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)

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 being able to use more time if needed for those students that
dont understand the material. Students are expected to learn the information in a timely manner. A good
strategy for students that are lower level would be to have them draw pictures to represent different numbers
or variables throughout the lesson. This can come in handy with the one step or two step equations. Drawing
models can help visually. A strategy for students that are higher level would be to have them write more
detailed information as well as extending their knowledge beyond what the question or questions are asking
for. I designed my lessons so that all students learning styles would be addressed, no matter if they are visual,
auditory, or kinesthetic. I will address the students need to see by utilizing the smartboard or using the
Lumens camera for the lessons being conducted. I will address the students need to hear by communicating
effectively and clearly to the students. Also, I will make sure the volume of any videos played will be loud
enough to accompany the students. Students need to physically get involved with the lesson will be able to
use the white board to write the different steps out on a problem either from the homework or from some
guided practice problems in which the students attempt before the independent practice.

Section V A: Unit Assessments - List the key unit assessments.

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 Type of Assessment
(Check one for each assessment)
Key Unit Assessments Teacher-Made Commercially
(A copy of each teacher Available
made assessment must be
attached to this plan.)
Math

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 was able to determine that the assessments are valid by looking closely to the standards and giving multiple ways of
understanding the standards. The standards are addressing properties, expressions, equations, inequalities, and laws of
exponents. The assessments are directly addressing each component of the standards with multiple problems. I determined
the assessments are reliable by having multiple problems on each component. Having multiple problems that address each
component will help to see how much the student understands the standards and to see if they will apply the strategy learned
to all problems. I used my prior knowledge by planning my instruction to reach out to all learners. For learners that are
struggling, multiple examples will be given as well as some individual teaching. For learners that are proficient, they will be
given more difficult problems.

Section V B: Other 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.

Assessments Accommodations Evaluation Criteria

Mathematics
Unit Objective 1: Pre-Assessment(s)
Students will be given extra The grading scale for the
time if needed and school is as follows:
directions will be read loud A = 100-90
and clear. B = 89-80
C = 79-70
D = 69-60
E = 59-0

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 Students will be given extra The grading scale for the
Formative Assessment(s) time if needed and school is as follows:
directions will be read loud A = 100-90
and clear. B = 89-80
C = 79-70
D = 69-60
E = 59-0

Summative Assessment(s)

Unit Objective 2: Pre-Assessment(s)

Formative Assessment(s) The grading scale for the

school is as follows:
Students will be given extra A = 100-90
Summative Assessment(s) time if needed and B = 89-80
directions will be read loud C = 79-70
and clear. D = 69-60
E = 59-0
Students will be given extra The grading scale for the
time if needed and school is as follows:
directions will be read loud A = 100-90
and clear. B = 89-80
C = 79-70
D = 69-60
E = 59-0

Unit Objective 1: Pre-Assessment(s)

Students will be given extra The grading scale for the

: Post-Assessment(s) time if needed and school is as follows:
directions will be read loud A = 100-90
and clear. B = 89-80
: Other Assessment(s) C = 79-70
D = 69-60
E = 59-0
Students will be given extra The grading scale for the
time if needed and school is as follows:
directions will be read loud A = 100-90
and clear. B = 89-80
C = 79-70
D = 69-60
E = 59-0

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 Students will be given extra The grading scale for the
time if needed and school is as follows:
Unit Objective 2: Pre-Assessment(s) directions will be read loud A = 100-90
and clear. B = 89-80
C = 79-70
: Post-Assessment(s) D = 69-60
E = 59-0
Students will be given extra The grading scale for the
: Other Assessment(s) time if needed and school is as follows:
directions will be read loud A = 100-90
and clear. B = 89-80
C = 79-70
D = 69-60
E = 59-0
Students will be given extra The grading scale for the
time if needed and school is as follows:
directions will be read loud A = 100-90
and clear. B = 89-80
C = 79-70
D = 69-60
E = 59-0

Section V C: Data Analysis: 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.

I was unfortunate in administering a pretest for the math class. I had a discussion with my cooperating teacher about how
content was not sticking with students due to data she reviewed prior to this 2016-2017 school year. We both talked about it
and we decided to not give any pretest to save time. Instead, I would simply ask students about prior knowledge on the
subject at hand before the lesson starts. I did the same thing for both common assessments. Instead of the pre-assessment
data, I have shown the common assessment data for #5 and #6.

CA #5 CA #6
Student 1 23 20
Student 2 77 36
Student 3 74 32
Student 4 71 71
Student 5 69 84
Student 6 49 52
Student 7 83 56
Student 8 86 84
Student 9 60 68
Student 10 77 68
Student 11 86 88
Student 12 83 68
Student 13 57 76
Student 14 66 88
Student 15 77 72
Student 16 60 67
Student 17 89 88
Student 18 71 74
Student 19 86 96
Student 20 77 36
Student 21 74 68
Student 22 80 63

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Here is the data for the Common Assessment #5 and #6. This data is based upon the content dealing
with proportional relationships. After viewing the data, I noticed that most of the students scored in
the 66-79 range. I started my Professional Clinical practice as the class was wrapping up with the
proportional relationships. I did take a glance at some of the previous work that was done before I got
there. Based off that and the data in the table, the students averaged 71% as a class even though it
could have been better. They still hit the target accuracy score though. Student 1 has a tendency to
not be at school a lot. The days the student is in class he is not paying attention so the results show.
Students 2, 10, 15, and 20 all scored the same on the test. Student 17 scored the highest with an 89. 7
students did not master the concept falling short of the 70%. For Common Assessment #6, the data is
based upon the content dealing with combining like terms, simplifying expressions, and evaluating
expressions with variables. Only 10 of the students scored 70% or above. A re-test has to be
administered. The class average ended up averaging to 65%.

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?

The information from just the common assessment alone did help increase my understanding of my students performance
despite me not being there for long. I could figure out some of the strengths and some of the weaknesses of my students
pertaining to the common assessment concept of proportionality.

(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.

CA#5 Grade CA#5 (Retest) Grade CA#6

Student 1 23 Student 1 57 20
Student 2 77 Student 2 77 36
Student 3 74 Student 3 74 32 (3) For each visual representation, (3) provide a descriptive
Student 4 71 Student 4 71 71
narrative that summarizes your analysis of student progress and
Student 5 69 Student 5 94 84
achievement.
Student 6 49 Student 6 71 52
Student 7 83 Student 7 83 56
The data in the above table represents the scoring data from the
Student 8 86 Student 8 86 84
Student 9 60 Student 9 83 68 Common Assessment #5 and the Common Assessment #5 retest.
Student 10 77 Student 10 77 68 The average score for the common assessment #5 was 71%.
Student 11 86 Student 11 86 88 After the re-test, the average jumped to 77% minus the score for
Student 12 83 Student 12 83 68 Student 13 due to her absence. All of the students who did not
Student 13 57 Student 13 76 make the 70% range on the first test improved on the retest after
Student 14 66 Student 14 83 88 reviewing proportions prior to the retest. Some of the students
Student 15 77 Student 15 77 72 scores are the same because they had the option to take test or
Student 16 60 Student 16 86 67 not take test due to the fact that they made it to the 70% range on
Student 17 89 Student 17 89 88
first test. Student 5 made the biggest improvement on the re-test
Student 18 71 Student 18 71 74
going from a D to an A. Student 1 slightly improved.
Student 19 86 Student 19 86 96
Student 20 77 Student 20 77 36
The common assessment #6 data shows that everybody took the
Student 21 74 Student 21 74 68
Student 22 80 Student 22 80 63 test and the class average for that test was 66%. Students 1,2,3,
and 20 scored the lowest while students 11, 14, and 19 scored
the highest points. Due to the fact that the class average was 66%, I had to go back and reteach that part of the unit. I
continued with the unit I havent covered yet and made sure I incorporated the parts of the unit dealing with common
assessment #6. Unfortunately, I did not get to administer the test because it was time for me to switch schools. I can check
their progress at a later date.

(4) Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and
what were the overall results?

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Each student was assigned grades based on the grading scale that is used at William J. Clark Middle school. The grading
scale was altered from how it used to be. The new grading scale shows that: A = 100 90 B = 89 80 C = 79 70 D = 69 60
and F = 59 0. Result improved from the first assessment to the retest on the first assessment. All of the students except
student 1 hit the 70% mastery level. It would have been better if more students hit the 70% range the first time.

(5) Based on the overall results, did the students gain from this unit all that you expected? Why or why not?

In the end, the students did in fact gain from this unit. After going back and re-teaching concepts that were included in the
common assessment, I aimed to try and make sure the students previous score was much lower than the new score for the
students who wanted to take the retest. Most of the students improved slightly, and a few improved tremendously. My goal
was to reinforce concepts that were covered on assessment, make sure students make the information stick better, and do
well on the test. I expected and feel the students gained the most during the inequalities portion of the next unit. Out of the
other portions of the unit, I expected the students to gain the most because the inequalities required the students to draw in
their notes and using visuals is one way to help facilitate learning. The expressions and equations unit was a bit rough
because some of the same common mistakes kept being made. For example, students kept breaking the law with the laws
of exponents as far as when to multiply exponents and when to add them. Also, they were not combining like terms correctly
each problem. They also were not properly distributing the exponent to all parts of the expressions.

(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 results of the test were placed in the handheld gradebook. The use of PowerSchool was also used to help communicate
the grades with other parties that would like to view them such as parents, other teachers, or the principal.

(7) Provide evidence to support the impact on student learning in terms of the number of students who achieved and make
progress toward the unit objectives.

CA#5 Grade CA#5 (Retest) Grade CA#6

Student 1 23 Student 1 57 20

Student 2 77 Student 2 77 36

Student 3 74 Student 3 74 32

Student 4 71 Student 4 71 71

Student 5 69 Student 5 94 84

Student 6 49 Student 6 71 52

Student 7 83 Student 7 83 56

Student 8 86 Student 8 86 84

Student 9 60 Student 9 83 68

Student 10 77 Student 10 77 68

Student 11 86 Student 11 86 88

Student 12 83 Student 12 83 68

Student 13 57 Student 13 76

Student 14 66 Student 14 83 88

Student 15 77 Student 15 77 72

Student 16 60 Student 16 86 67

Student 17 89 Student 17 89 88

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Student 18 71 Student 18 71 74

Student 19 86 Student 19 86 96

Student 20 77 Student 20 77 36

Student 21 74 Student 21 74 68

Student 22 80 Student 22 80 63

Chart Title
120

100

80

60

40

20

CA #5 CA #5 R CA #6

Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and achievement and your teaching
performance.
I honestly believe that students progress made in the classroom is affected by the way I teach, the content I bring
forth to them, and the delivery of each lesson. For example, the use of the lumens camera seems pretty effective
being that all students have a clear view of screen where students can easily follow what I am doing. Learning styles
play a role in the success of the classroom as well.

(2) If you were to teach this unit again to the same groups of students, (2) what, instructional decisions would you make to
improve your students performance? What specific aspects of the instruction need to be modified?

Because the students were already exposed to the content from the first test, I had the chance to come in with them having
somewhat prior knowledge for the common assessment. I continued with the next unit on expressions, equations, and
inequalities while also taking a few days to revert back to the proportional relationships. The common assessment data could
have been better. I would make the decision mandatory for everybody to take the re-test instead of giving the option of re-
taking the test. As far as the next unit, I feel like the students could have done better if they applied themselves better. With
the expressions and equations, I should have let more students work problems on the board. I would tell them to come to the
board without any notes and make them apply the current concept on the board. I could have measured more accurately if
students were understanding besides looking at the grades and data. My key vocabulary words could have been modified. I
gave the students plenty of notes to right down in their notebooks, however I feel like I did not provide enough sufficient ways
to make the information stick hard to the students.

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(3) What activities were successful? Which were unsuccessful? Give reasons based on theory or research as to why you
believe the activities were successful or unsuccessful.

Because they were already exposed to the proportionalities, the re-teaching was not too bad.
The re-teaching did not require much time either because I did not want to get too far behind as
far as covering content. Having the students group together to review real-world application
problems dealing with the proportions was a good activity. The problems related to the students
in some way as there were 6 different problems for each partner/group. Once we went over the
first example together, the students took off and applied the same concepts to the rest of the
problems. The graphing of the inequalities was a success as well. Students fell in love with
drawing the number lines and shading in the arrows along with filling bubbles depending on the
inequality given. In my notes, I reviewed the different signs (less than, greater than, etc.) with
them and they applied it to the inequalities which was good. One unsuccessful could be the fact
that the students did not get a good grasp with the exponents lesson and activity. When
students were acting as teachers, some of the students who were called to the board did not
execute the specified law. Some students felt pressure by being at the board, some didnt know
what to do at all, etc. Most of the students shut down and definitely did not perform too well as
expected. I should have checked more of the students work before I sent them to the board, but
I was trying to make the students feel the tendency to hold themselves accountable for their own
learning.

Section VIII: Sample Work (Attach)

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 EDUC 450 UNIT WORK SAMPLE SCORING RUBRIC SCHOOL OF EDUCATION
Name: Middle Level, Secondary Date:
UNACCEPTABLE/DEVELOPIN
COMPONENT TARGET (3) ACCEPTABLE (2) SCORE
G (1)
DESCRIPTION OF STUDENTS
Describes students in-depth
Description of according to ability, disabilities, Does not include at least three
Students Describes students according to
ethnicity/race, socioeconomic (3) types of descriptions;
some differences, lists at least 4
status, student interests and displays minimal understanding
factors that could impact
ACEI 3.1 other relevant school factors that of addressing a variety of
student learning
could impact student learning; student needs.
NAEYC 1a
list 5 or more factors.
Contextual
Factors
Uses substantial information from
collaborating Uses adequate information from
descriptions of the students to Fails to use the information from
the descriptions to select
with others and select standards to meet the descriptions to plan
standards to meet students
sources of students individual differences instruction and assessments to
differences and plan instruction
and plan instruction and meet the needs of students
information and assessments
assessment
ACEI 3.5/NAEYC
5c
Contextual
Factors Data is collected from multiple Uses only one data source
Uses at least three (3) types of
sources, including verbal, (records) to set standards and
sources to collect data
ACEI 3.5/NAEYC nonverbal and media, etc. plan assessments

3b
Contextual Displays an understanding of the Selected sources show the
Factors Shows little or no importance of
importance of collaborative importance of collaborative
collaborative relationships with
relationships with families, school relationships with families,
families, school colleagues, and
ACEI 5.2/NAEYC colleagues and agencies in the school colleagues, and agencies
agencies in the community
community. in the community
2c
Overall Rating
UNIT PLAN
Objectives All objectives are thorough,
Objectives are challenging and
significant and challenging, and Objectives are not given;
are clearly stated and correlated
ACEI 3.3/NAEYC are clearly stated and correlated standards are used.
with the SC State standards
with the SC State standards
5b

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 Objectives Objectives are appropriate for the Objectives are appropriate for
development, prerequisite the development, prerequisite Objectives are not given;
knowledge, experiences, knowledge and experiences, but standards are used.
ACEI 3.2/NAEYC diversity, and other student are limited in diversity or other
5c needs student needs.
Objectives All objectives contain
performance, products, Objectives are measurable,
ACEI 3.2/NAEYC conditions and criteria containing 2-3 components
Objectives are not measurable.
5c components
Overall Rating
Alignment with
Learning
Plans to assess each objective Plans to assess most of the Does not plan to assess the
Objectives and
domain through the assessment objectives through the objectives through the
Assessment plan. assessment plan. assessment plan
ACEI 4.0/NAEYC
3b
Alignment with
Learning Most assessments are congruent
All assessments are congruent Assessments are not congruent
Objectives and with the standards, content, but
with standards, content and with the standards, content, or
Assessment have limited cognitive
cognitive complexity. cognitive complexity.
complexity.
ACEI 4.0/NAEYC
3b
Overall Rating
Instructional Content is paced that it is
All content is paced and The content is not paced and
covered in the allotted times,
Plan sequenced so that it is covered in
but there are some sequencing
sequenced so that is covered in
NAEYC 5c the allotted time the allotted time
issues
Instructional Standards are inclusive of Standards are not inclusive of
All standards thoroughly display
Plan knowledge, skills and dispositions
knowledge, skills and knowledge, skills, and
NAEYC 5c dispositions dispositions
Instructional
3 or more activities relate to real 2 activities relate to real world Activities do not relate to real
Plan world experiences experiences world experiences
NAEYC 5c
Instructional The instructional plan aligns with The instructional plan aligns The instructional plan does align
Plan the objective(s) for each content with the objective(s) for at least with the objective(s) for any of
NAEYC 5c area. two or more content areas. content areas.

Overall Rating

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 Selection of
Uses less than three (3)
Strategies for Uses and justifies a variety of Uses a variety of strategies to
strategies; does not
strategies to teach students on teach students on varying
Varying Levels accommodate the varying levels
varying levels, including activities levels, including activities that
of students or activities that
that require students to think require students to think
require students to think
ACEI 3.3/NAEYC critically and solve problems. critically and solve problems.
critically and solve problems.
4b;4c
Design for Attempts to design the
Instruction Designs instruction for specific Designs most of the instruction instruction using the standards,
learning standards using using the standards, but fails to but the attempt lacks
students characteristics and use students characteristics congruency and fails to use
ACEI 1.0/NAEYC needs for learning contexts. and needs for learning contexts students characteristics and
5c needs for learning contexts.
ASSESSMENTS
Knowledge of
Students Skills Displays specific understanding Displays general understanding Displays no understanding of
and Prior of students skills and prior of students skills and prior students skills and prior
Learning learning that affect instruction. learning that affect instruction. learning that affect instruction.

ACEI 3.1
Multiple
Assessment All informal assessments are Informal assessments are
Does not use informal
Modes completely aligned to the aligned to adequate portions of
assessments
ACEI 4.0/NAEYC objectives the standards

3b
Multiple
Assessment All formal assessments are Formal assessments are aligned
Modes/NAEYC 3b completely aligned to the to adequate portions of the Does not use formal assessments
ACEI 4.0/NAEYC objectives standards

3b
Multiple
Assessment
Uses more than one (1) authentic Applies an authentic assessment Does not use authentic
Modes assessment type type assessments
ACEI 4.0/NAEYC
3b
Multiple Uses more than one (1) l Uses a performance task(s) but Does not use performance tasks
performance tasks and includes does not use a scoring rubric
Assessment
the scoring rubric
Modes
ACEI 4.0/NAEYC

Revised 2015
 3b

Multiple
Assessment
Plans substantially for student Plans adequately for student Does not plan for student
Modes reflections reflections reflections
ACEI 4.0/NAEYC
3b
Overall Rating
Validity of
Assessments
All assessments are valid Most assessments are valid Assessments are not valid
ACEI 4.0/NAEYC
3b
Validity of
Items or prompts are clearly
Assessments All items or prompts are clearly Items or prompts are not clearly
written, but exhibit minimal
ACEI 4.0/NAEYC written and correct written
errors
3b
Validity of
Directions and procedures are
Assessments All directions and procedures are Directions and procedures are
clearly written, but exhibit
ACEI 4.0/NAEYC clearly written and correct not clearly written
minimal errors
3b
Overall Rating
Scoring
Procedures
Thoroughly, but succinctly, Adequately explains some of the Fails to explain the scoring
Explained(Eval.
explains the scoring procedures scoring procedures for the procedures for any of the
Crit) for all of the assessments assessments assessments.
ACEI 4.0/NAEYC
3b
Uses assessment data using Provides an appropriate
Analysis of Makes an inadequate attempt to
graphs, charts, tables, etc., to summary of assessment data to
summarize or display student
Student Learning profile student learning and explain student learning and
learning and communicate
ACEI 4.0/NAEYC communicate information about communicate information about
information about student
student progress and student progress and
3b progress and achievement.
achievement. achievement.
Interpretation of Thorough and accurate An adequate interpretation is Interpretation is not accurate
interpretation is provided provided; contains few errors in
Data and
accuracy
Student Learning
ACEI 4.0/NAEYC
Revised 2015
 3b
Interpretation of
Data and Meaningful, appropriate, and Meaningful and appropriate
Conclusions are not meaningful
Student Learning data supported conclusions are conclusions are drawn with
or supported by data
ACEI 4.0/NAEYC drawn limited inclusion of data

3b
Interpretation of
Data and Provides relevant and detailed Provides generalized hypotheses Does not provide hypotheses as
Student Learning hypotheses for all achieved and for why students met or did not to why the students did not meet
ACEI 4.0/NAEYC unachieved learning goals. meet the learning goals the learning goals

3b
Overall Rating
Instructional
Uses ongoing analysis of student Uses intermittent analysis of Provides no evidence of using an
Decision-making
learning to make instructional student learning to make analysis of student learning to
ACEI 4.0/NAEYC decisions. instructional decisions. make instructional decisions.
3c
Effective
Instruction and Identifies successful and Identifies unsuccessful and Does not identify successful or
Assessment unsuccessful activities and successful activities , but not unsuccessful activities or
ACEI 4.0/NAEYC assessments assessments or vice versa assessments

3c
Effective
Instruction and Provides plausible reasons to Does not provide reasons to
Provides plausible reasons (based
support why activities and support the success or
Assessment on theory or research) for both
assessments were either nonsuccess of activities or
ACEI 4.0/NAEYC the success and lack thereof
successful or not successful assessments
3c
Overall Rating
Impact on Includes substantial evidence of
Includes adequate evidence of Includes incomplete or no
Student Learning the impact on student learning evidence of the impact on
the impact on student learning in
in terms of numbers of students student learning in terms of
terms of the number of students
who achieved and made numbers of students who
ACEI 4.0/NAEYC who achieved and made progress
progress toward the unit achieved and made progress
toward the unit objectives
3b objectives toward unit objectives
Clarity and Is easy to follow and contains no Is easy to follow and contains Is easy to follow and contains
errors in conventions or grammar minimal errors in conventions or numerous errors in conventions
Accuracy of
usage. grammar usage. or grammar usage.
Presentation/NA

Revised 2015
 EYC 6b
Reflection/Self
Evaluation Reflects comprehensively on his Reflects adequately on his or her
Reflects, but does not
or her instruction and student instruction and student learning
adequately support ways to
learning in order to improve in order to improve teaching
ACEI 5.1/NAEYC improve teaching practice.
teaching practice. practice.
4d
Appropriate student work
Ample student work attached No student work attached
Student Work attached

TOTAL POINTS

Unacceptable/Developing (1) Acceptable/Meets (3) Target/Exceeds (5)

Candidate demonstrates a limited amount of the Candidate demonstrates most of the attributes of Candidate demonstrates all of the attributes of the
attributes of the standard. Performance indicates the standard. Performance indicates that the standard. Performance clearly indicates that the
that few competencies have been demonstrated. competency has been demonstrated including competency has been mastered, including
examples, extension, or enrichment. examples, extension, and enrichment.

Revised 2015