SCHOOL OF EDUCATION – CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES – EARLY CHILDHOOD & ELEMENTARY

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 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 – EARLY CHILDHOOD AND ELEMENTARY

Section I:
Candidate: Latasha Jones Cooperating Teacher: Mrs. Brown Academic Year: SPR 2018

District: 5 School: Rivelon Elementary School Grade Level: 2nd

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.

In Mrs. Brown’s class there are eighteen students, and recently we’ve received two new students.
Of the eighteen students, nine are girls and nine are boys. According to the school registration

records each of the students are of low socioeconomic status and receive free breakfast and lunch.
Out of the eighteen students all are of African American decent with the exception of one. The

majority of the students are not reading on grade level. Only a handful of students are reading on
grade level. The students are grouped in two groups; one for reading and the other for math based

on MAP test scores. The students are grouped with other second grade students in their
designated groups on Tuesday’s for Tiger Academy. Based on observations, I’ve noticed that the

students are very interested in playing sports, dancing, and music. Two of the students have been
diagnosed with having disabilities. One student has and IEP for resource and speech. The other

student has a 504 Plan. The student with the IEP plan is pulled from class often in the middle of
lessons. When interacting with one enough I encourage him to speak up with confidence despite

his speech problems. I came across this information from observations and Mrs. Brown.

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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.

I believe that I have selected factors that have the biggest impact on teaching the students and ensuring that
each student is learning. The factors also play an important role in having effective classroom structure and
management skills and techniques.

Two of the students have been diagnosed with having disabilities. One student has and IEP for resource and
speech. The other student has a 504 Plan. The student with the IEP plan is pulled from class often in the
middle of lessons. When interacting with one enough I encourage him to speak up with confidence despite his
speech problems.

Rivelon Elementary is a Title 1 school and all of the students are in the low socioeconomic status. This factor is
very important because it can become a learning distraction because of reoccurring household issues outside
of school. Being from a low socioeconomic status it can also cause behavioral problems from lack of support
and attention at home. Some of the students come to school with unclean uniforms and empty stomachs. I
have made a donation of clothes to help a student. I have and will continue to support each student.

Ethnicity is important because as a teacher you should have background knowledge on the different ethnic
groups. Having knowledge about different cultures you will be able to include it in lesson plans for particular
holidays. Each student is African American, and as an African American woman I can relate to each student.

There are eighteen students, and recently we’ve received two new students. Of the eighteen students, nine
are girls and nine are boys. Treating each student equally regardless of gender is a very important factor.

Although they enjoy reading when given the opportunity to majority of the students are not reading on grade
level. Reading outside of school has been strongly encouraged. The students are given opportunities to read
every day. They also are allowed to check out books from the library to read and take test on. The students are
assigned a reading sheet and if the complete the entire sheet then they will be admitted into the smart
academy for the month and get prizes. This is a great incentive to encourage students to read. When planning
my lesson plans I will be selective of the reading passages based on difficulty level. I will be mindful to
incorporate fun reading activities that will have students eager and willing to learn.

Finally, student’s interests are important because knowing what students like will give you additional ways to
relate to them. You’ll be able to determine things they prefer when learning. For example, my students love
technology. I incorporate YouTube and Brain Pop videos, and interactive learning tools such as Kahoot.
Outside of the classroom I’ve also noticed that they love playing sports at recess, listening and dancing to
music.

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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 Objectives Correlated

Standards/Expectations
ELA – 1: Identify the literary devices of simile and metaphor and sound devices;
explain how the author uses each. RL2-9.1
2: Recognize differences between the points of view and perspectives of
the narrator and various characters. RL2-11.2
MATH 1: Add and subtract through 999 using concrete models, drawings, and
symbols which convey strategies connected to place value understanding. 2. NSBT.7

2: Solve real-world/story problems involving dollar bills using the $ symbol

or involving quarters, dimes, nickels, and pennies using the c (cent) symbol. 2. MDA.7
SCI. 1: Conduct structured investigations to answer questions about the
relationship between friction and the motion of objects. 2.P.4A.4
2: Construct explanations of the relationship between the motion of an
object and the pull of gravity using observations and data collected. 2.P.4A.3
SS 1: The student will demonstrate an understanding of the local community
as well as the fact that geography influences not only the development of Standard 2-1:
communities but also the interactions between people and the environment.
2: The student will demonstrate an understanding of cultural contributions
made by people from the various regions in the United States. Standard 2-4:

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: English Language Arts Unit Title: Point of View &Figurative Language Length: Two Weeks

Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
Activities- Direct instruction, guided practice, independent practice,
closure February 12-23 1
Strategies- Ticket out the door, cooperative learning, think-pair-
share
Materials- Lesson notes
Pencil
Handout answer key
Manipulates
iPads
Pencil
Reading/ELA journal 1
Reading textbook
Worksheet Handout
Resources- Laptop- (To play videos)
Smart Board (Display the lumens camera and write notes on)
Teacher’s edition textbook

Activities- Direct instruction, guided practice, independent practice,

closure February 12-23 2
Strategies- Ticket out the door, cooperative learning, think-pair-
share
Materials- Lesson notes
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• Pencil
• Teacher’s edition textbook
• Handout answer key
• Manipulates
• iPads 2
• Pencil
• Reading/ELA journal
• Reading textbook
• Worksheet Handout
Resources- Laptop- (To play videos)
 Smart Board (Display the lumens camera and write notes
on)
Integration of the Arts- The teacher will use songs familiar to kids
as a writing prompt where they can determine the point of view of February 16 1&2
the narrator and various characters.
Integration of Health- Students will use context clues to determine
the meaning of vocabulary words about body parts in the digestive February 14 1
system.
Integration of Physical Education- Students will write a story from
either first, second, or third point of view. The topic of the story will February 19 2
be about a sport they’ve played.

SUBJECT: Mathematics Unit Title: Addition, Subtraction, & Money Length: Two Weeks

Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
Activities- Direct instruction, guided practice, independent practice,
closure February 12-23 1
Strategies- Ticket out the door, cooperative learning, think-pair-
share
Materials- Lesson notes
Pencil
Handout answer key
Manipulates
iPads
Pencil
Math journal 1
Math workbook
Worksheet Handout

Resources- Laptop- (To play videos)

Smart Board (Display the lumens camera and write notes on)
Teacher’s edition textbook

Activities- Direct instruction, guided practice, independent practice,

closure February 12-23 2
Strategies- Ticket out the door, cooperative learning, think-pair-
share
Materials- Lesson notes
Pencil
Handout answer key
Manipulates
iPads 2
Pencil
Math journal
Math workbook
Worksheet Handout
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Resources- Laptop- (To play videos)
Smart Board (Display the lumens camera and write notes on)
Teacher’s edition textbook
Integration of the Arts- Students will design their own money, to 2
use as currency and for math practice at home. Students will put February 20
the faces of family members and pets on bills.
Integration of Health- To improve fitness, students will practice 1
using money on scooters. Students will understand different road February 15
signs; practice different skills used as vacation spots, and introduce
students to using money.
Integration of Physical Education- Students will construct a chart 2
of successful scoring strategies (e.g., a shooting chart), and use February 23
addition and subtraction to keep score.

SUBJECT: Science Unit Title: Friction & Gravity Length: Two Weeks

Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
Activities- Direct instruction, guided practice, independent practice,
closure February 12-23 1
Strategies- KWL Chart, Ticket out the door, cooperative learning,
think-pair-share
Materials- Lesson notes
Pencil
Handout answer key
Manipulates
iPads
Pencil
Science journal
Science textbook
Worksheet Handout

Resources- Laptop- (To play videos)

Smart Board (Display the lumens camera and write notes on)
Teacher’s edition textbook
Activities- Direct instruction, guided practice, independent practice, February 12-23 2
closure
Strategies- Ticket out the door, cooperative learning, think-pair-
share
Materials- Lesson notes
Pencil
Handout answer key
Manipulates
iPads
Pencil
Math journal
Math workbook
Worksheet Handout

Resources- Laptop- (To play videos)

Smart Board (Display the lumens camera and write notes on)
Teacher’s edition textbook
Integration of the Arts- Students will draw illustrations February 14 1
demonstrating the relationship between friction and the motion of
objects.
Integration of Health- Students will practice soccer dribbling skills February 21 2
while learning basic concepts of friction and how it affects the
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motion of objects.
Integration of Physical Education- Students will demonstrate February 23 1
friction and the motion of objects on the slide of the playground.

SUBJECT: Social Studies Unit Title: Communities & Famous African Americans Length: Two Weeks

Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
Activities- Direct instruction, guided practice, independent practice,
closure February 12-23 1
Strategies- Ticket out the door, cooperative learning, think-pair-
share
Materials- Lesson notes
Pencil
Handout answer key
Manipulates
iPads
Pencil
Social Studies journal
Social Studies textbook
Worksheet Handout

Resources- Laptop- (To play videos)

Smart Board (Display the lumens camera and write notes on)
Teacher’s edition textbook
PowerPoint
Activities- Direct instruction, guided practice, independent practice,
closure February 12-23 2
Strategies- Ticket out the door, cooperative learning, think-pair-
share
Materials- Lesson notes
Pencil
Handout answer key
Manipulates
iPads
Pencil
Math journal
Math workbook
Worksheet Handout
Resources- Laptop- (To play videos)
Smart Board (Display the lumens camera and write notes on)
Teacher’s edition textbook
PowerPoint
Integration of the Arts- Students will make a brochure. They will
divide into sections such as origins, tradition, geography, food and February 13 1
accomplishments.
Integration of Health- Students will be taught the proper way to
shoot a basketball. Students will shoot the basketball after correctly February 22 2
answering a question on a historical figure.
Integration of Physical Education- Students will perform
multicultural dances from the past. February 16 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.

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This instructional plan establishes a balance between grade-level academic standards and expectations because they are
aligned with the South Carolina teaching standards for second grade. Each student’s needs, abilities, and developmental
levels can and will be met through the standards.
There are strategies to assist students on that are on varying levels. Accommodations and differentiation are included in
my lesson plans for those student’s whom are on different levels. Strategies that have been used are having
manipulatives, technology, and closure strategies to have an understanding on what the student has learned. The
strategies are another way to get every student involved in the learning process and to meet each of their individual
needs.
I designed my instruction based on the student’s academic abilities, learning styles, and their personal interests. I include
videos and opportunities for the students to learn using their iPads because I know my students love technology. They
also enjoy music and dancing, so when the opportunity to use music as a learning tool for a standard is presented I take
it. I make sure to use each learning style when teaching.
Section V A: Unit Assessments - List the key unit assessments.

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.)

ELA ☐ ☒

MATH ☒ ☐

SCIENCE ☒ ☐

SOCIAL STUDIES ☐ ☒

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 the major assessments were appropriate for evaluating student progress and achievement based on MAP
testing test questions for 2nd grade. After reviewing the data from Fall and Winter myself along with the second team
came up with the standards that were necessary to teach prior to Spring MAP testing. I created the assessments for the
standards. I help the students understand the evaluation criteria for each subject by having a model example when
necessary, and by telling each student instructions and what was expected. On Thursday’s students take home their
Thursday folder. Inside of students folders are their assignments and assessments from the prior week. This will allow
parents to be aware of what their children have learned and how well they are doing

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

ELA All directions are read aloud Based on the school’s grading
Unit Objective 1: Pre-Assessment(s) to students before taking the scale:
test. A = 90-100
Formative Assessment(s) B = 80-89
Summative Assessment(s) C = 70-79
D = 60-69
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 F = 0-59

ELA All directions are read aloud Based on the school’s grading
Unit Objective 2: Pre-Assessment(s) to students before taking the scale:
test. A = 90-100
Formative Assessment(s) B = 80-89
Summative Assessment(s) C = 70-79
D = 60-69
F = 0-59

All directions are read aloud Based on the school’s grading

Mathematics to students before taking the scale:
Unit Objective 1: Pre-Assessment(s)
test. A = 90-100
B = 80-89
: Post-Assessment(s) C = 70-79
: Other Assessment(s) D = 60-69
F = 0-59

All directions are read aloud Based on the school’s grading

Mathematics to students before taking the scale:
Unit Objective 2: Pre-Assessment(s)
test. A = 90-100
B = 80-89
Formative Assessment(s) C = 70-79
Summative Assessment(s) D = 60-69
F = 0-59

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 All directions are read aloud Based on the school’s grading
Science to students before taking the scale:
Unit Objective 1: Pre-Assessment(s) test. A = 90-100
B = 80-89
Formative Assessment(s) C = 70-79
Summative Assessment(s) D = 60-69
F = 0-59

All directions are read aloud Based on the school’s grading

Science to students before taking the scale:
Unit Objective 2: Pre-Assessment(s) test. A = 90-100
B = 80-89
Formative Assessment(s) C = 70-79
Summative Assessment(s) D = 60-69
F = 0-59

Social Studies All directions are read aloud Based on the school’s grading
Unit Objective 1: Pre-Assessment(s) to students before taking the scale:
test. A = 90-100
B = 80-89
C = 70-79
Formative Assessment(s) D = 60-69
Summative Assessment(s) F = 0-59

All directions are read aloud Based on the school’s grading

Social Studies to students before taking the scale:
Unit Objective 2: Pre-Assessment(s) test. A = 90-100
B = 80-89
C = 70-79
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 D = 60-69
F = 0-59
Formative Assessment(s)
Summative Assessment(s)

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.
1. After grading the pre-assessment I noticed that majority of the students had knowledge about text
structures and a few had no knowledge. This observation allowed me to focus on which text structures
the students needed more help with compared to others and which students needed more assistance.

2. Text Structure Pre-assessment results

Student 1 50
Student 2 66
Student 3 83
Student 4 45
Student 5 66
Student 6 66
Student 7 0
Student 8 33
Student 9 100
Student 10 100
Student 11 66
Student 12 83
Student 13 66
Student 14 66
Student 15 45
Student 16 83
Student 17 100
Student 18 70

3. The results displays that eighteen students took the pre-assessment and three of those students had
already mastered the content. The results also showed that I had three different groups to work with;
the mastery group, near mastery, and below understanding. The results gave me a new perspective on
activities I can incorporate to help the student learn and understand the content.

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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.
Did the information increase your understanding of individual students’ performance?
1. The assessment data did increase my understanding of individual students’ progress and overall performance. The
data allowed me to see which parts of the content students understood more than another in addition to identifying each
student’s individual strengths and weaknesses with text structure.

(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.

Pre-Assessment Grade Post-Assessment Grade

Student 1 50 Student 1 87
Student 2 66 Student 2 100
Student 3 83 Student 3 100
Student 4 45 Student 4 75
Student 5 66 Student 5 67
Student 6 66 Student 6 93
Student 7 0 Student 7 75
Student 8 33 Student 8 87
Student 9 100 Student 9 93
Student 10 100 Student 10 93
Student 11 66 Student 11 67
Student 12 83 Student 12 100
Student 13 66 Student 13 93
Student 14 66 Student 14 87
Student 15 45 Student 15 73
Student 16 83 Student 16 80
Student 17 100 Student 17 100
Student 18 70 Student 18 100

100
Assessment Data
90
80
70
60
50
40
30
20
10
0

Pre-Assessment Post-Assessment

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(3) For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student
progress and achievement.
The chart above shows the pre-assessment and post assessment results for each student. The results showed that every
student made an improvement.

(4) Finally, explain the ways in which you have assigned student grades (or other indicators of student
performance), and what were the overall results?
The students’ grades were assigned based on the grading scale at Rivelon Elementary School. The grading scale is as
follows; A = 90-100, B = 80-89, C = 70-79, D = 60-69, and F = 0-59. The post-assessment results shows that sixteen out
of eighteen students passed with at least a 70 or above, and that each student improved even the two that did not pass
the post-assessment.

(5) Based on the overall results, did the students gain from this unit all that you expected? Why or why not?
The results shows that all students improved from their pre-assessment whether it was a small or large score increase.
With that being said the students did gain from the unit. My goal was to have a mastery rate percentage of 80; we
exceeded that goal by having 88 percent mastery.

(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 were written down on the weekly grade report and then they were put into Power School. The system reports
grades to the principal, district, and the parents. Each of these parties has access to the grading system by using their
assigned username and password.

(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.

Pre-Assessment Grade Post-Assessment Grade

Student 1 50 Student 1 87
Student 2 66 Student 2 100
Student 3 83 Student 3 100
Student 4 45 Student 4 75
Student 5 66 Student 5 67
Student 6 66 Student 6 93
Student 7 0 Student 7 75
Student 8 33 Student 8 87
Student 9 100 Student 9 93
Student 10 100 Student 10 93
Student 11 66 Student 11 67
Student 12 83 Student 12 100
Student 13 66 Student 13 93
Student 14 66 Student 14 87
Student 15 45 Student 15 73
Student 16 83 Student 16 80
Student 17 100 Student 17 100
Student 18 70 Student 18 100

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The table and chart above shows that all students improved from the pre-assessment to the post-assessment.

Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students’ progress and achievement and your
teaching performance.
I believe that the effectiveness of my teaching ability using various instructional strategies as well as classroom
management techniques plays a major role in the relationship between students’ progress and achievement. I
used various instructional techniques to incorporate the different learning styles to ensure that every student was
given an equal opportunity to learn. The instructional strategies kept the student engaged and attentive.
Classroom management is very important because it keeps the classroom in order and there are few to no
distractions at all to interrupt my teaching and the students’ learning.

(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?
Although each student made improvements there were two students that did not pass the post assessment which
is student 5 and student 11. Instructional decisions to improve students’ performance would be to include more
relatable examples. I believe that this would give both students that extra boast towards understanding the
content better. For example, having the students describe sequencing with their morning routine as they prepare
to come to school. All in all, having an 88% mastery rate is successful.

(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.
Activities that were successful was comparing two Cinderella stories, and having the students create their own
sequencing about something they know how to do. The homework was unsuccessful in a way because a few of
the sentences the cause was at the beginning so the students automatically assumed it would be the same for
every sentence dealing with cause and effect. I believe the activities listed were successful not only because the
students enjoyed them, but they each completed it with a few or no errors. I knew the activity that was not
successful because I graded the homework.

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Section VIII: Sample Work (Attach) – ELA Unit

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Pre-Assessment

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Pre-Assessment

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Post-Assessment

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Post-Assessment

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 EDUC 450 UNIT WORK SAMPLE SCORING RUBRIC SCHOOL OF EDUCATION

COMPONENT TARGET (3) ACCEPTABLE (2) UNACCEPTABLE/DEVELOPING (1) SCORE

DESCRIPTION OF STUDENTS

Description of Students Describes students in-depth according to

ability, disabilities, ethnicity/race, Describes students according to some Does not include at least three (3) types of
socioeconomic status, student interests and differences, lists at least 4 factors that could descriptions; displays minimal understanding
ACEI 3.1 other relevant school factors that could impact student learning of addressing a variety of student needs.
NAEYC 1a impact student learning; list 5 or more factors.

Contextual Factors – Uses substantial information from

collaborating with Uses adequate information from the
descriptions of the students to select Fails to use the information from the
descriptions to select standards to meet
others and sources of standards to meet students’ individual
students’ differences and plan instruction
descriptions to plan instruction and
information differences and plan instruction and assessments to meet the needs of students
and assessments
assessment
ACEI 3.5/NAEYC 5c
Contextual Factors
Data is collected from multiple sources, Uses at least three (3) types of sources to Uses only one data source (records) to set
including verbal, nonverbal and media, etc. collect data standards and plan assessments
ACEI 3.5/NAEYC 3b

Contextual Factors Displays an understanding of the importance Selected sources show the importance of
Shows little or no importance of collaborative
of collaborative relationships with families, collaborative relationships with families,
relationships with families, school colleagues,
school colleagues and agencies in the school colleagues, and agencies in the
ACEI 5.2/NAEYC 2c and agencies in the community
community. community

Overall Rating
UNIT PLAN
Objectives All objectives are thorough, significant and Objectives are challenging and are clearly
challenging, and are clearly stated and stated and correlated with the SC State Objectives are not given; standards are used.
ACEI 3.3/NAEYC 5b correlated with the SC State standards standards

Objectives Objectives are appropriate for the Objectives are appropriate for the
development, prerequisite knowledge, development, prerequisite knowledge and Objectives are not given; standards are used.
experiences, diversity, and other student experiences, but are limited in diversity or
ACEI 3.2/NAEYC 5c needs other student needs.
Objectives All objectives contain performance, products, Objectives are measurable, containing 2-3
Objectives are not measurable.
ACEI 3.2/NAEYC 5c conditions and criteria components components

Overall Rating

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 Alignment with
Learning Objectives Plans to assess each objective domain through Plans to assess most of the objectives Does not plan to assess the objectives
and Assessment the assessment plan. through the assessment plan. through the assessment plan
ACEI 4.0/NAEYC 3b
Alignment with
Most assessments are congruent with the
Learning Objectives All assessments are congruent with standards, Assessments are not congruent with the
standards, content, but have limited
and Assessment content and cognitive complexity. standards, content, or cognitive complexity.
cognitive complexity.
ACEI 4.0/NAEYC 3b
Overall Rating
Content is paced that it is covered in the
Instructional Plan All content is paced and sequenced so that it The content is not paced and sequenced so
allotted times, but there are some
NAEYC 5c is covered in the allotted time that is covered in the allotted time
sequencing issues
Instructional Plan All standards thoroughly display knowledge, Standards are inclusive of knowledge, skills Standards are not inclusive of knowledge,
NAEYC 5c skills and dispositions and dispositions skills, and dispositions

Instructional Plan 3 or more activities relate to real world Activities do not relate to real world
2 activities relate to real world experiences
NAEYC 5c experiences experiences
The instructional plan aligns with the
Instructional Plan The instructional plan aligns with the The instructional plan does align with the
objective(s) for at least two or more content
NAEYC 5c objective(s) for each content area. objective(s) for any of content areas.
areas.

Overall Rating

Selection of Strategies Uses and justifies a variety of strategies to Uses a variety of strategies to teach students Uses less than three (3) strategies; does not
for Varying Levels teach students on varying levels, including on varying levels, including activities that accommodate the varying levels of students
activities that require students to think require students to think critically and solve or activities that require students to think
ACEI 3.3/NAEYC 4b;4c critically and solve problems. problems. critically and solve problems.

Design for Instruction Designs most of the instruction using the Attempts to design the instruction using the
Designs instruction for specific learning
standards, but fails to use students’ standards, but the attempt lacks congruency
standards using students’ characteristics and
characteristics and needs for learning and fails to use students’ characteristics and
ACEI 1.0/NAEYC 5c needs for learning contexts.
contexts needs for learning contexts.

ASSESSMENTS
Knowledge of Students’
Displays general understanding of students’
Skills and Prior Displays specific understanding of students’ Displays no understanding of students’ skills
skills and prior learning that affect
Learning skills and prior learning that affect instruction. and prior learning that affect instruction.
instruction.
ACEI 3.1
Multiple Assessment All informal assessments are completely Informal assessments are aligned to
Does not use informal assessments
Modes aligned to the objectives adequate portions of the standards

Revised 2017
 ACEI 4.0/NAEYC 3b

Multiple Assessment
All formal assessments are completely aligned Formal assessments are aligned to adequate
Modes/NAEYC 3b to the objectives portions of the standards
Does not use formal assessments
ACEI 4.0/NAEYC 3b
Multiple Assessment
Uses more than one (1) authentic assessment
Modes type
Applies an authentic assessment type Does not use authentic assessments
ACEI 4.0/NAEYC 3b
Multiple Assessment
Uses more than one (1) l performance tasks Uses a performance task(s) but does not use
Modes and includes the scoring rubric a scoring rubric
Does not use performance tasks
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes Plans substantially for student reflections Plans adequately for student reflections Does not plan for student 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 Assessments All items or prompts are clearly written and Items or prompts are clearly written, but
Items or prompts are not clearly written
ACEI 4.0/NAEYC 3b correct exhibit minimal errors
Validity of Assessments All directions and procedures are clearly Directions and procedures are clearly Directions and procedures are not clearly
ACEI 4.0/NAEYC 3b written and correct written, but exhibit minimal errors written

Overall Rating
Scoring Procedures
Thoroughly, but succinctly, explains the Adequately explains some of the scoring Fails to explain the scoring procedures for
Explained(Eval. Crit) scoring procedures for all of the assessments procedures for the assessments any of the assessments.
ACEI 4.0/NAEYC 3b

Analysis of Student Uses assessment data using graphs, charts, Provides an appropriate summary of Makes an inadequate attempt to summarize
tables, etc., to profile student learning and assessment data to explain student learning or display student learning and communicate
Learning communicate information about student and communicate information about information about student progress and
ACEI 4.0/NAEYC 3b progress and achievement. student progress and achievement. achievement.

Interpretation of Data
Thorough and accurate interpretation is An adequate interpretation is provided;
and Student Learning provided contains few errors in accuracy
Interpretation is not accurate
ACEI 4.0/NAEYC 3b
Interpretation of Data
Meaningful, appropriate, and data supported Meaningful and appropriate conclusions are Conclusions are not meaningful or supported
and Student Learning conclusions are drawn drawn with limited inclusion of data by data
ACEI 4.0/NAEYC 3b

Revised 2017
Interpretation of Data Provides generalized hypotheses for why
Provides relevant and detailed hypotheses for Does not provide hypotheses as to why the
and Student Learning all achieved and unachieved learning goals.
students met or did not meet the learning
students did not meet the learning goals
ACEI 4.0/NAEYC 3b goals

Overall Rating
Instructional Decision- Provides no evidence of using an analysis of
Uses ongoing analysis of student learning to Uses intermittent analysis of student
making make instructional decisions. learning to make instructional decisions.
student learning to make instructional
ACEI 4.0/NAEYC 3c decisions.

Effective Instruction
Identifies successful and unsuccessful Identifies unsuccessful and successful Does not identify successful or unsuccessful
and Assessment activities and assessments activities , but not assessments or vice versa activities or assessments
ACEI 4.0/NAEYC 3c
Effective Instruction Provides plausible reasons (based on theory Provides plausible reasons to support why Does not provide reasons to support the
and Assessment or research) for both the success and lack activities and assessments were either success or nonsuccess of activities or
ACEI 4.0/NAEYC 3c thereof successful or not successful assessments

Overall Rating
Impact on Student Includes substantial evidence of the impact on Includes adequate evidence of the impact on Includes incomplete or no evidence of the
Learning student learning in terms of the number of student learning in terms of numbers of impact on student learning in terms of
students who achieved and made progress students who achieved and made progress numbers of students who achieved and made
ACEI 4.0/NAEYC 3b toward the unit objectives toward the unit objectives progress toward unit objectives

Clarity and Accuracy of Is easy to follow and contains no errors in Is easy to follow and contains minimal errors Is easy to follow and contains numerous
Presentation/NAEYC 6b conventions or grammar usage. in conventions or grammar usage. errors in conventions or grammar usage.
Reflection/Self
Reflects comprehensively on his or her Reflects adequately on his or her instruction
Evaluation Reflects, but does not adequately support
instruction and student learning in order to and student learning in order to improve
ways to improve teaching practice.
improve teaching practice. teaching practice.
ACEI 5.1/NAEYC 4d
Ample student work attached Appropriate student work attached No student work attached
Student Work
TOTAL POINTS
Target/Exceeds (3) Acceptable/Meets (2) Unacceptable/Developing (1)

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

Revised 2017
Revised 2017