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 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.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE TEMPLATE
Candidate: Jacquitta H. Graham Cooperating Teacher: Mary L. Maier Academic Year: Spring 2014 Grade Level: First

District: Orangeburg School District 5

School: Marshall Elementary School

Subject:Math/ ScienceDates of unit: from March 10, 2014 to March 14, 2014

Section I: Unit Title and/or Description: Math: Adding Groups of 10; Science:Illustrate the Changes/Phases of
the Moons Appearance

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.

Room 111: Mrs. Maiers first grade class consists of four subjects: English Language Arts, Science, Math and Social Studies. There are 25 students in this class. There are 11 female and 14 male students in this class. All 25 students are of African American descent. There are 5 students who receive Resource for 40 minutes each day. 16 students receive free lunch, 7 students pay a reduced fee, 0 students pay full price for lunch and 2 students have lunch prepared by a parent/guardian. This class consists of 10 students whose reading levels range from 2.3-3.8 ZPD.( Green Group) This class consists of 8 students whose reading levels range from 1.1-1.9 ZPD. (Yellow Group) This class consists of 7 students who reading levels range from 0.7-0.9 ZPD( Red Group)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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 are 11 female and 14 male students in this class. All 25 students are of African American descent. There are 5 students who receive Resource for 40 minutes each day. 16 students receive free lunch, 7 students pay a reduced fee, 0 students pay full price for lunch and 2 students have lunch prepared by a parent/guardian. This class consists of 10 students whose reading levels range from 2.3-3.8 ZPD.(Green Group) This class consists of 8 students whose reading levels range from 1.1-1.9 ZPD. (Yellow Group) This class consists of 7 students who reading levels range from 0.7-0.9 ZPD. (Red Group) Description 1: During instruction, I will take into consideration the 7 students whose reading levels rangefrom 0.70.9. These students will receive the most small group instruction and also during this time, I will choose leveled text readers that are developmentally appropriate, however, during whole group these students are being instructed on grade level. Description 2: The social economic status of my students will be taken into consideration during planning, instructionand determining what supplies will be used. If there are extra materials that need to be purchased during instruction, certain parents/guardians will be asked to donate. Description 3: I will take into consideration the group of 5 students who receive Resource for 40 minutes each day by the part time First Grade Resource Teacher, Mrs., Pace. These students will definitely require in depth instruction during small group instruction and during whole group, especially Math, the use of manipulatives and plenty of modeling/demonstration during Instructional Input in every lesson.

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
Math Unit Objective: TSWBAT add within 100, including adding a two-digit number and a one- digit number with 80% mastery.

Correlated Standards/Expectations
1.NBT.5

Science Unit Objective: TSWBAT illustrate the changes in the moons appearance with 80% mastery.

1-3.4

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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: Mathematics

Instructional Plan for the Unit

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

The anticipatory set of this unit will be the first sequence of steps to achieve the unit objective. These sets will consist of short math stories, examples of problems that can be found on Brain Pop Jr., IXL.com and Study Island. Here is also where I will state the objective of the lesson and introduce and review all math vocabulary terms that will be essential during the unit. Instructional Input/Direct Instruction will be based on the Interactive Digital Path followed through the EnVision Common Core Math Series. All students will be required to participate in a class discussion during the Digital Path that explains the lesson for that particular day, in depth. (Star Interactive Board) www.pearsonsuccessnet.com Guided Practice will be filled with various examples and segments containing reviews of different strategies and ways to arrive at the correct answer. This part of the lesson will also be done using the Interactive Digital Path provided by the EnVision Math Series, as well as participation of all students to complete an example for the class with guidance from the teacher, if needed. Common Core Standards focus more on how the students arrive at the answer and not just the answer itself. (Star Interactive Board) www. pearsonsuccessnet.com Students will be assessed during Independent Practice, using the Independent Practice part of each lessons magazine given to each student at the start of each lesson. The only time this assessment will be different is when it is time for the Post Test for this particular standard is being assessed. All lessons will end with a closure each day that consists of the teacher restating the objective of the lesson. Integration of the Arts During each lesson within this objective, there is an opportunity during Independent Practice, for students to be able to draw a picture that coincides with a number sentence. Integration of Health During each lesson within this objective, there will be opportunities for students to share their findings with their elbow partner, as a way of promoting healthy social interaction. Integration of Physical Education During the anticipatory sets, the students will be taught a Regrouping Song that will be sang at the beginning of Math each day to help prepare them for the skill of regrouping. The students will also be allowed to stand as the class sings this song and will also be allowed to move freely in their personal space.

SUBJECT: Science

Instructional Plan for the Unit

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

The anticipatory set of this unit will be the first sequence of steps to achieve the unit objective. These sets will consist of read alouds , such as Goodnight Moon and Happy Birthday Moon. The teacher will also begin at least one of the lessons in this sequence with a demonstration of the phases of the moon showing a moonlight model. Here is also

Revised Fall 2013 ACEI/NAEYC 2010 Standards

where I will state the objective of the lesson and introduce and review all science vocabulary words that will be essential during this unit of study. Instructional Input/Direct Instruction will be based on various Power Point presentations created by the First Grade Team at Marshall Elementary, book readings from Book Flix, reading passages from their Science textbook and videos found in United Streaming that explain the different phases of the moon. (United Streaming, Book Flix, Science Textbook and Power Point presentations)

Guided Practice will be filled with the teacher helping the students make various Anchor Charts, drawings of the various phases of the moon, group assignments, and different hands on and the use of visual aids that will allow the students an opportunity to be able to see a replica of the various phases of moon that occur each month. (Styrofoam balls, Oreos, spoons, plates, napkins, beans, sticks and plastic cups) Students will be assessed during Independent Practice mainly during this sequence of study by drawing pictures of the four phases of moon and being able to label. The students will also be responsible for writing at least one fact about each phase in their Science Journals. (Science Journals) All lessons will end with a closure each day that consists of the teacher restating the objective of the lesson. Integration of the Arts During Independent Practice, the students will be instructed to draw certain phases of the moon, label and write in a complete sentence one fact learned about the particular phase. The students have also been taught a song about the phases of the moon. Integration of Health During Instructional Input/Direct Instruction the teacher will make reference to the Sun as it relates to the phase of the moon. The teacher will ask the following, Would it be healthy, if we could travel to the moon, to stand when the sun is shining directly on the moon? The students response will be , No, it would not be healthy stand on the moon when the sun is directly on the moon, because too much sun light is unhealthy for the human body.

Integration of Physical Education During the singing of the song about the phases of the moon, the class has been taught a series of hand/body movements that reflect the phases 1 of the moon and the orbit of the Earth and the Moon. 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 h ow you designed your instructional plan using students characteristics, needs and learning contexts. This instructional plan will allow me to establish an equal balance between grade level academic standard, expectations and the needs, abilities and developmental levels of individual students by allowing me to plan effective grade level activities create new strategies to peak students interest and gather materials for investi gations to help enhance student learning. Strategies such as allowing students to work in groups will allow the higher level performing students an opportunity to help and assist lower level performing students. This instructional plan was designed to accommodate student economic status, reading levels, and other contextual factors.

Section V A: Unit Assessments - List the key unit assessments. Type of Assessment (Check one for each assessment) Teacher-Made Commercially (A copy of each teacher Available

Key Unit Assessments

made assessment must be attached to this plan.)

Math Key Assessment: Pre/Post Test 1.NBT.5 Science Key Assessment: Phases of the Moon

* *

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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? Math: The key unit assessment used is deemed valid and reliable for all students at the end of the unit of instruction because it is given as a pre test and the same test is given as post test as well. The standards that are pre and post tested are constructed on a schedule formulated by administration for data purposes. After administering the pre test, usually on a Monday, is where I begin to identify and plan to use the students prior understandings and skills to plan instruction. In Math, the students are accustomed to using the Star Interactive Board; however as the educator it is my responsibility to use other materials and instruments throughout the unit in order broaden students intellectual abiliti es. Some of the other instruments and materials include the use of connecting cubes, math work mats, tens and hundreds rods, ones cubes, color coded dots, small calculators and a class set of Ipads. Science: The key unit assessment for Science is determined valid and reliable for all students according t hot eh OCSD 5 Science Curriculum Guide. At the end of each standard cycle, the curriculum guide gives access to a sample assessment that can be used at the teachers or teams discretion, also with changes if necessary. From the beginning to the end of each lessons instructio nal input/direct instruction, I used the assessment made with the consent of the First Grade Team with some changes as a guide to keep on task with what will be actually on the post assessment. In other words, I teach the test. By teaching the test I will be 100% sure that all students have the same equal opportunity to be able to pass each unit post assessment with at least 80% mastery. During the Anticipatory set of each lesson, there are normally questions that I ask to determine the students skills and previous knowl edge concerning the standard.

Section V B: Assessments (1)Describe and attachthe 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
(Math)

Accommodations
Administered Mon/Tues of each week

Unit Objective 1: Pre-Assessment(s)

(Math: 1.NBT.5)

Post-Assessment(s)

Administered Friday

Evaluation Criteria A= 93-100 B=92-85 C=84-77 D=76-70 F=69-0 A= 93-100 B=92-85 C=84-77 D=76-70 F=69-0

Other Assessment(s)
N/A (Science) N/A

Unit Objective Pre-Assessment(s)

Administered on Mon. N/A

(Science: 1-3.4)

Administered Thurs./Fri

Post-Assessment(s)

A= 93-100 B=92-85 C=84-77 D=76-70 F=69-0

N/A

N/A

Other Assessment(s)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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 preassessment(s) and describe the implications of these results on instruction. Math:After administering the pre assessment on 1.NBT.5, I gathered from the scores that over half of the students were not familiar with Adding Groups of 10. Students from the Yellow and Red groups were definitely unfamiliar with this math skill, because it introduces a very difficult skill that most children need time to master, regrouping. The students that belong in the Red group receive Resource and have shown growth; however Resource is a process that shows most growth overtime. Overall, all students had some knowledge of skills and the standard pre assessed, which also means that skills are being somewhat retained from what is being taught in Kindergarten. Student performance did increase with all accept three students scoring 80% or above, which is considered mastery for data purposes collected for administrative use. I was ecstatic about such a significant increase in scores, because this proves that my instruction was clear and concise and students overall grasped a thorough knowledge of the skill taught. Science: After administering the pre assessment on the skill covered in Science, I gathered that a little more than half of the students had some background knowledge about the four phases of the moon. The students that had little to no background knowledge about the phases of the moon are again the normal five to six students who are academically low performing students across the board. These students receive Resource and have shown some growth; however Resource is a process that shows most growth overtime, not always immediately. The one thing that surprised me most during this cycle of instruction was that even though this standard focuses on having students actually illustrate the phases of the moon, you first have to know some facts about the moon to understand the reason why each phase of the moon is just a little different than the phase before. The previous standard taught was the rise and set of the moon. During each unit of instruction, at some point in the instructional plan, I make class anchor charts that I display throughout the class to aid students in being able to remember facts about a topic. This strategy also is an aid for the visual learners who have to actually see information in order to be able to process. I figured that more students would have used the anchor charts made about the moon to help aid in the pre assessment about the four phases of the moon. Since, most of them did not, during the course of instruction I continued to remind students that the anchor charts are made to help and assist them and it is okay to look at or go over the facts to refresh their memories.

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 indi vidual 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. Entire Class Results (Math): The information collected through the analyzing of assessments did increase my understanding of the entire class performance. These scores allowed me to determine what skills/standards should be focused on most during small group instruction. After evaluating the post assessment scores, I realized that all students gained more knowledge about the skill/standard taught during this sequence of instruction. Student grades were determined and assigned using my personal grader. The Pre Test that is administered is also the same Post Test administered In order to ensure accuracy, validity and reliability. Overall, results and student progress did increase and all students except 3 scored at least 80% mastery or above, which shows evidence of understanding took place during instruction and this information is being retained. Based on the overall results, yes, the students did gain from this unit all that I expected. Repetition and continued re teaching and practice will also help to increase the skill/standard taught in this sequence of instruction. Results from student performance have been recorded in the uniform grade book, Power Teacher and also in the Data Reports and the Data Wall displayed in the classroom. Subgroup Results (Math):The information collected through the analyzing of assessments did increase my understanding of this subgroups performance (Red Group), which consists of 5 sometimes 6 students in this class. Two of the 5 sometimes 6 students that belong to this group, were able to increase their score tremendously at the conclusion of this unit of study. After evaluating the post assessment scores, I realized that this sub group (Red Group) did gain some knowledge about the skill/standard taught during this sequence of instruction. These students grades were also determined and assigned using my personal grader. The Pre Test that is administers is also the same Post Test administered in order to ensure accuracy, validity and reliability. Overall, results and these students progress did increase, which is evidence that some learning took place. Based on the overall results of this particular su b group, considering the academic performance levels of these students, yes, they did gain from this unit all that could be expected. Repetition and continued re teaching and practice will also help to increase the skill/standard taught in this sequence of instruction.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Results from student performance have been recorded in the uniform grade book, Power Teacher and also in the Data Reports and the Data Wall displayed in the classroom. (Student 7) Individual Results (Math): The information collected through the analyzing of this assessment did increase my understanding of individual performance for Student 25. Student 25 belongs to the (Red Group), which means this student does not normally perform on grade level. After evaluating the post assessment scores, I realized that this student gained a significant amount of knowledge about the skill/standard taught during this sequence of instruction. Student grades were determined and assigned using my personal grader. The Pre test that is administered is also the same Post test administered in order to ensure accuracy, validity and reliability. Overall, results and this particular students progress did increase beyond 80%, which is evidence that learning did take place. Based on the overall results of Student 25, yes, the student did gain from this unit all that I expected. Repetition and continued re teaching and practice will also help to increase the skill/standard taught in this sequence of instruction. Results from student performance have been recorded in the uniform grade book, Power Teacher and also in the Data Reports and the Data Wall displayed in the classroom. Entire Class Results (Science): The information collected through the analyzing of assessment did increase my understanding of individual student performance. These scores allowed me to determine that the skill taught in this unit was mastered. After evaluating the post assessment scores, I realized that all students gained more knowledge about the skill/standard taught during this sequence of instruction. Student grades were determined and assigned using my personal grader. The Pre Test that is administered is also the same Post Test administered in order to ensure accuracy, validity and reliability. Overall, results and student progress did increase and at least 80% of the students scored 80% mastery or above. The students that are low performing scores did not increase by a large percent, because of the fact that this group of students has difficulties reading. During the Pre Test I am allowed to read the test to everyone. When it is given as a Post assessment, I am unable to read any part of the assessment. Results from student performance have been recorded in the uniform grade book, Power Teacher and also in the Data Reports constructed by the First Grade Team. Subgroup Results (Science): The information collected through the analyzing of assessments did increase my understanding of individual student performance for the (Red Group), which consists of 5 students in this class. These scores allowed me to determine that this skill needs to be retaught at some point in the year, during small group instruction. However, I did realize that this sub group (Red Group) gained some knowledge of the skill/standard taught during this sequence of instruction. These students grades we re also determined and assigned using my personal grader. The Pretest that is administered is also the same Post test administered in order to ensure accuracy, validity and reliability. Overall, results and these students progress did increase, which is evidence that learning did take place. . Overall, results and these students progress did increase, which is evidence that learning did take place. Based on the overall results of this particular subgroup, considering the academic performance levels of these students, yes, these students did gain from this unit all that could be expected. Results from student performance have been recorded in the uniform grade book, Power Teacher and also in the Data Reports constructed by the First Grade Team collected for administration purposes. Individual Results (Science): The information collected the analyzing of assessment did increase my understanding of individual performance for Student 11. These scores allowed me to determine that this skill should be re taught. Student 11 belongs to the (Red Group), which means this student does not normally perform on grade level. This student is currently receiving Resource. Student grades were determined and assigned using my personal grader. The Pre test that is administered is also the same Post test administered in order to ensure accuracy, validity and rel iability. Overall, results and this particular students progress did increase did increase a great deal considering that this student has difficulties reading. Results from student performance have been recorded in the uniform grade book, Power Teacher and also in the Data Reports constructed by the First Grade Team collected for administration purposes.

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? (Math): Overall, I can honestly say that the relationship between student progress and achievement and my teaching performance speak for itself. Twenty two out of twenty five students scored 80% mastery or above on the Post Test administered for standard 1.NBT.5. I could not ask for a better set of results. My ultimate goal was to have 100% of my students score 80% or above and this goal was very close to becoming met in this sequence of instruction. If I were, to teach this unit again to students I would try to incorporate more group activities. I believe peer teaching is an effective strategy when working with students at this age. These students, believe it or not learn a lot of information just by listening to their peers and by being able to listen to each o thers opinions, which then sparks and leads to healthy social interaction. Three aspects of the instruction that I feel should be modified is more time to extend instruction, more creative activities that incorporate group work/peer teaching and to also extend the length of time allocated for small group instruction. (Science): Overall, I can say that the relationship between student progress and achievement and my teaching performance did increase. Students that were not aware prior to the unit of the four phases of the moon did gain a thorough knowledge about each

Revised Fall 2013 ACEI/NAEYC 2010 Standards

phase studied during this unit. After scoring some of the Post Test, I did observe that a few of my students that normally perform on grade level did not score so well on the Post Test. I feel this occurred mainly because a few of these students are very talkative and although they normally successfully score mastery, this outcome was a little different. Three aspects of the instruction that I feel should be modified is more time to extend instruction, more creative activities that incorporate a sequence of writing complete sentences& five sentence paragraphs and extend the length of time allocated for small group instruction

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450 COMPONENT TARGET (3)

UNIT WORK SAMPLE SCORING RUBRIC ACCEPTABLE (2) DESCRIPTION OF STUDENTS

SCHOOL OF EDUCATION UNACCEPTABLE/DEVELOPING (1) SCORE

Description of Students ACEI 3.1 NAEYC 1a Contextual Factors collaborating with others and sources of information ACEI 3.5/NAEYC 5c Contextual Factors ACEI 3.5/NAEYC 3b Contextual Factors ACEI 5.2/NAEYC 2c Overall Rating

Describes 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. Uses substantial information from descriptions of the students to select standards to meet students individual differences and plan instruction and assessment Data is collected from multiple sources, including verbal, nonverbal and media, etc. Displays an understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community.

Describes students according to some differences, lists at least 4 factors that could impact student learning

Does not include at least three (3) types of descriptions; displays minimal understanding of addressing a variety of student needs.

Uses adequate information from the descriptions to select standards to meet students differences and plan instruction and assessments

Fails to use the information from the descriptions to plan instruction and assessments to meet the needs of students

Uses at least three (3) types of sources to collect data Selected sources show the importance of collaborative relationships with families, school colleagues, and agencies in the community

Uses only one data source (records) to set standards and plan assessments

Shows little or no importance of collaborative relationships with families, school colleagues, and agencies in the community

UNIT PLAN
Objectives ACEI 3.3/NAEYC 5b Objectives ACEI 3.2/NAEYC 5c Objectives ACEI 3.2/NAEYC 5c Overall Rating Alignment with Learning Objectives
Plans 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 All objectives are thorough, significant and challenging, and are clearly stated and correlated with the SC State standards Objectives are appropriate for the development, prerequisite knowledge, experiences, diversity, and other student needs All objectives contain performance, products, conditions and criteria components Objectives are challenging and are clearly stated and correlated with the SC State standards Objectives are appropriate for the development, prerequisite knowledge and experiences, but are limited in diversity Objectives are measurable, containing 2-3 components Objectives are not clearly stated Objectives do not address the development, prerequisite knowledge, experiences, and diversity, or other student needs Objectives are not measurable.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

and Instruction ACEI 4.0/NAEYC 3b Alignment with Learning Objectives and Instruction ACEI 4.0/NAEYC 3b Overall Rating Instructional Plan NAEYC 5c Instructional Plan NAEYC 5c Instructional Plan NAEYC 5c Overall Rating Selection of Strategies for Varying Levels ACEI 3.3/NAEYC 4b;4c Design for Instruction ACEI 1.0/NAEYC 5c

All 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.

All content is paced and sequenced so that it is covered in the allotted time All standardsthoroughly display knowledge, skills and dispositions 3 or more activities relate to real world experiences

Content is paced that it is covered in the allotted times, but there are some sequencing issues Standards are inclusive of knowledge, skills and dispositions 2 activities relate to real world experiences

The content is not paced and sequenced so that is covered in the allotted time Standards are not inclusive of knowledge, skills, and dispositions Activities do not relate to real world experiences

Uses 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.

Designs 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 contexts

Attempts 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 Learning ACEI 3.1 Multiple Assessment Modes ACEI 4.0/NAEYC 3b Multiple Assessment Modes/NAEYC 3b ACEI 4.0/NAEYC 3b
Displays 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.

All informal assessments are completely aligned to the objectives All formal assessments are completely aligned to the objectives

Informal assessments are aligned to adequate portions of the standards Formal assessments are aligned to adequate portions of the standards

Does not use informal assessments

Does not use formal assessments

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Multiple Assessment Modes ACEI 4.0/NAEYC 3b Multiple Assessment Modes ACEI 4.0/NAEYC 3b Multiple Assessment Modes ACEI 4.0/NAEYC 3b Overall Rating Validity of Assessments ACEI 4.0/NAEYC 3b Validity of Assessments ACEI 4.0/NAEYC 3b Validity of Assessments ACEI 4.0/NAEYC 3b Overall Rating Scoring Procedures Explained ACEI 4.0/NAEYC 3b Analysis of Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Overall Rating Instructional Decisionmaking

Uses more than one (1) authentic assessment type

Applies an authentic assessment type

Does not use authentic assessments

Has rubrics for all performance tasks

Uses rubrics for most performance tasks

Does not use performance tasks

Plans substantially for student reflections

Plans adequately for student reflections

Does not plan for student reflections

All assessments are valid All items or prompts are clearly written and correct All directions and procedures are clearly written and correct

Most assessments are valid Items or prompts are clearly written, but exhibit minimal errors Directions and procedures are clearly written, but exhibit minimal errors

Assessments are not valid Items or prompts are not clearly written Directions and procedures are not clearly written

Thoroughly, but succinctly, explains the scoring procedures for all of the assessments Uses assessment data using graphs, charts, tables, etc., to profile student learning and communicate information about student progress and achievement. Thorough and accurate interpretation is provided Meaningful, appropriate, and data supported conclusions are drawn Provides relevant and detailed hypotheses for all achieved and unachieved learning goals.

Adequately explains some of the scoring procedures for the assessments Provides an appropriate summary of assessment data to explain student learning and communicate information about student progress and achievement. An adequate interpretation is provided; contains few errors in accuracy Meaningful and appropriate conclusions are drawn with limited inclusion of data Provides generalized hypotheses for why students met or did not meet the learning goals

Fails to explain the scoring procedures for any of the assessments. Makes an inadequate attempt to summarize or display student learning and communicate information about student progress and achievement.

Interpretation is not accurate

Conclusions are not meaningful or supported by data Does not provide hypotheses as to why the students did not meet the learning goals

Uses 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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

ACEI 4.0/NAEYC 3c Effective Instruction and Assessment ACEI 4.0/NAEYC 3c Effective Instruction and Assessment ACEI 4.0/NAEYC 3c Overall Rating Impact on Student Learning ACEI 4.0/NAEYC 3b

decisions. Identifies successful and unsuccessful activities and assessments Provides plausible reasons (based on theory or research) for both the success and lack thereof Identifies unsuccessful and successful activities , but not assessments or vice versa Provides plausible reasons to support why activities and assessments were either successful or not successful Does not identify successful or unsuccessful activities or assessments Does not provide reasons to support the success or nonsuccess of activities or assessments

Includes substantial evidence of the impact on student learning in terms of the number of students who achieved and made progress toward the learning outcomes

Includes adequate evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward the learning outcomes

Includes 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 Is easy to follow and contains no errors in Presentation/NAEYC 6b conventions or grammar usage. Reflection/Self Evaluation ACEI 5.1/NAEYC 4d
Reflects comprehensively on his or her instruction and student learning in order to improve teaching practice.

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.

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)
Candidate demonstrates a limited amount of the attributes of the standard. Performance indicates that few competencies have been demonstrated.

Acceptable/Meets (2)
Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment.

Target/Exceeds (3)
Candidate demonstrates all of the attributes of the standard. Performance clearly indicates that the competency has been mastered, including examples, extension, and enrichment.

Revised Fall 2013 ACEI/NAEYC 2010 Standards