EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION – CLAFLIN UNIVERSITY

UNIT WORK SAMPLE TEMPLATE – EARLY CHILDHOOD AND ELEMENTARY

Section I:

Candidate: Haley Craven Cooperating Teacher: Mrs. Reed Academic Year: 2018

District: OCSD 5 School: Whittaker Grade Level: Kindergarten

Subject: Dates of unit: from February 5 to March 2

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 my class, there are 26 students. Twelve of the students are girls and fourteen are boys. 25 of the
students are African American and 1 is biracial. There are 2 students that receive resources. 100% of the
students receive free lunch. The students academic levels are as follows:
6 students: low
13 student: average
7 students: above average

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.

Orangeburg County school district 5 is one of the largest in the area, where they serve approximately 7000 students from the
local communities of Orangeburg, Bowman, and North. There are a total of 15 school in the area including elementary, middle,
and high schools.

In the class there are 26 students. 14 of those students are male and 12 students are female. 25 of the students in the class are
African American and 1 is biracial. All 26 students receive free lunch. There are 2 students who receive help from resource,
speech.

I will take into account the socioeconomic status of my students and keep that in mind when determining what supplies I ask
students to have for different activities to go with lessons. I will take the number of students who receive resource into account
when I am planning my unit and lessons.

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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.)

Correlated
Unit Objectives Standards/Expectations
RL.K.7.1: With guidance and support,
ELA – 1: 90% of students will be able to retelling a familiar text, identifying the beginning, retell a familiar text; identify
middle, and end of a story. beginning, middle, and end in a text
heard or read.

2: 90% of students will be able to isolate and pronounce the initial, medial, and final RL.K. 2.4: Isolate and pronounce the
sounds in words. initial, medial, and final sounds in a
three-phoneme word.

K.ATO.1 Model situations that involve

MATH 1: 90% of students will be able to use objects, fingers, drawings, ect to model addition and subtraction within 10
addition and subtraction situations. using objects, fingers, mental images,
drawings, acting out situations, verbal
explanations, expressions, and
equations.

K.ATO.2 Solve real-world/story

2: 90% of students will be able to solving problems using objects and drawings to problems using objects and drawings
add and subtract up to 10. to find sums up to 10 and differences
within 10.
K.P.4A.2 Compare the properties of
SCI. 1: 90% of students will be able to complete projects showing the different materials different types of materials (including
of objects (plastic, paper, cloth, wood, metal). wood, plastic, metal, cloth, and
paper) from which objects are made.

SS 1: 90% of students will be able to complete assignments that are related to George K.3.3 Describe the actions of
Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr. important figures that reflect the
values of American democracy,
including George Washington,
Abraham Lincoln, Susan B. Anthony,
Rosa Parks, and Martin Luther King
Jr.

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: Length:

Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
I used to ocsd5 lesson plan cycle to make sure I cover all important aspects of my
instructional planning. Some of my key points I address in each lesson are: 2 weeks 1 and 2

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  Anticipatory set: played a video off of youtube about retelling stories and
being able to know the beginning, middle, and end.
 Direct instruction: “I do”
 Guided practice: “We do”
 Independent practice: “You do”
 Closure
I also used various instructional strategies such as think-pair-share, close reading,
and cooperative learning.
Resources include computer, smartboard, youtube, books, journals, dry erase board,
markers, crayons, pencils, ipads, worksheets.

Weeks 1 and 2 1 and 2

Integration of the Arts: students will color pictures that go with stories they create
themselves. The stories will have a beginning, middle, and end.
Weeks 1 and 2 1 and 2
Integration of Health: we will read books and write stories about being healthy and
exercising.
Weeks 1 and 2 1 and 2
Integration of Physical Education: The videos from YouTube will have dance moves
and motions for students to do. This will use the students fine and gross motor skills.

SUBJECT: Mathematics Unit Title: Length:

Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
I used to ocsd5 lesson plan cycle to make sure I cover all important aspects of my
instructional planning. Some of my key points I address in each lesson are: 2 weeks 1 and 2
 Anticipatory set: played a video off of youtube about using objects to add
and subtract up to 10.
 Direct instruction: “I do” first problem on math worksheet
 Guided practice: “We do” second and third problem on math worksheet
 Independent practice: “You do” the last problem on worksheet.
 Closure

I also used various instructional strategies such as ticket out the door. Math is right
before lunch so to close math lessons I would do a ticket out the door question. The
students have to turn in their ticket in order to line up for lunch.
Resources include computer, smartboard, lumens, youtube, pearsonsuccessnet,
worksheet, counters, dry erase board, markers, and pencils.

I used to ocsd5 lesson plan cycle to make sure I cover all important aspects of my 2 weeks 1 and 2
instructional planning. Some of my key points I address in each lesson are:
 Anticipatory set: played a video off of youtube about solving addition and
subtraction problems using pictures and objects.
 Direct instruction: “I do” first problem on math worksheet
 Guided practice: “We do” second and third problem together on the board
 Independent practice: “You do” the last problem by yourself
 Closure

I also used various instructional strategies such as ticket out the door for closure to
our lesson and to check for understanding.
Weeks 1 and 2 1 and 2
Integration of the Arts: students will use art when they draw pictures (circles/squares
to represent counters and cubes) to show addition and subtraction up to 10. Music
will be used when students watch youtube videos that are like songs to show helpful
ways to add and subtract.
Weeks 1 and 2 1 and 2
Integration of Health: health will be incorporated when we discuss certain examples
of addition and subtraction problems. For example problems that say I had 10 candy
bars, then I ate 7. How many are left? After they answer, I will explain how that is
unhealthy and we should not eat that many.
Weeks 1 and 2 1 and 2
Integration of Physical Education: Students will used their fine motor skills when they
use their fingers to add and subtract different situations.

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SUBJECT: Science Unit Title: Length:

Instructional Plan for the Unit

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

I used to ocsd5 lesson plan cycle to make sure I cover all important aspects of my 2 weeks 1 and 2
instructional planning. Some of my key points I address in each lesson are:
 Anticipatory set: played a video off of youtube about the different materials
objects are made of.
 Direct instruction: “I do” show examples of different items made of the
different materials.
 Guided practice: “We do” together we will search through a magazine
playing i-spy looking for examples of items made of the different materials.
 Independent practice: “You do” alone, students will search through their
own magazine completing a chart showing their example for each
material.
 Closure

Weeks 1 and 2 1 and 2

Integration of the Arts: Art will be incorporated very frequent during the teaching of
this standard. For each material, students will be able to create projects to show
what they know. They will also play I-spy and search thru magazines for pictures of
each material and create a collage. Even the homework assignments will use art
because students will be playing I-spy at home but finding real objects to bring in
and show.
Music will be used when we watch fun videos that are like songs to tell the different
materials.
Weeks 1 and 2 1 and 2
Integration of Health: I will tell the students about the materials in relation to their
health. For example: it is not healthy to eat wood, paper, plastic, cloth, or metal. So
none of the materials are edible. Health will also be used when students are getting
physical activity/ exercise by walking around hunting for objects made of materials.
Weeks 1 and 2 1 and 2
Integration of Physical Education: PE will be used when students are walking around
looking for objects made of the different materials. This will be done at school during
the lesson and also at home when playing I-spy for homework.

SUBJECT: Social Studies Unit Title: Length:

Instructional Plan for the Unit

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

I used to ocsd5 lesson plan cycle to make sure I cover all important aspects of my 4 weeks 1
instructional planning. Some of my key points I address in each lesson are:
 Anticipatory set: played a video off of youtube about each of the historical
figures we are discussing.
 Direct instruction: “I do” read a book about the designated historical figure
for each day.
 Guided practice: “We do” talk about what we have heard/learned about
each person.
 Independent practice: “You do” alone, students will search through their
own magazine completing a chart showing their example for each
material.
 Closure

4 weeks 1
Integration of the Arts: Art will be used when students complete a coloring sheet for
each person we study. Music will be included when musical videos are played to tell
about to lives and impacts of each person.
4 weeks 1

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 Integration of Health: Health will be used when we discuss each person and I
mention what kinds of food they had that were more back then when dealing with
George Washington and Abe Lincoln.
4 weeks 1
Integration of Physical Education: PE will be incorporated when students are able to
dance and move with videos. Also fine motor skills will be used when coloring and
cutting pictures out.

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.

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?

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 None Questioning: What is the
Unit Objective 1: Pre-Assessment(s) beginning of a story? The
middle? The end?
Students will be read the Mastered
Formative Assessment(s) questions. Developing
A=93-100
B=92-85
C=84-77
D=76-70
F=69-0
None None
Summative Assessment(s)

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 ELA Questioning: What is this
Unit Objective 2: Pre-Assessment(s) None word? What is the initial
sound? Middle? End?

Mastered
Formative Assessment(s) I will read what the word or Developing
picture is and students will A=93-100
distinguish different sounds B=92-85
or fill in missing letter for C=84-77
the picture. D=76-70
F=69-0

None None

Summative Assessment(s)

Questioning: can you count

Mathematics None to 10? How many fingers do
Unit Objective 1: Pre-Assessment(s) you have? What is take
away mean? What does it
mean to put together?
Mastered
: Post-Assessment(s) I will read the questions to Developing
students. A=93-100
B=92-85
C=84-77
D=76-70
F=69-0
None None
: Other Assessment(s)

None Questioning: what does it

Mathematics mean to subtract? What
Unit Objective 2: Pre-Assessment(s) does it mean to add? How
can you solve problems
using pictures or drawings?
Mastered
I will read students the Developing
questions. A=93-100
Formative Assessment(s) B=92-85
C=84-77
D=76-70
F=69-0
Summative Assessment(s) None None

Science
Unit Objective 1: Pre-Assessment(s)
Questioning/Playing I-Spy.
None Some Questions: What is a
pencil made of? What are
our clothes made of? What
is a car made of?

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 Students created projects Mastered
for each material to show Developing
they know what items can A=93-100
Formative Assessment(s) be made of. B=92-85
C=84-77
D=76-70
Summative Assessment(s) F=69-0
None None

Social Studies None Questions:

Unit Objective 1: Pre-Assessment(s) What important things did
_________ do? Ask about
each of the historical
figures.
Students are not formally None
Formative Assessment(s) assessed in social studies.

None None
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.

For my pre-assessments I did not give formal test or assignments, I simply asked the students questions to
informally assess their prior knowledge about the different topics. Their responses let me know how much they
knew or didn’t know and would help me to know where to start and what to cover.

Post Assessments (ELA unit objective 1):

standard: RL.K.7.1: With guidance and support, retell a familiar text; identify beginning, middle, and end in a
text heard or read.

Goldilocks and the Three Bears

Mastered Developing
M(100)
M(100)
M(100)
M(100)
M(100)
M(100)
M(100)
M(100)
M(100)
M(100)

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 M(100)
M(100)
M(100)
M(100)
M(100)
M(100)
M(83)
M(83)
M(83)
D(67)
D(33)

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?
Yes analyzing student assessments increased my understanding of student performance. By analyzing the assessments that I
administered, it allowed me to see if the students were grasping the content that I implemented during the unit. When they struggled,
I could analyze their results to see what particular parts of the content confused them, or if it was how a question might have been
asked.
(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.
Above is the chart for the whole class to show student performance (mastered or developing). Attached is examples from each of
the 4 different grades students received: 100, 88, 67, and 33.

(3) For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and
achievement.

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

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

After seeing overall results, the students gained all that I expected them to because more than 90% of them mastered the concept being
taught.

(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.

Students’ grades have been recorded by in the gradebook on PowerSchool, a program that allows teachers to record the grades
electronically. These grades are also sent home the week test are taken for signed papers and the stored in the students test folders.

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Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students’ progress and achievement and your teaching performance.

I would say my students’ progress was definitely a reflection of my teaching performance. After my pre-assessment
(informal questions) I had a good idea of how much my students knew about or didn’t know about the topics at hand.

(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?

If I were able to teach this same unit again to the same group of students, I would differentiate my activities and
worksheets more to challenge those students who are grasping concepts quickly and want to know more; and to
differentiate for students who struggle I will find easier worksheets, work with their group for extra practice, and relay
the information to them in different ways.

(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.

The activities where students could be hands on like in science searching through magazines playing I-Spy and creating
projects were more successful. I think these activities were successful because students got to create something
themselves by working independently. An unsuccessful activity was in math when I asked students to answer math
questions in their math journals. I was asking students to show different numbers using tens-frames. It would have been
more successful if I had the tens-frames drawn already.

Section VIII: Sample Work (Attach)

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

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 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

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 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.

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