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 students strengths, needs and prior experiences. Through this performance
assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following
standards:
The candidate uses multiple assessment strategies and approaches aligned with learning goals to
assess student learning before, during and after instruction.
The candidate designs instruction for specific learning goals, student characteristics and needs, and
learning contexts.
The candidate uses regular and systematic evaluations of student learning to make instructional
decisions.
The candidate uses assessment data to profile student learning and communicate information about
student progress and achievement.
The candidate reflects on his or her instruction and student learning in order to improve teaching
practice.
The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached
template, which consists of several components, should be used to fulfill this requirement. Attach samples of
student work as an appendix.

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE TEMPLATE EARLY CHILDHOOD AND ELEMENTARY
Section I:
Candidate: Tracey Lee Dimsoy Cooperating Teacher: Ms. Steinmetz

Academic Year: Spring 2016

District: OCSD 5

School: Brookdale Elementary School

Grade Level: 1st grade

Subject: Mathematics

Dates of unit: from February 29th to March 18th

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 19 students. 11 of those students are female and 8 are male. Of the 19 students in my class, 2
students are Caucasian, 1 is Asian, and 16 students are African American. There are 8 students in my class whose
reading levels range from 1.9-2.4. There are 7 students whose reading level range from 2.4-2.7 and there are 4
students whose reading levels range from 2.8-3.3. The class that I am serving is a Gifted and Talented class. More
specifically, their program is called the PAAL programs. PAAL stands for Primary Advanced Academic Learners. 10
students in my class come from two parent households, the other 9 students come from single parent households.

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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.
It is of primary importance to be aware of the many factors that may influence your class and their performance in all
areas because it allows you, as the teacher, to use this awareness to ensure to meet as many of your students
needs as possible. The factors chosen for planning are gender, ethnicity, reading levels, ability and parents in the
household, because these factors ensure that the holistic view of the child is reflected upon.
Gender was chosen as it is important to know the ratio of genders present in your class. Through observation and
teachers records I noted that in my class there are 11 girls and 8 boys. This helps when planning for seating, choice
of reading material, choice of music and physical activity for the class. The teacher needs to ensure that the lessons
are not gender biased and are applicable in some way to both genders. Also, some research points to females being
stronger in a particular type of assessment than males are. To avoid this in my I will ensure that my assessments are
differentiated so as to ensure that students can show that they are learning in different ways.
Ethnicity is another important thing to be aware of in ones class. Through office records I noted that of the 19
students in my class, 2 students are Caucasian, 1 is Asian, and 16 students are African American. This helps when
planning lessons. Students feel more connected to material that they can connect to. It is important to not only make
educational connections but cultural ones as well. It is also important as it makes the teacher more aware of what is
said and how certain material is taught. If there is a mix of ethnicities, teachers should strive to learn more about their
students and create a cultural safe zone within the class where students are unafraid to be different and have
different values, or preferences for food or environment due to their backgrounds. This information can be used in
developing lessons because teachers can find materials on different cultures for learning so as to open up the floor
for students who experience that culture to share with the class and give information from a personal standpoint.
It is important to know and document the reading levels of your students for many reasons. My students reading
levels were made available from teachers records. As teachers, the books that are available within the class should
vary as students should have material that is not only on their level, but above it to extend and challenge their
learning. It is also important as it determines whether instructions in the classroom should be read to the students or
whether they can read it on their own. It also determines the types of vocabulary chosen for assessments as you
would not want anything like a lack of vocabulary to affect the childs ability to communicate their understanding of
material covered.
The ability of the students is another important factor. The class that I serve is a gifted and talented class. However,
in such classes, it is important to note that students can be more so gifted in one or two areas of content rather than
all. In this class, there are students whose reading ability is amazing; however, they may have problems with writing
and spelling. Other students may be very gifted in Math or Science and be not as good at Social Studies or ELA. It is
important to know where their abilities differ and to take note of it to determine whether small group instruction is
necessary or to give the students extension activities, or to contact parents and give them additional work to do with
their child.
Finally, knowing which parents are present in the household is important. It is important because sometimes parental
involvement is necessary and the teacher needs to be aware of the family situation and how involved the parents will
be in the childs learning to supplement in areas where it is lacking. Also, when planning, it determines what type of
work will be sent home. Usually, homework packets are filled with review items so they do not require parents to
teach but rather ensure the information is understood by the child.

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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
ELA
1: 90 % of students will be able to complete and pass a test with 85% or more in
which they will classify literary text according to characteristics of a genre.
2: 90 % of students will be able to complete and pass a test with 85% or more in
which they will recognize characteristics of crafted texts such as diary, seesaw
texts, and circular texts.
MATH
1: 90 % of students will be able to complete and pass a test with 85% or more in
which they will distinguish between a two-dimensional shapes defining (e.g.,
number of sides)
and non-defining attributes (e.g., color).
2: 90 % of students will be able to complete and pass a test with 85% or more in
which they will partition two-dimensional shapes (i.e., square, rectangle, circle)
into two or four
equal parts.
SCI.
1: 90 % of students will be able to complete and pass a test with 85% or more in
which they will analyze and interpret data from observations and measurements
to compare the properties of Earth materials (including rocks, soil, sand and
water).
2: 90 % of students will be able to complete and pass a test with 85% or more in
which they will develop and use models (such as drawings or maps) to describe
patterns in the distribution of land and water on earth and classify bodies of water
(including oceans, streams, lakes and ponds).
SS
1: 90 % of students will be able to complete and pass a test with 85% or more in
which they will illustrate different elements of community life, including typical
jobs; the interdependence of family, school, and the community; and the common
methods of transportation and communication.
2: 90 % of students will be able to complete and pass a test with 85% or more in
which they will compare the daily lives of families together in American and across
the world, including the roles of family members; typical food, clothing, and
shelter; and the ways that families earn a living.

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Correlated
Standards/Expectations
RL 12.1

RL. 12.2

1.G.1

1.G.3

1. E.4A.1

1. E.A.4A.2

1.4-1

1.4-2

Section IV B: Instructional Plan

Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to
achieve the unit objectives. (2) Describe the key instructional activities, strategies, materials and resources
including instructional technology), and indicate the unit objectives (numbered according to the order in which
they are listed in Section IV A) that are addressed.
SUBJECT: English Language Arts

Unit Title: Characteristics of Text

Length: 2 weeks

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources
Anticipatory Set:
Read a short excerpt and have students guess the genre/ the text
feature.
Direct Instruction:
Teach students about the different genres of texts and how to
identify them when reading. Give students strategies to accurately
identify genre. Teach students about the different text features and
how to identify them. Give students strategies to accurately identify
text features.
Guided Practice:
Read excerpt and ask students guiding questions which leads them
to identifying genre or text feature as a class.
Independent Practice:
Have students identify texts for genre and feature, have students
write essays in different genres and features, and have students
compare different genres and features by discussing their
properties.
Closure:
Have students share their work.
Materials/ Resources:
Writing journal, pencil, crayons, text excerpts, story books,
PowerPoints, anchor charts.
Integration of the Arts:
Students will illustrate essays written.

Timeline
2 weeks

Unit Objective
Number(s)
1&2

Week 1 & 2

1&2

Integration of Health:
One of the books about text features discusses a recipe made from
animal products on a farm.

Week 2

Integration of Physical Education:

Students will use structures like Mix, Pair, Share and Hands Up,
Stand Up, Pair Up which allow them to walk around the class and
interact with their classmates.

Week 1 & 2

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1&2

SUBJECT: Mathematics

Unit Title: M2

Length: 2 weeks

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources
Anticipatory Set:
Give students a question to think about based on what is being
taught.
Direct Instruction:
Give definitions, explain theories, and provide content.
Guided Practice:
Model activity that students will be doing during their independent
practice, whether it is a game with shapes, a game with symmetry
or a worksheet.
Independent Practice:
Games with shapes, games with symmetry or completing a
worksheet page in their workbooks.
Closure:
Reviewing the material and ensuring students understand and
grasp the content provided.
Materials/Resources:
M2 teachers manual, Imi and Zani workbooks, math journals,
pencils, M2 Kit with game materials, anchor charts.

Timeline
2 weeks

Unit Objective
Number(s)
1&2

Integration of the Arts:

Students will draw and label different shapes and their properties.

2 days

Integration of Health:
Students will use 2d pictures of real items (e.g. Fruits and
vegetables) to determine whether they have symmetry.

1 day

2 weeks

1&2

Integration of Physical Education:

Students will engage in group work where they must walk around
the class and share information with their classmates.

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SUBJECT: Science

Unit Title: Earth materials and landforms

Length: 3 weeks

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources
Anticipatory Set:
Students will watch relevant videos from BrainPop Jr or
downloaded videos that introduces the topic of Earth materials and
landforms.
Direct Instruction:
Teacher will explain the different Earth materials or landforms to the
students by identifying properties, explaining their relevance and
providing examples.
Guided Practice:
Teacher will model what students will be doing for independent
practice as well as providing guiding questions for the students to
think about while executing their independent practice.
Independent Practice:
Students will create foldables, carry out experiments, create charts
and draw about the different subtopic within these topics.
Closure:
Students will share and discuss what they have learnt with each
other and then report their findings to the teacher.
Materials and Resources:
Science journal, pencils, crayons, glue, scissors, PowerPoints,
BrainPop Jr, downloaded Youtube videos, construction paper,
different types of soil, rocks, containers, computer paper, print outs,
anchor charts.

Timeline
3 weeks

Unit Objective
Number(s)
1&2

Integration of the Arts:

Students will draw different findings and landforms in their science
journals.

3 weeks

1&2

Integration of Health:
Students will learn about minerals, the contribution of soil and water
to make food, and about landforms that have different properties
thus providing food.

3 weeks

1&2

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Integration of Physical Education:

Students will be walking around as they engage in different
experiments and in group work with their classmates.

SUBJECT: Social Studies

3 weeks

Unit Title:

1&2

Length:

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources
Anticipatory Set:
Teacher will ask a question which will lend itself to the topic.
Direct Instruction:
Students will watch a video or teacher will read a book about the
topic.
Guided Practice:
Teacher will discuss the book or video with students and model the
activity.
Independent Practice:
Students will create foldables, family trees, maps, and a book on
families around the world in which they will research families and
communities around the world.
Closure:
Students will share what they have learned with each other and the
class.
Materials and Resources:
Social studies journal, social studies workbook, BrainPop Jr,
different library books, pencils, crayons, construction paper, white
computer paper, stapler, scissors, glue, IPads, computers.

Timeline
4 weeks

Unit Objective
Number(s)
1&2

Integration of the Arts:

Students will be drawing different things in their notes and on their
foldables.

4 weeks

1&2

Integration of Health:
Students will learn about the different foods that people eat around
the world.

2 weeks

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Integration of Physical Education:

Students will be walking around as they engage in group work with
their classmates.

4 weeks

1&2

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.
This instructional plan establishes a balance between the standards, expectations and needs as it introduces
content, gives enough time for concepts to be engaged with, applied and used in order for there to be
understanding. It also engages different abilities in order for all students to learn to the best of their ability.
Strategies that are used to teach different levels are including visuals like the videos and anchor charts, allowing
students to create foldables and notes to support and reinforce what they are learning, using books to serve as
supplemental resources for learning and ensuring student interactions so that they can learn from each other
and master their learning.
My students enjoy being read to, watching videos, working in groups, and having hands on activities. As such, I
strive to ensure that those are included in my plans for their engagement and to motivate their learning.

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

Key Unit Assessments

Type of Assessment
(Check one for each assessment)
Teacher-Made
Commercially
(A copy of each
Available
teacher 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 chose the tests based on the state standard that was being taught and the objectives were outlined in
Brookdales pacing guide and the objectives I wanted the class to meet. As such, they are valid because they will
test what has been taught to the students. As these tests were commercially obtained and used by other
teachers, I knew it would be reliable.
As my students are gifted and talented they are usually above the regular learning pattern and as such, when
looking at standards and assessments, I usually try to get one that is not on the first grade level because I dont

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only teach on the first grade level, unless it is a topic that the students, as a whole, have not been exposed to.
Otherwise I spend the first day of instruction on the basics, if the students seem to have a mastery over the
basics, I give them some practice and then extend the learning to more complex facets of the topic.

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
ELA
Unit Objective 1: Pre-Assessment(s)

Accommodations
Students
are
given
the
opportunity to retest at least
twice if their score is below 80.

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

Students
are
given
the
opportunity to retest at least
twice if their score is below 80.

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

Formative Assessment(s)

Summative Assessment(s)
ELA
Unit Objective 2: Pre-Assessment(s)

Formative Assessment(s)

Summative Assessment(s)

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Mathematics
Unit Objective 1: Pre-Assessment(s)

Students
are
given
the
opportunity to retest at least
twice if their score is below 80.

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

Students
are
given
the
opportunity to retest at least
twice if their score is below 80.

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

Students
are
given
the
opportunity to retest at least
twice if their score is below 80.

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

Students
are
given
the
opportunity to retest at least
twice if their score is below 80.

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

Students
are
given
the
opportunity to retest at least
twice if their score is below 80.

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

: Post-Assessment(s)

: Other Assessment(s)

Mathematics
Unit Objective 2: Pre-Assessment(s)

Formative Assessment(s)

Summative Assessment(s)

Science
Unit Objective 1: Pre-Assessment(s)

Formative Assessment(s)

Summative Assessment(s)

Science
Unit Objective 2: Pre-Assessment(s)

Formative Assessment(s)

Summative Assessment(s)

Social Studies
Unit Objective 1: Pre-Assessment(s)

Formative Assessment(s)

Summative Assessment(s)

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Social Studies
Unit Objective 2: Pre-Assessment(s)

Students
are
given
the
opportunity to retest at least
twice if their score is below 80.

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

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.

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Pretest
57

60
50

46

43

40 32

Score out of 100

3232
29 29
29
2525
21
21
21
14
14
14
11
7

30
20
10
0

Students

Pretest
57

60
40 32

29
21

Axis Title 30
20

3232

29

21
14

11

10
0

46

43

50

2525

29
21

14

10

12

14

14

16

18

20

Students

The pre-assessment was given prior to any content being given and was not redone by students as I wanted a true idea
of their knowledge on the topics that were going to be given. The test was given by the M2 series and was based on all
the content in the book that would be taught to the students. It covered topics of identifying shapes whether on their own
or when compiled together, identifying properties of shapes, such as sides, vertices and what shapes it is made out of (if
composite), symmetry, congruent shapes, sets (viewing similarities and differences in groups of shapes), observing
composite shapes to notice when pieces were moved or taken away and how it affected the shape and understanding
patterns with shapes. Without knowledge of the format in which the information was presented, students did not
understand how to approach the test. The test combined both standards as well as the other Geometry standards for first
grade, with some extension. I noticed that students did not attempt to answer questions they did not know and that a lot of
the female students were frustrated. I noted that with Gifted and Talented students there is a fear and anxiety attached to
failing and that because they knew they did not know the content they were worried, even after being told that the test
would not be a grade included in their report. This impacted my instruction as I had to approach each topic with
differentiated ideas to present to the class as it was fairly new to them.

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?

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Students who performed higher in the pretest were the same ones to perform higher in the posttest. The information
helped as I became aware of students who were still struggling with concepts, thus allowing for small group intervention.
(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.
(3) For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student
progress and achievement.

Pretest and Posttest scores

120
100
80

Scores

60
40
20
0

10 11 12 13 14 15 16 17 18 19

Student
Pretest

Post test

Students 1 through 11 are female in this graph, whereas, students 12 through 19 are male. For the girls, the average
pretest score is 28 and the average post test score is 90. For the boys, the average pretest score is 24 and the average
posttest score is 88. Although the average score is two points separate from the other it doesnt represent that I think the
girls are smarter but rather they are more focused, whereas the boys tend to be less focused and more hyperactive when
testing. Both groups of students have however improved tremendously in their posttest, showing that they have
understood most of the content taught. When evaluating the components of the test, most students had problems with the
extension parts that were taught where they had to show similarities and differences of shapes by using sets and
observing patterns using a Caroll diagram.

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Comparing students 1:1

Student A

Student B
94

80

Score

21

21

Pre te s t

Po s tte s t

Student results

These two students were chosen as they both started off on the same score. However, student B had been absent for
almost a week prior to being given the posttest and thus missed some relevant information. Although student B had been
pulled during morning reading time, he was not as prepared as his other classmates.

(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 graph with the pretest and posttest results indicate the points out of 100 that students attained. These tests were not
used as grades as the teacher did not intend to use the test as such. However, overall all students scored over 80 and
improved dramatically from where they started. More application activities will be done with the students after Spring
Break to ensure that they content is understood.

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(5) Based on the overall results, did the students gain from this unit all that you expected? Why or why not?
Students did not gain all that was expected. The extension activities proved to be difficult and required more time.
However, as they are not a part of the standards necessary, they did receive some introduction to them which is good. I
would like to spend some time later on, if time permits, reviewing those extension parts to ensure there is a solid
foundation of understanding on using those constructs.
(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 test results have been stored in a folder that is held in my personal storage and have only been shared with my
cooperating teacher. They have only been recorded on my personal computer and shared for the purpose of this class,
with numbers and letters assigned to students to ensure confidentiality.
(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.
All students improved from failing marks to those deemed as passing by the district.

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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.
As the content was new to the students, their achievement was based on my successful delivery of the content, my
implementation of practice, homework and activities to reinforce what was learned, and the feedback I give in monitoring
their progress.
(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?
I would give more time for the unit, focusing on each topic for at least a week with more independent practice and more
feedback on the work being done. I would also do more intervention as I give more immediate feedback.
(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 games and activities were successful as all students passed, however, I think that with more independent practice
and feedback on that work, there would be more success.

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Section VIII: Sample Work (Attach)

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EDUC 450
COMPONENT

UNIT WORK SAMPLE SCORING RUBRIC

TARGET (3)

ACCEPTABLE (2)

SCHOOL OF EDUCATION
UNACCEPTABLE/DEVELOPIN
G (1)

DESCRIPTION OF STUDENTS
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

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.

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 substantial information from

descriptions of the students to
select standards to meet
students individual differences
and plan instruction and
assessment

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

Data is collected from multiple

sources, including verbal,
nonverbal and media, etc.

Uses at least three (3) types of

sources to collect data

Uses only one data source

(records) to set standards and
plan assessments

Displays an understanding of the

importance of collaborative
relationships with families, school
colleagues and agencies in the
community.

Selected sources show the

importance of collaborative
relationships with families,
school colleagues, and agencies
in the community

Shows little or no importance of

collaborative relationships with
families, school colleagues, and
agencies in the community

Overall Rating

UNIT
Objectives
ACEI 3.3/NAEYC
5b
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All objectives are thorough,

significant and challenging, and
are clearly stated and correlated
with the SC State standards

PLAN

Objectives are challenging and

are clearly stated and correlated
with the SC State standards

Objectives are not given;

standards are used.

SCORE

Objectives
ACEI 3.2/NAEYC
5c
Objectives
ACEI 3.2/NAEYC
5c

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 appropriate for

the development, prerequisite
knowledge and experiences, but
are limited in diversity or other
student needs.
Objectives are measurable,
containing 2-3 components

Objectives are not measurable.

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 assessments are congruent

with standards, content and
cognitive complexity.

Most 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

Content is paced that it is

covered in the allotted times,
but there are some sequencing
issues

The content is not paced and

sequenced so that is covered in
the allotted time

All standards thoroughly display

knowledge, skills and dispositions

Standards are inclusive of

knowledge, skills and
dispositions

Standards are not inclusive of

knowledge, skills, and
dispositions

3 or more activities relate to real

world experiences

2 activities relate to real world

experiences

Activities do not relate to real

world experiences

The instructional plan aligns with

the objective(s) for each content
area.

The instructional plan aligns

with the objective(s) for at least
two or more content areas.

The instructional plan does align

with the objective(s) for any of
content areas.

Objectives are not given;

standards are used.

Overall Rating
Alignment with
Learning
Objectives and
Assessment
ACEI 4.0/NAEYC
3b
Alignment with
Learning
Objectives and
Assessment
ACEI 4.0/NAEYC
3b
Overall Rating
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Overall Rating
Revised 2015

Selection of
Strategies for
Varying Levels
ACEI 3.3/NAEYC
4b;4c
Design for
Instruction
ACEI 1.0/NAEYC
5c

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
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
Revised 2015

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

Informal assessments are

aligned to adequate portions of
the standards

Does not use informal

assessments

All formal assessments are

completely aligned to the
objectives

Formal assessments are aligned

to adequate portions of the
standards

Does not use formal assessments

Uses more than one (1) authentic

assessment type

Applies an authentic assessment

type

Does not use authentic

assessments

Uses more than one (1) l

performance tasks and includes
the scoring rubric

Uses a performance task(s) but

does not use a scoring rubric

Does not use performance tasks

3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b

Plans substantially for student

reflections

Plans adequately for student

reflections

Does not plan for student

reflections

All assessments are valid

Most assessments are valid

Assessments are not valid

All items or prompts are clearly

written and correct

Items or prompts are clearly

written, but exhibit minimal
errors

Items or prompts are not clearly

written

All directions and procedures are

clearly written and correct

Directions and procedures are

clearly written, but exhibit
minimal errors

Directions and procedures are

not clearly written

Thoroughly, but succinctly,

explains the scoring procedures
for all of the assessments

Adequately explains some of the

scoring procedures for the
assessments

Fails to explain the scoring

procedures for any 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

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

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(Eval.
Crit)
ACEI 4.0/NAEYC
3b
Analysis of
Student Learning
ACEI 4.0/NAEYC
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
Revised 2015

Makes an inadequate attempt to

summarize or display student
learning and communicate
information about student
progress and achievement.
Interpretation is not accurate

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
Decision-making
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
Clarity and
Accuracy of
Presentation/NA
Revised 2015

Meaningful, appropriate, and

data supported conclusions are
drawn

Meaningful and appropriate

conclusions are drawn with
limited inclusion of data

Conclusions are not meaningful

or supported by data

Provides relevant and detailed

hypotheses for all achieved and
unachieved learning goals.

Provides generalized hypotheses

for why students met or did not
meet the learning goals

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 decisions.

Identifies successful and

unsuccessful activities and
assessments

Identifies unsuccessful and

successful activities , but not
assessments or vice versa

Does not identify successful or

unsuccessful activities or
assessments

Provides plausible reasons (based

on theory or research) for both
the success and lack thereof

Provides plausible reasons to

support why activities and
assessments were either
successful or not successful

Does not provide reasons to

support the success or
nonsuccess of activities or
assessments

Includes adequate evidence of

the impact on student learning
in terms of numbers of students
who achieved and made
progress toward the unit
objectives
Is easy to follow and contains
minimal errors in conventions or
grammar usage.

Includes incomplete or no
evidence of the impact on
student learning in terms of
numbers of students who
achieved and made progress
toward unit objectives
Is easy to follow and contains
numerous errors in conventions
or grammar usage.

Includes substantial evidence of

the impact on student learning in
terms of the number of students
who achieved and made progress
toward the unit objectives
Is easy to follow and contains no
errors in conventions or grammar
usage.

EYC 6b
Reflection/Self
Evaluation
ACEI 5.1/NAEYC
4d
Student Work

Reflects comprehensively on his

or her instruction and student
learning in order to improve
teaching practice.

Reflects adequately on his or her

instruction and student learning
in order to improve teaching
practice.

Reflects, but does not

adequately support ways to
improve teaching practice.

Ample student work attached

Appropriate student work

attached

No student work attached

TOTAL

Unacceptable/Developing (1)
Candidate demonstrates a limited amount of the
attributes of the standard. Performance indicates
that few competencies have been demonstrated.

Revised 2015

Acceptable/Meets (3)
Candidate demonstrates most of the attributes of
the standard. Performance indicates that the
competency has been demonstrated including
examples, extension, or enrichment.

POINTS

Target/Exceeds (5)
Candidate demonstrates all of the attributes of the
standard. Performance clearly indicates that the
competency has been mastered, including
examples, extension, and enrichment.