EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION – CLAFLIN UNIVERSITY UNIT WORK SAMPLE TEMPLATE Candidate: Stevee P. Scott Cooperating Teacher: Donna Humes Academic Year: 2013-2014 District: Orangeburg Consolidated School District #5 School: Sheridan Elementary Grade Level: Kindergarten Subject: ELA, Math, Social Studies, Science Dates of unit: from January 27th to February 14 th Section I: Unit Title and/or Description: Identifying authority figures in the school and the community and representing addition and subtraction with objects. 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. Mrs. Humes’ class consists of 27 students. She has 15 females and 12 males. These are the students’ demographics: 23 are African American, 3 are White, and 1 is Hispanic. 20 students receive free lunch, 4 have to pay reduced price, and 3 students bring lunch from home. One of the students has an IEP plan and receives academic assistance while two receive assistance from the speech pathologist, and one receives TESOL assistance. All of her students are energetic and always eager to learn. Students reading levels range from Pre-primer to 2.0. Ticket to Read is a great academic tool that provides in depth data on each student’s reading ability. All of this information is from my long range plan. 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.
Transcript
EDUC 450: PROFESSIONAL CLINICAL PRACTICE
SCHOOL OF EDUCATION – CLAFLIN UNIVERSITY
UNIT WORK SAMPLE TEMPLATE
Candidate: Stevee P. Scott Cooperating Teacher: Donna Humes Academic Year: 2013-2014 District: Orangeburg Consolidated School District #5
Subject: ELA, Math, Social Studies, Science Dates of unit: from January 27th to February 14th
Section I: Unit Title and/or Description: Identifying authority figures in the school and the community and representing addition and subtraction with objects.
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.
Mrs. Humes’ class consists of 27 students. She has 15 females and 12 males. These are the students’ demographics: 23 are African American, 3 are White, and 1 is Hispanic. 20 students receive free lunch, 4 have to pay reduced price, and 3 students bring lunch from home. One of the students has an IEP plan and receives academic assistance while two receive assistance from the speech pathologist, and one receives TESOL assistance. All of her students are energetic and always eager to learn.
Students reading levels range from Pre-primer to 2.0. Ticket to Read is a great academic tool that provides in depth data on each student’s reading ability.All of this information is from my long range plan.
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.
Section IV: The Unit Plan
It is essential for all students to feel welcomed in the learning environment. Cultural awareness is key for all students to learn openly, share thoughts, and learn together. The class consists of 23 African American students, 3 White, and 1 Hispanic student. Students differ in learning styles. A majority of the students are visual learners while a few are kinesthetic and auditory learners. All of the students enjoy using manipulatives in math, watching educational videos, and listening/dancing to educational songs.
Open communication with the speech pathologist, resource educator, and TESOL teacher provides me more resources for students who do need extra assistance. Two of my students receive assistance from the speech pathologist; one receives assistance from the resource educator, and one from the TESOL teacher.
In order to be an effective educator, I must first know the basic elements of my students (i.e. socioeconomic background, reading level, ethnicity, etc.) This information serves as a bridge to understanding students’ culture and historical backgrounds. With this information, I will be able to plan effective and stimulating lessons that are student centered and appropriate for their diverse learning styles, levels and interests. I plan to use this information to create and implement long and short range plans that will cater to my students’ diverse needs. This information will also allow me to use my time wisely when teaching or reteaching lessons and provide necessary accommodations for all students.
This information is from the Long Range 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 ObjectivesCorrelated
Standards/ExpectationsSocial Studies
1) Students will be able to recognize the ways that community businesses have provided goods and services for families in the past and do so in the present.
K-4.3
2) Students will be able to summarize the roles of authority figures in a child’s life, including those of parents and teachers
K-2.2
3) Students will be able to identify authority figures in the school and the community who enforce rules and laws that keep people safe, including crossing guards, bus drivers, firefighters, and police officers.
K-2.3
Math
4) Students will be able to represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.1
5) Students will be able to fluently add and subtract within 5.K.OA.5
All of this information is from Orangeburg County School District #5’s 2013-2014 pacing guide.
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.
Number(s)Anticipatory set: The teacher will introduce students to nursery rhymes, songs, and chants that relate to the lesson (i.e. Wheels on the Bus, Red Light, Green Light, Stop, etc.). The teacher will ask students why following rules on the bus and in the school are important.
Unit Objectives 1, 2, and 3
Direction instruction: The teacher will discuss the role of important figures in the school and community (i.e. principal, crossing guard, police officer, etc.) and why they are essential. The teacher will also discuss the different tools some of the community helpers use on a daily bases. The teacher will use the promethean board, lumens, classroom books, and other materials and resources.
Unit Objectives 1,2, and 3
Guided Practice: The teacher will ask students to name some of the rules that they must follow on the bus, in school, and at home. The teacher and students will create a list of Do’s and Don’ts. Students will receive extra assistance on understanding the roles of community helpers and why they are essential.
Unit Objectives 1,2, and 3
Independent Practice: Students will have the opportunity to display what they learned and know with several hands on activities (i.e. create a fire truck, police car, teacher, etc.). Students will have to match the community helper to the tools that he/she uses.
Unit Objectives 1,2, and 3
Closure: The teacher will review the roles of community helpers. The teacher will ask students various questions using scenarios.
Unit Objectives, 1,2, and 3
It is essential for all students to feel welcomed in the learning environment. Cultural awareness is key for all students to learn openly, share thoughts, and learn together. The class consists of 23 African American students, 3 White, and 1 Hispanic student. Students differ in learning styles. A majority of the students are visual learners while a few are kinesthetic and auditory learners. All of the students enjoy using manipulatives in math, watching educational videos, and listening/dancing to educational songs.
Open communication with the speech pathologist, resource educator, and TESOL teacher provides me more resources for students who do need extra assistance. Two of my students receive assistance from the speech pathologist; one receives assistance from the resource educator, and one from the TESOL teacher.
In order to be an effective educator, I must first know the basic elements of my students (i.e. socioeconomic background, reading level, ethnicity, etc.) This information serves as a bridge to understanding students’ culture and historical backgrounds. With this information, I will be able to plan effective and stimulating lessons that are student centered and appropriate for their diverse learning styles, levels and interests. I plan to use this information to create and implement long and short range plans that will cater to my students’ diverse needs. This information will also allow me to use my time wisely when teaching or reteaching lessons and provide necessary accommodations for all students.
This information is from the Long Range plan.
Integration of the Arts: Students will have the opportunity to create their very own fire truck, school, police station and other community buildings and figures using crayons, construction paper, glue, glitter, paint, etc.
Unit Objectives 1,2, and 3
Integration of Health: Students can focus on the importance of nurses and doctors in the community and how they may an impact in the community. They can watch educational videos on healthy eating and even hygiene health.
Unit Objectives 1,2, and 3
Integration of Physical Education: Students will have the opportunity to interact in several physical activities that require them to jump, skip, hop, twirl, etc. They can pretend to be community helpers (i.e. firefighters and police officers) that require a lot of moving in order to save lives.
Unit Objectives 1,2, and 3
All of this information is from Orangeburg County School District #5’s 2013-2014 pacing guide.
Number(s)Anticipatory Set: The teacher and students will watch educational videos from youtube.com/education and brainpopjr.com that focuses on addition and subtraction. The teacher will also create math problems for students to solve (class involvement).
Unit Objectives 4 and 5
Direct instruction: The teacher will model to students how to count from 5 to 1 using manipulatives and use Pearsonsuccessnet.com Topic 8 direct lessons. Unit Objectives 4 and 5
Guided practice: The teacher will provide students with manipulatives in order for them to make the needed numbers. The teacher will provide different addition and subtraction problems to each table for students to work together.
Unit Objectives 4 and 5
Independent Practice: Students will work on addition and subtraction activities that will require them to think critically and use manipulatives. Unit Objectives 4 and 5
Closure: The teacher will use Quick Checks from pearsonsuccessnet.com (Topic 8). The teacher will also use exit tickets. Unit Objectives 4 and 5
Integration of the Arts: Students can create their own manipulatives and counters using paint, crayons, and colorful cotton balls.
Unit Objectives 4 and 5
Integration of Health: Students can use fruits and vegetables as manipulatives and counters. They can learn about the importance of healthy foods as well as counting.
Unit Objectives 4 and 5
Integration of Physical Education: Students can create a game using addition and subtraction. They can hop, skip, jump, run in place, jumping jacks, etc.
Unit Objectives 4 and 5
All of this information is from Orangeburg County School District #5’s 2013-2014 pacing guide.
Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students’ characteristics, needs and learning contexts.
The instructional plan is essential to the academic standards and the needs, abilities, and developmental levels of students. First, I aim to plan effective lesson plans that cater to all students’ diverse learning styles and needs. My ultimate goal is for all of my students to learn and develop a strong educational foundation that can be applied to their daily lives and future. The instructional plan provides students the opportunity to engage in their learning through diverse
educational styles and tools (i.e. technology, small and large groups). It is essential to know the background and characteristics of students because this information will be used in creating activities and lesson plans for all students.
Section V A: Unit Assessments - List the key unit assessments.
Key Unit Assessments
Type of Assessment(Check one for each assessment)Teacher-Made
(A copy of each teacher made assessment must be
attached to this plan.)
Commercially Available
Goods and Services ( Graded Worksheet) ☒ ☐
Community Helpers (Graded Worksheet) ☐ ☒
Rules in the Community (Graded Worksheet) ☒ ☐
Addition and Subtraction (Graded Worksheet) ☒ ☐
Adding and Subtracting within 5 (Graded Worksheet) ☒ ☐
Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students’ skills to plan your instruction?
I determined that my assessments were valid and reliable for all students by making sure that they are aligned with the Common Core math standards and South Carolina’s Social Studies standards. The assessments are also aligned with the content taught. I asked pre questions and post questions in order to see where my students were and where I need to take them. I used my prior understanding of students’ skills to plan instruction. Some students mastered the concepts while others needed a little more assistance and time. Visuals and hands on activities were key in these lessons.
Section V B: 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
Unit Objective 1: Pre-Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
Provide students with ample amount of time to complete assessment
P(Proficient):Masters the contentIP( In Process):Gradually understanding contentNP (Needs Development)Needs constant modeling and assistance in order to understand content
Depending on the results, a second attempt may be given to students.
N/A
N/A N/A
Unit Objective 2: Pre-Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
Provide students with ample amount of time to complete assessment
P(Proficient):Masters the contentIP( In Process):Gradually understanding contentNP (Needs Development)Needs constant modeling and assistance in order to understand content
Depending on the results, a second attempt may be given to students.
N/A
N/A N/A
Unit Objective 3: Pre-Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
Provide students with ample amount of time to complete assessment
P(Proficient):Masters the contentIP( In Process):Gradually understanding contentNP (Needs Development)Needs constant modeling and assistance in order to understand content
Depending on the results, a second attempt may be given to students.
N/A
N/A N/A
Unit Objective 4: Pre-Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
Provide students with ample amount of time to complete assessment
P(Proficient):Masters the contentIP( In Process):Gradually understanding contentNP (Needs Development)Needs constant modeling and assistance in order to understand content
Depending on the results, a second attempt may be given to students.
N/A
N/A N/A
Unit Objective 5: Pre-Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
Provide students with ample amount of time to complete assessment
P(Proficient):Masters the contentIP( In Process):Gradually understanding contentNP (Needs Development)Needs constant modeling and assistance in order to understand content
Depending on the results, a second attempt may be given to students.
N/A
N/A N/A
Social Studies
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 pre-assessment(s) and describe the implications of these results on instruction.
After administering the pre-assessments on the Social Studies unit objectives, I noticed that a majority of the students knew some of the content. The pre-assessments provided me in depth information on what students knew and what they still needed to learn. I planned my instruction to concentrate on content that student may have had problems with understanding.
Pre-Assessment Results
STUDENT OBJECTIVE 1 OBJECTIVE 2 OBJECTIVE 3Student 1 P P PStudent 2 P P PStudent 3 P IP PStudent 4 P P PStudent 5 P IP PStudent 6 P IP PStudent 7 P P PStudent 8 P P PStudent 9 P P P
Student 10 P P PStudent 11 P P PStudent 12 P NP PStudent 13 P NP PStudent 14 P NP P
Student 15 P NP IPStudent 16 P NP IPStudent 17 P P PStudent 18 P P P
Student 19 P P NP
Student 20 IP P NPStudent 21 IP P PStudent 22 IP P P
Student 23 NP P NP
Student 24 NP P P
Student 25 NP P NP
Student 26 NP P NPStudent 27 NP P P
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? (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.
The information provided by the analysis of the assessments increased my understanding of individual students’ performance. I provided students who mastered the content with more examples and ways to explore the content. I provided more assistance and examples for students who still needed help with the content. This took place in small group sessions. After reviewing the post test, I noticed that all students mastered the content.
Post Test Results
STUDENT OBJECTIVE 1 OBJECTIVE 2 OBJECTIVE 3Student 1 P P PStudent 2 P P PStudent 3 P P PStudent 4 P P PStudent 5 P P PStudent 6 P P PStudent 7 P P PStudent 8 P P PStudent 9 P P P
Student 10 P P PStudent 11 P P PStudent 12 P P PStudent 13 P P PStudent 14 P P P
Student 15 P P PStudent 16 P P PStudent 17 P P PStudent 18 P P P
Student 19 P P P
Student 20 P P PStudent 21 P P PStudent 22 P P P
Student 23 P P P
Student 24 P P P
Student 25 P P P
Student 26 P P PStudent 27 P P P
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?
I believe that my teaching performance is one factor that affects students’ progress and achievement. When I plan accordingly and ahead of time and provide diverse examples and ways for students to grasp concept, students are more engaged in the lesson. Overall, my students showed growth from the pre and posttest. For future references, I plan to break down my content so that student’s on all levels can understand. I will provide more activities for students who already mastered the lesson while focusing on helping students who need more assistance.
Mathematics
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 pre-assessment(s) and describe the implications of these results on instruction.
After administering the pre-assessments on the Mathematics unit objectives, I noticed that a majority of the students did not know the content. The pre-assessments provided me in depth information on what students knew and what they still needed to learn. I planned my instruction to concentrate on content that student may have had problems with understanding.
Pre- Assessment Results
STUDENT OBJECTIVE 4 OBJECTIVE 5Student 1 IP PStudent 2 IP IPStudent 3 P NPStudent 4 P PStudent 5 P PStudent 6 P PStudent 7 NP IPStudent 8 P IPStudent 9 P IP
Student 10 P NPStudent 11 P PStudent 12 P NPStudent 13 IP PStudent 14 IP P
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? (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.
The information provided by the analysis of the assessments increased my understanding of individual students’ performance. I provided students who with more examples and ways to explore the content. I provided more assistance and examples for students who still needed help with the content. This took place in small group and whole group sessions. After reviewing the post test, I noticed that students’ results increased from the pre-test.
Post Test Results
STUDENT OBJECTIVE 4 OBJECTIVE 5Student 1 P PStudent 2 P PStudent 3 P PStudent 4 P PStudent 5 P PStudent 6 P PStudent 7 IP PStudent 8 P PStudent 9 P P
Student 10 P PStudent 11 P PStudent 12 P PStudent 13 P PStudent 14 P P
Student 15 IP PStudent 16 P PStudent 17 P PStudent 18 IP P
Student 19 P P
Student 20 P PStudent 21 P PStudent 22 P P
Student 23 P P
Student 24 P P
Student 25 IP P
Student 26 IP PStudent 27 IP P
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?
I believe that my teaching performance is one factor that affects students’ progress and achievement. When I plan accordingly and ahead of time and provide diverse examples and ways for students to grasp concept, students are more engaged in the lesson. Overall, my students showed growth from the pre and posttest. For future references, I plan to break down my content so that student’s on all levels can understand. I will provide more activities for students who already mastered the lesson while focusing on helping students who need more assistance.
Sample work
Social Studies: Objectives 1, 2, and 3
Mathematics: Objectives 4 and 5
EDUC 450 UNIT WORK SAMPLE SCORING RUBRIC SCHOOL OF EDUCATION
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.
Contextual Factors – collaborating with
others and sources of information
ACEI 3.5/NAEYC 5c
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
Contextual Factors
ACEI 3.5/NAEYC 3b
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
Contextual Factors
ACEI 5.2/NAEYC 2c
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 PLAN
Objectives
ACEI 3.3/NAEYC 5b
All objectives are thorough, significant and challenging, and are clearly stated and correlated with the SC State standards
Objectives are challenging and are clearly stated and correlated with the SC State standards
Objectives are not clearly stated
Objectives
ACEI 3.2/NAEYC 5c
Objectives are appropriate for the development, prerequisite knowledge, experiences, diversity, and other student needs
Objectives are appropriate for the development, prerequisite knowledge and experiences, but are limited in diversity
Objectives do not address the development, prerequisite knowledge, experiences, and diversity, or other student needs
ObjectivesACEI 3.2/NAEYC 5c
All objectives contain performance, products, conditions and criteria components
Objectives are measurable, containing 2-3 components Objectives are not measurable.
Overall RatingAlignment with
Learning Objectives and Instruction
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
ACEI 4.0/NAEYC 3bAlignment with
Learning Objectives and Instruction
ACEI 4.0/NAEYC 3b
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.
Overall Rating
Instructional PlanNAEYC 5c
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
Instructional PlanNAEYC 5c
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
Instructional PlanNAEYC 5c
3 or more activities relate to real world experiences 2 activities relate to real world experiences Activities do not relate to real world
experiences
Overall Rating
Selection of Strategies for Varying Levels
ACEI 3.3/NAEYC 4b;4c
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.
Design for Instruction
ACEI 1.0/NAEYC 5c
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.
ASSESSMENTSKnowledge of Students’
Skills and Prior LearningACEI 3.1
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.
Multiple Assessment Modes
ACEI 4.0/NAEYC 3b
All informal assessments are completely aligned to the objectives
Informal assessments are aligned to adequate portions of the standards Does not use informal assessments
Multiple Assessment Modes/NAEYC 3b
ACEI 4.0/NAEYC 3b
All formal assessments are completely aligned to the objectives
Formal assessments are aligned to adequate portions of the standards Does not use formal assessments
Multiple Assessment Modes
ACEI 4.0/NAEYC 3b
Uses more than one (1) authentic assessment type Applies an authentic assessment type Does not use authentic assessments
Multiple Assessment Modes
ACEI 4.0/NAEYC 3bHas rubrics for all performance tasks Uses rubrics for most performance tasks Does not use performance tasks
Multiple Assessment Modes
ACEI 4.0/NAEYC 3bPlans substantially for student reflections Plans adequately for student reflections Does not plan for student reflections
Overall RatingValidity of Assessments
ACEI 4.0/NAEYC 3bAll assessments are valid Most assessments are valid Assessments are not valid
Validity of AssessmentsACEI 4.0/NAEYC 3b
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
Validity of AssessmentsACEI 4.0/NAEYC 3b
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
Overall RatingScoring Procedures
ExplainedACEI 4.0/NAEYC 3b
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.
Analysis of Student Learning
ACEI 4.0/NAEYC 3b
Uses assessment data using graphs, charts, tables, etc., to profile student learning and communicate information about student progress and achievement.
Provides an appropriate summary of assessment data to explain student learning and communicate information about student progress and achievement.
Makes an inadequate attempt to summarize or display student learning and communicate information about student progress and achievement.
Interpretation of Data and Student Learning
ACEI 4.0/NAEYC 3b
Thorough and accurate interpretation is provided
An adequate interpretation is provided; contains few errors in accuracy Interpretation is not accurate
Interpretation of Data and Student Learning
ACEI 4.0/NAEYC 3b
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
Interpretation of Data and Student Learning
ACEI 4.0/NAEYC 3b
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
Overall RatingInstructional Decision-
makingACEI 4.0/NAEYC 3c
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.
Effective Instruction and Assessment
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
ACEI 4.0/NAEYC 3cEffective Instruction
and AssessmentACEI 4.0/NAEYC 3c
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
Overall Rating
Impact on Student Learning
ACEI 4.0/NAEYC 3b
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 Presentation/NAEYC 6b
Is easy to follow and contains no errors in conventions or grammar usage.
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.
Reflection/Self Evaluation
ACEI 5.1/NAEYC 4d
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.
Candidate demonstrates a limited amount of the attributes of the standard. Performance indicates that few competencies have been demonstrated.
Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment.
Candidate demonstrates all of the attributes of the standard. Performance clearly indicates that the competency has been mastered, including examples, extension, and enrichment.
