Unit Work Sample - ML and Secondary

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE GUIDELINES
Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of
strategies and builds on each students strengths, needs and prior experiences. Through this performance
assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following
standards:
The candidate uses multiple assessment strategies and approaches aligned with learning goals to
assess student learning before, during and after instruction.
The candidate designs instruction for specific learning goals, student characteristics and needs, and
learning contexts.
The candidate uses regular and systematic evaluations of student learning to make instructional
decisions.
The candidate uses assessment data to profile student learning and communicate information about
student progress and achievement.
The candidate reflects on his or her instruction and student learning in order to improve teaching
practice.
The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached
template, which consists of several components, should be used to fulfill this requirement. Attach samples of
student work as an appendix.
Revised Fall 2013 ACEI/NAEYC 2010 Standards
EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE TEMPLATE
Candidate: Sierra M. Wald
Cooperating Teacher: M. Bryan
Academic Year: Spring 2015
District: OCSD5
School: William J. Clark Middle
Grade Level: 7 th
Factors
(e.g. gender, SES, reading levels, disabilities,
ethnicity, student interests, and other relevant
factors, etc.)
Description
(of your findings in terms of your students)
Gender
In the social studies classrooms, I have a total of

61 females and 40 males.
Reading levels
In the social studies class, the average reading

level of the four classes is 5.2.
Ethnicity
For the social studies classes, there are a total of

89 African American, 5 Caucasian, 5 Indian,
and 2 Hispanic students.
Disabilities
In the first block of the social studies classroom,

there are 6 self-contained students who are
mainstreamed for first block only. In second block,
there are 14 resource students. I was not told
specific disabilities or special needs.
SES (loosely interpreted)
OCSD5 has a poverty index of over 90%. All

students receive free lunch.
In the social studies class, 76% have access to a
computer/laptop, 83% have internet access, and
51% have access to a printer.
Student Interests
Males:
-sports (specifically basketball and football)
-reading
Females:
-reading
-shopping/fashion
-sports (volleyball, basketball, and
dancing/cheerleading)
Subject: Social Studies
Dates of unit: 2/2/2015 2/27/2015
Section I: Unit Title and/or Description: The Cold War

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.
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.
In the social studies classrooms, I have a total of 61 females and 40 males. This
information came from my classroom observations as well as a class roster. The average
reading level of the four classes is 5.2. This information came from the seventh grade ELA
teacher on my teachers team. There social studies classes, there are a total of 89 African
American, 5 Caucasian, 5 Indian, and 2 Hispanic students. This information came from
classroom observations as well. In the first block of the social studies classroom, there are 6
self-contained students who are mainstreamed for first block only. In second block, there
are 14 resource students. I was not told specific disabilities or special needs. This
information came from y cooperating teacher and the resource teacher. Males interests in the
class include: sports (specifically basketball and football), and reading. The females interests
are: reading, shopping/fashion, and sports (specifically volleyball, basketball, and
dancing/cheerleading)
OCSD5 has a poverty index of over 90%. All students receive free lunch. In the class,
76% have access to a computer/laptop, 83% have internet access, and 51% have access to a
printer. This information came from OCSD5 school report card and student interest surveys.
Because the school district is in a low SES environment, I will need to prepare for possible
implications such as lack of materials, less home motivation, and more discipline issues.
During unit planning and instruction, I will be sure to provide necessary materials to
students if needed. I will also try to use analogies and find ways to relate lesson topics to
students interests. In this way, students can become more engaged in the lesson. I will also
Section IV: The Unit Plan

Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding state
standards. (Remember objectives must contain 4 parts: performance, product, conditions and criterion.)
Unit Objectives
Correlated
Standards/Expectations
1.) Analyze the Holocaust and its impact on European society
2.)
3.)
4.)
5.)
6.)
7.)
and Jewish culture, including Nazi policies to eliminate the

Jews and other minorities, the Nuremberg trials, the Universal
Declaration of Human Rights, the rise of nationalism in
Southwest Asia (Middle East), the creation of the state of
Israel, and the resultant conflicts in the region with at least
80% mastery on test.
Compare the political and economic ideologies of the United
States and the Soviet Union during the Cold War with at least
80% mastery.
Summarize the impact of the Truman Doctrine, the Marshall
Plan, the North Atlantic Treaty Organization (NATO), the
United Nations, and the Warsaw Pact during the Cold War with
at least 80% mastery on test.
Explain the spread of communism in Eastern Europe, Asia,
Africa, and Latin America, including the ideas of the satellite
state containment, and the domino theory with at least 80%
mastery on test.
Analyze the political and technological competition between
the Soviet Union and the United States for global influence,
including the Korean conflict, the Berlin wall, the Vietnam War,
the Cuban missile crisis, the space race and the threat of
nuclear annihilation with at least 80% mastery on test.
Analyze the events that contributed to the collapse of the
Soviet Union and other communist governments in Europe,
including the growth of resistance movements in Eastern
Europe, the polies of Mikhail Gorbachev and Ronald Reagan
and the failures of communist economic systems with at least
80% mastery on test.
Summarize the political and social impact of the
collapse/dissolution of the Soviet Union and subsequent
changes to European borders, including those of Russia and
the Independent Republics, the Czech Republic, and Slovakia;
the breakup of Yugoslavia; the reunification of Germany; and
the birth of the European Union (EU) with at least 80%
mastery on test.
SCSS 7-4.6
SCSS 7-5.1
SCSS 7-5.2
SCSS 7-5.3
SCSS 7-5.4
SCSS 7-5.5
SCSS 7-6.1
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.
Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources
Marzanos Strategies such as summarizing, note taking,

questioning, homework, practice, non-linguistic representations
(illustrating) were used with all units.
Materials used include textbook Journey Across Time, textbook
World History, PASS Coach book, and various internet resources.
Activity: Jeopardy review game- Using the Jeopardy template,
questions and answers relating to the spread of Communism in
Asia (China, Korea, and Vietnam).
Integration of the ELA (Activity): Space/Arms Race poemstudents wrote a poem about the space race and/or arms race,
highlighting key events from the Cold War and the push for
global influence.
Integration of the ELA: Every Thursday, the students read an
Informational Text (IT). The students then summarize the texts
via a form provided by the school that asks pertinent
information.
Number(s)
1-7
1-7
4
1-7
Reflect on the instructional plans for the units: How does this instrumental 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 establishes grade-level academics by aligning to the state

standards. Instruction is adjusted for individual needs based on my knowledge of student
abilities. The balance is created so that instruction is delivered in the best way for students, yet
still allows mastery of academic standards. From observing my cooperating teacher, I have seen
how she teaches all levels of classes, but she still varies the level of instruction to suit the
learners.
For students with varying levels, there are a number of strategies used. In every lesson,
the accommodations for extra help include reducing the amount of reading, allowing extra time,
using visual aids, giving step-by-step instructions, using the dictionary, and/or assigning a
reading buddy. Also, by checking for understanding with questions, I can assess whether
materials was fully covered or needs to be reviewed or retaught. I allow students to ask
questions themselves to further their instruction as well. At times, I may not know the exact
answer, so I turn the question around and ask the students to do an extension activity of
researching the answer at home. The students seem to enjoy when they are allowed to be
responsible for information given to the class.
When designing lesson plans, I consider my students reading levels, ability to
comprehend, and interests. If I know there is a way to get my students more engaged in the
lesson, I will. I also try to relate the lesson to the students so that they will retain the material
better. For example, I have many athletes in the fourth block class. After reviewing the student
interest surveys, I discovered that a number of the students like basketball. When teaching about
the Marshall Plan and Truman Doctrine (unit objective 3), I found a political cartoon that
illustrated the Soviet Union as a defender, Marshall Plan as the basketball, and European
recovery as the hoop. I asked the students to analyze the cartoon and summarize what was
happening in the image. The answers sparked a lot of debate and allowed to relate those events
of the Cold War to a familiar concept.
Section V A: Unit Assessments - List the key unit assessments.
Type of Assessment
(Check one for each assessment)
Teacher-Made
Commercially
(A copy of each teacher
Available
Key Unit Assessments
made assessment must be

attached to this plan.)
Formative assessments: questioning, checking for

understanding
Daily starter/Do now: these journal entry type
questions are prior knowledge indicators and act as a
pretest for most lessons
Common Assessment: these are given at the
conclusion of a unit.
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?
The questions assess all levels of Blooms Taxonomy, so they are valid. Daily starters are
reliable because students know that they receive grades for completely answering the question
in 11 lines (or about half a page). Daily starter questions relate to the lesson from the prior day
or that day and are mentioned and discussed when they come up during instruction as a way to
tie everything together. The common assessment was created by the social studies seventh
grade team and Mastery Connect software. The software checks the assessment to make sure all
standards that need to be covered are on the test.
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.
(Appendix A-B)
Assessments
Unit Objective 1: Pre-Assessment(s)
Daily
Starter
: PostAssessment(s)
Closure
Accommodations
-Rewording questions
-Giving hints or clues
-Phone a friend
-Offering alternative ways
to answer the question,
i.e. what do you think it
means?
Evaluation Criteria
-Completed assignment
must be half a page or 11
lines at least
-Daily Starters count at a
participation grade and
students are given a 100
for completing the starter.
-Every two weeks, a daily
starter will count as a quiz
grader. The students are
told when the starter has
more weight.
-Review topics that do not

seem mastered.
-Subjective
Daily
Starter
: PostAssessment(s)
Closure
Daily
Starter
: PostAssessment(s)
Closure
Daily Starter
: PostAssessment(s)
Closure
-Phone a friend
means?
lines at least
more weight.

seem mastered.
-Subjective
-Phone a friend
means?
lines at least
more weight.

seem mastered.
-Subjective
-Phone a friend
means?
lines at least
more weight.
Daily
Starter
: PostAssessment(s)
Closure
Daily Starter
: PostAssessment(s)
Closure

seem mastered.
-Subjective
-Phone a friend
means?
lines at least
more weight.

seem mastered.
-Subjective
-Phone a friend
means?
lines at least
more weight.
-Subjective

seem mastered.
Common
-Given at the conclusion

of a unit
-Test grade
-Objective (multiple
choice)
-Given after pretest is
-Replaces test grade from

pretest, if higher
Assessment #7
: Post-
Assessment(s)
graded and student
Common Assessment
mastery is determined
#7 Retest
(retest administered if
: Other
Assessment(s)
pretest score is lower

than 80%)
-Students are given a
study guide a week in
advance
-Study guide review

-Reteaching if necessary
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 preassessment(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.
Students may or may not have any prior knowledge of a topic. This is why pretests are
important. Not only do they give the instructor insight into students background knowledge, but
it also gives students an idea of the big ideas in the unit. The scores of the pre-assessment
help determine what objectives need to be retaught or covered again. In Mrs. Bryans class, if
there are objectives/standards that many students struggle with, she makes a note to review
that topic briefly the next day, but also go into a deeper review closer to PASS testing. She said
she does this because if they did not master the objective the first time, they will need to relearn it for the test.
One factor I had to take into consideration when analyzing the test data I collected is that
the school does not have a formal system for administering pre-assessments. Therefore, I had to
modify a routine test in order to make it fit my needs. As a student teacher, I cannot expect to
completely override school policy and I did not want the students to fall behind in the lessons. In
order to collect test data, I used the Common Assessment given at the conclusion of the unit as
my pretest. I then scored the tests. After determining who had achieved 80% or above, I handed
out the study guide again and did a class review of the test. If the students do not score 80% or
above, they are required by the school to take a retest.
Assessment data is attached. (Appendix C)
After reviewing the graphed data:
The
The
The
The
average
average
average
average
score
score
score
score
of the first block was 61%.

for second block was 71%.
for third block was 88%.
for fourth block was 90%.
These results show that the two magnet/GT classes (3 rd and 4th block) scored significantly
higher than the first two classes. The results are indicative not only of the classs learning
abilities, but also my teaching application. For example, after each class I reflect on ways that I
could improve the lesson or things that should be added for the next time. Based on these two
factors, the scores represent well the learning that occurred in the respective classes.
The school policy states that students who do not score 80% or above must retake the
test. Therefore, after the preassessment was graded, I worked with students who had not
mastered the unit objectives by reviewing the study guide with them and reteaching material
that they struggled with on the Common Assessment. Thus, only students who scored below 80%
have post-test scores.
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?
After analyzing the data from the assessments, I can definitely say that I understand the
students abilities and understanding of the lessons contents. I can see certain questions that
many students answered incorrectly and it helps me understand which topics need to be
reviewed or covered again in detail. The information can also be used later as past material on
the next common assessment to reevaluate learning.
(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.
(Appendix C 1-4: Entire Class, Appendix D: selected subgroup females, Appendix E 1-2:
two individual students)
(3) For each visual representation, provide a descriptive narrative that summarizes your analysis of student
progress and achievement.
In appendix C-1, it can be seen that in the first block only 8 students of the 19 students
who took the Common Assessment passed with an 80% or higher. Of the other 11 students, 4
students scored between 50-75%. There were 7 students that scored between 0-45%. Three of
the seven students that scored under 45% are self-contained students that are mainstreamed in
social studies. The other four have numerous absences or suspensions and miss a large amount
of class time. Combined with poor motivation or lack of studying, these students performed
poorly on the test. Student #19 never took notes in class. He also did not respond to my
individual attention. When other students were working on independent practice or writing notes,
I would try to address him one-on-one. He looked straight forward and never spoke. Students 3,
4, and 23 were all originally in the class, but since the semester began have been sent to the
alternative school. Student 21 was absent the day of the Common Assessment and has not taken
it yet. Student 5 was absent the day of the test, but has taken it. He did not pass the pretest, but
has not taken the retest yet. Student 14 is one of the self-contained students. She did not pass
the pretest, and when she took the retest two days later, she scored significantly lower. Ten
students who did not meet the mastery mark (80% or above) took the retest, however, none of
them were able to master the assessment.
In the second block class (appendix C-2), 9 students passed with 80% or higher. Of the
other 12 students, 8 students scored between 50-75%. The other 4 students made between
25-45%. Student 35 was in ISS on the day of the Common Assessment and has not yet taken the
test. Student 30 and 39 are at the alternative school. Student 38 was sent to Bethune-Bowman
after being sent to the alternative school, then returning to Clark. Student 42 was in the class for
about one month when I was there. She ran away from home and the next week, she did not
come back to school. The roster shows that she has dropped the class. Student 36, 37, and 45
were absent the day of the pretest, but have taken it since then. They did not pass, but they
have not taken the retest yet. This class is made up of traditional students as well as resource
students. Of the 12 students who did not pass the pretest, 6 students are in resource classes
(Students 25, 33, 34, 37, 44, and 45). Three students who had not passed received supplemental
instruction, and passed the post test.
The third block class had an 81% passing rate. Only 5 students did not pass the
pretest. Student 58 has been in the alternative school since I began student teaching. Student 63
and 71 were absent the day of the test. They have since taken it, but did not pass. They have yet
to take the retest. The other 3 students who did not pass took the retest and still did not pass,
although, all but one increased in their scores. Student 60 remained constant from pretest to
post test.
In the fourth block class, there was an 88% passing rate. Only 3 students did not pass
the pretest. Student 90 was absent the day of the test. She has made it up, but did not pass and
has not taken the retest. Student 88 only needed to answer one more question correctly. When
she took the retest, she passed the post test with 80%. Student 95 rarely does work in class. I
constantly have to tell him to take his hat/hood off and he never brings his materials to class. He
made the same score on his pretest as his post test.
In Appendix D, the scores of all the females from all four classes is shown. There are
scores of 61 girls shown (includes Student 42 who is no longer at in the class). The graph shows
that 78% of the girls in the four classes mastered the unit objectives.
In Appendices E-1 and E-2, I have provided individual data for two students. Student 7 is in
the first block. He is a self-contained student who usually is very active in class. He rarely brings
materials to class and is typically very talkative. He has many disciplinary problems usually. On
the pretest, he scored a 0. After reviewing the study guide with him and having the resource
teacher go over notes with him, he scored a 55 on the post test. While he still did not show
mastery of content, he did improve greatly.
The other student, Student 33, did not perform well on the pretest. He is in the second
block class. He is a resource student. He is typically very quiet, but does offer valuable insight in
class when he speaks. After reviewing the same information with him as the first student, he
scored a 95 (missing only one question). This shows that he responded well to the supplemental
instruction.
(4) Finally, explain the ways in which you have assigned student grades (or other indicators of student
performance), and what were the overall results?
I have scored the tests and recorded the grades in Mastery Connect software. The tests
were summative and objective. They were scored via scantron. The scores were also recorded in
Mrs. Bryans gradebook for a hard copy. Overall, I think that the majority of students benefitted
and were able to learn from my instruction.
(5) Based on the overall results, did the students gain from this unit all that you expected? Why or why not?
Yes, the students gained from the unit what I expected them to gain. While not all students
received a mastery of content, I feel that all the students that I taught were able to gain
something from the lessons. Also, the self-contained and the resource students are removed from
the classroom during testing per their IEP.
(6) Include a description of the ways in which these results have been recorded as well as how and to whom they
have been reported.
The results, besides being recorded here, have been entered into the grading system used
by the school. They have also been recorded in a hard copy grade book with attendance by class.
Besides me, my cooperating teacher Mrs. Bryan, and the resource teachers have access to these
grades.
II. 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.
According to the results, over 70% of the students passed the Common Assessment. That
includes the 94 students who have taken the pretest, and those who passed the retest. Of those
students who passed, only 4% were students who passed on the retest. Also, looking at the
overall passing of each class shows that over 50% of every class scored 80% or more.
Section VII. Reflection and Self-Assessment
(1) Reflect on and describe the relationship between your students progress and achievement and your teaching
performance.
While I hoped more students would have performed well on the Common Assessment, the
majority of students were able to achieve mastery status. The students who did not pass either
did not pass with very low scores or with scores within 10 points of mastery. I think that my
strengths in teaching are my instructional strategies, classroom management, and ability to
relate to students interests. While they are strengths, students cannot learn on these skills
alone. I need to work more on adjusting during instruction so that I am able to reach students
before its too late and the lesson is lost on them for the day.
(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 could teach this unit again, I would do a better review sessions for certain topics. I
would elaborate and expand on more difficult topics. Another thing I would try to do would be
separating the Space Race and Arms Race lessons so that there could be deeper instruction in
each one. I would also try to assign more independent tasks for students, such as research
answers to questions. This would help students feel like a useful part of the lesson.
(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.
Some successful activities I did were the jeopardy review for Communism in Asia, using
graphic organizers to show students how to organize and process information, and having the
students create a Space Race poem. I think these activities were successful based on student
engagement and performance. I believe the students were happy to try something new and they
enjoyed the competition of the jeopardy game. The poem was successful because it allowed
students to use creativity, higher Blooms, and imagination. For students who learn differently,
these activities provided visual, audio, tactile, and kinesthetic learning opportunities.
As for unsuccessful activities, I would also put the jeopardy review in that category only
because if I was going to do it again, I would establish better rules. Also, when I was teaching
about the revolutions in Europe, we covered the breakup of Yugoslavia. I think that I went
through the section too quickly causing there to be some confusion.
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
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 clearly stated
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
Objectives do not address the

development, prerequisite
knowledge, experiences, and
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.
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
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
Overall Rating
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
Displays specific understanding

of students skills and prior
learning that affect instruction.
Displays general understanding

of students skills and prior
Displays no understanding of
students skills and prior
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
Has rubrics for all performance

tasks
Uses rubrics for most

performance tasks
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
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
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 substantial evidence of

the impact on student learning in
terms of the number of students
who achieved and made progress
toward the unit objectives
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 no

errors in conventions or
grammar usage.
Is easy to follow and contains

minimal errors in conventions or
grammar usage.
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
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.
EYC 6b
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.
TOTAL
Unacceptable/Developing (1)
Acceptable/Meets (2)
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.
Reflects, but does not

adequately support ways to
improve teaching practice.
POINTS
Target/Exceeds (3)
Candidate demonstrates all of the attributes
of the standard. Performance clearly
indicates that the competency has been
mastered, including examples, extension,
and enrichment.

Unit Work Sample - ML and Secondary

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SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450: PROFESSIONAL CLINICAL PRACTICE

Candidate: Sierra M. Wald

Cooperating Teacher: M. Bryan

Academic Year: Spring 2015

School: William J. Clark Middle

In the social studies classrooms, I have a total of

In the social studies class, the average reading

For the social studies classes, there are a total of

In the first block of the social studies classroom,

SES (loosely interpreted)

OCSD5 has a poverty index of over 90%. All

Subject: Social Studies

Dates of unit: 2/2/2015 2/27/2015

Section I: Unit Title and/or Description: The Cold War

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section IV: The Unit Plan

Revised Fall 2013 ACEI/NAEYC 2010 Standards

1.) Analyze the Holocaust and its impact on European society

and Jewish culture, including Nazi policies to eliminate the

Section IV B: Unit Plan

Instructional Plan for the Unit

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Marzanos Strategies such as summarizing, note taking,

The instructional plan establishes grade-level academics by aligning to the state

Key Unit Assessments

made assessment must be

Formative assessments: questioning, checking for

-Review topics that do not

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Objective 2: Pre-Assessment(s)

Unit Objective 3: Pre-Assessment(s)

Unit Objective 4: Pre-Assessment(s)

-Review topics that do not

-Review topics that do not

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Objective 5: Pre-Assessment(s)

Unit Objective 6: Pre-Assessment(s)

-Review topics that do not

-Review topics that do not

-Review topics that do not

-Given at the conclusion

-Given after pretest is

-Replaces test grade from

pretest score is lower

Revised Fall 2013 ACEI/NAEYC 2010 Standards

-Study guide review

of the first block was 61%.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

UNIT WORK SAMPLE SCORING RUBRIC

Describes students in-depth

Describes students according to

Does not include at least three

Uses substantial information

Uses adequate information from

Fails to use the information from

Data is collected from multiple

Uses at least three (3) types of

Uses only one data source

Displays an understanding of the