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 student’s 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: Brittany Pensel Cooperating Teacher: Mrs. Yarbrough Academic Year: 2017-2018

District: OCSD5 School: Mellichamp Elementary School Grade Level: 3rd grade

Subject: Math Dates of unit: from March 5 to March 23

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.

There are twenty students in my class. There are eight boys and twelve girls. Of the twenty students in my
class, one is Caucasian, two are biracial, one is Hispanic and sixteen are African American. There are four
students who are in the gifted and talented program. 100% of the students eat free, because the school
district qualifies for CEP (Community Eligibility Provision) allows the nation’s highest poverty schools and
districts to serve breakfast and lunch at no cost to all enrolled students without the burden of collecting
household applications.

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.

 Community, District, and School Factors: During my internship, I taught at a public school in
Orangeburg, South Carolina. The elementary has around 350 students ranging from third to fifth
grade. Many of the students that attend this school are economically disadvantage. The ethnicity of
this elementary school is majority African American.
 Classroom Factors: The classroom is an average size classroom. This classroom has a teacher laptop,
two desk tops and each student is assigned their own iPad to use during the school day. My teacher
has five classroom expectations posed in the classroom for the students to follow.
Students in this group were grouped according to their map test scores. The testing information is
important to teachers because it indicates a student's strengths are and help that is needed in any
specific areas. Teachers can use this information to help them guide instruction in the classroom.
By knowing the gender ratio of the students it allows me to pay attention to the content to ensure
that the activities are not gender biased. I also have to make sure that they are enjoyable to both
Revised groups.
2017 By knowing the gender it also enables me to know how to group my students so that they
can learn from a young age how to work with other of different genders.
  Classroom Factors cont.: Knowing the students ethnicity helps me when planning lessons so that I
will be able to use culturally relevant examples in the classroom to enhance learning. I have a class
that consists of majority African American, I can use this as an advantage to expose my students to
other cultures that they may not be aware of. It is important to know the socioeconomic status
because during planning I can be mindful of what resources or materials are needed. As the
teacher I can provide some materials because some of my students may not be able to bring it in.
This enables to me to be mindful when sending home activities such as homework or projects. All
students may not have the materials or resources to fulfil it to my expectation. This means that I
must provide in class resources and materials so that my students are not at a disadvantage.

Section IV: The Unit Plan

Section IV A: Major Unit Objectives – (1) List the unit objectives and (2) indicate the corresponding state standards.
(Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

Correlated
Unit Objectives Standards/Expectations
3R9.2 Explain how the author’s choice
ELA – 1: 90%of the students will be able to complete an assignment of words, illustrations, and conventions
and pass a test when given with an 80% or higher in which they combine to create mood, contribute to
explain how the author’s choice of words, illustrations, and meaning, and emphasize aspects of a
conventions combine to create mood, contribute to the meaning of a character or setting.
text, and emphasize aspects of a character.

MATH 1: 90% of the students will be able to complete an assignment
and pass a test when given with an 80% or higher in which they will
be able to determine if fractions are equivalent by their numerators
or denominators.
2: 90% of the students will be able to complete an assignment
and pass a test when given with an 80% or higher in which they will
be able to locate mixed numbers on a number line
SCI. 1: 90% of the students will be able to complete an assignment
and pass a test when given with an 80% or higher in which they
analyze and interpret data from observations and measurements to
describe and compare different Earth materials and classify each
type of material based on its distinct physical properties. These
materials include rocks, minerals, and soil.
SS 1: 90%
of the students will be able to complete an assignment
and pass a test when given with an 80% or higher in which they will
summarize the causes of the American Revolution, including
Britain’s passage of the Stamp Act, the Tea Act, and the Intolerable
Acts; the rebellion of the colonists; and the writing of the Declaration
of Independence.
3.NSF.2 Explain fraction equivalence
(i.e., denominators 2, 3, 4, 6, 8, 10) by
demonstrating an understanding that:
a. two fractions are equal if they are the
same size, based on the same whole, or
at the same point on a number line
3.NSF.3 Develop an understanding of
mixed numbers (i.e., denominators 2, 3,
4, 6, 8, 10) as iterations of unit fractions
on a number line.
3.E.4A.1 Analyze and interpret data
from observations and measurements
to describe and compare different Earth
materials (including rocks, minerals, and
soil) and classify each type of material
based on its distinct physical properties.
3-3.1 Summarize the cause of the American
Revolution, including Britain’s passage of the
Stamp Act, the Tea Act, and the Intolerable
Acts; the rebellion of the colonists; and the
writing of the Declaration of Independence.

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 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: Author’s impact on a text Length: 2 weeks

Instructional Plan for the Unit

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

n/a n/a n/a

n/a n/a n/a

n/a n/a
Integration of the Arts
n/a n/a
Integration of Health
n/a n/a
Integration of Physical Education

SUBJECT: Mathematics Unit Title: Fractions Length: 4 weeks

Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
Anticipatory set: Unit objectives 1 and 2
Asked questions to see students thinking on fractions and how it all relates to real 2 weeks
life.
Direct Instruction:
Teach student how to identify proper and improper fractions and to identify fractions
on number lines. Also teach students equivalent fractions, and how to change an
improper fraction to a mixed number
Guided Practice:
Go through examples of fractions
Independent Practice:
Completing various problems/activities on fractions and record them
Closure:
Have students share what they have learned and tell the difference in different
fractions
Materials/Resources:
Worksheets, pencils, computer, LCD projector, PowerPoints, anchor charts

Weeks 1 and 2 1 and 2

Integration of the Arts: students will color in fractions
Week 1 1
Integration of Health: Students will make connections of using fractions and anyone
who cooks needs to know and understand fractions
Weeks 1 and 2 1 and 2
Integration of Physical Education: Students will use the structure of “hands up, stand
up, pair up” strategy, which allows them to walk around the class and interact with
their classmates

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SUBJECT: Science Unit Title: Earth materials Length: 2 weeks

Instructional Plan for the Unit

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

n/a n/a n/a

n/a n/a n/a

n/a n/a
n/a
n/a n/a
n/a
n/a n/a
Integration of the Arts
n/a n/a
Integration of Health
n/a n/a
Integration of Physical Education

SUBJECT: Social Studies Unit Title: American Revolution Length: 2 weeks

Instructional Plan for the Unit

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

n/a n/a n/a

n/a n/a n/a

n/a n/a
n/a
n/a n/a
n/a
n/a n/a
Integration of the Arts
n/a n/a
Integration of Health

Integration of Physical Education n/a n/a

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 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
foldable and notes to support and reinforce what they are learning, using books to serve as supplemental resources for learning and
ensuring student interaction so that they can learn from each other and master their learning.

My students enjoy interacting with one another, working in groups and having hands on activities. I try to ensure that those are included
in my plans for their engagement and to motivate their learning.

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

Type of Assessment
(Check one for each assessment)
Key Unit Assessments Teacher-Made Commercially
(A copy of each teacher Available
made assessment must be
attached to this plan.)

ELA ☐ ☒

MATH ☐ ☒

SCIENCE ☐ ☒

SOCIAL STUDIES ☐ ☒

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students?
(2) How did you use your prior understanding of students’ skills to plan your instruction?

I chose tests that are based on the state standard that was being taught and the objectives were outlined in
Mellichamp’s pacing guide and the objectives I wanted the class to meet. These tests are valid because the
students will be tested on what they have been taught. All of these tests were commercially obtained and used
by other teachers, I knew it would be reliable.

My students are all on different mastery levels, so when looking at standards and assessments, I try to get
assessments that will allow my students to exemplify their mastery and understanding in multiple ways. I always
try to spend the first day of instruction on the basics. Once students seem to have mastery over the basic skills,
I give them some practice and then I will extend the learning to more complex parts of the topic.

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Section V B: Other Assessments – (1) Describe and attach the assessments for each unit objective. (2) Include
descriptions of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or
attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must
be clearly labeled to indicate their relationship to the elements in the table below.

Assessments Accommodations Evaluation Criteria

ELA Students are given the 90-100= A
Unit Objective 1: Pre-Assessment(s) opportunity to retest at least 89-80= B
Formative Assessment(s)twice if their score is below 80. 79-70= C
Summative Assessment(s) 69-60= D
59-0= F
ELA Students are given the 90-100= A
Unit Objective 2: Pre-Assessment(s) opportunity to retest at least 89-80= B
Formative Assessment(s) twice if their score is below 80. 79-70= C
Summative Assessment(s) 69-60= D
59-0= F
Students are given the 90-100= A
Mathematics opportunity to retest at least 89-80= B
Unit Objective 1: Pre-Assessment(s) twice if their score is below 80. 79-70= C
: Post-Assessment(s) 69-60= D
: Other Assessment(s) 59-0= F
Students are given the 90-100= A
Mathematics opportunity to retest at least 89-80= B
Unit Objective 2: Pre-Assessment(s) twice if their score is below 80. 79-70= C
Formative Assessment(s) 69-60= D
Summative Assessment(s) 59-0= F
Students are given the 90-100= A
Science opportunity to retest at least 89-80= B
Unit Objective 1: Pre-Assessment(s) twice if their score is below 80. 79-70= C
Formative Assessment(s) 69-60= D
Summative Assessment(s) 59-0= F
Students are given the 90-100= A
Science opportunity to retest at least 89-80= B
Unit Objective 2: Pre-Assessment(s) twice if their score is below 80. 79-70= C
Formative Assessment(s) 69-60= D
Summative Assessment(s) 59-0= F
Social Studies Students are given the 90-100= A
Unit Objective 1: Pre-Assessment(s) opportunity to retest at least 89-80= B
Formative Assessment(s) twice if their score is below 80. 79-70= C
Summative Assessment(s) 69-60= D
59-0= F
Students are given the 90-100= A
Social Studies opportunity to retest at least 89-80= B
Unit Objective 2: Pre-Assessment(s) twice if their score is below 80. 79-70= C
Formative Assessment(s) 69-60= D
Summative Assessment(s) 59-0= F

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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.

Pretest
20

18

16

14

12

10

0
A (90-100) B (89-80) C (79-70) D (69-60) F (Below 60)

The pre-assessment was given prior to any content being given. This assessment was not redone by students
because I wanted to have a true idea of their knowledge on the topic that was going to be given. This assessment
was created by another 3rd grade teacher and it was based on the content of the standard that I was going to
teach on. This pre-assessment was encompassed being able to identify fractions from pictures, finding fractions
from a word problem, locating fractions on a number line and comparing fractions. This test focused on the
standards 3.NSF1-3. I noticed that many students were confused by this assessment and just began circling
answers so that they did not leave anything blank. By walking around the room and watching my students I
noticed that many students looked nervous about failing this assessment. I then told my students that this
assessment was just a diagnostic to see what they knew and that it would not be graded. This pre-assessment
impacted my instruction because I was able to see what the student knew and what part of the standard that I
should focus on more for my students to have a better understanding.

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 Comparing Student Assessments

100

90

80

70

60

50

40

30

20

10

0
Student A Student B Student C

Pre-assessment Post assessment

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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?
Students who
performed higher in the pre-assessment were some of the same ones who performed higher on the post-
assessment. This information helped me become aware of who was struggling understanding fractions and
allowed me pull those students for small group intervention during center time or during their related arts time.

(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.

Post Test
20

18

16

14

12

10

0
A (90-100) B (89-80) C (79-70) D (69-60) F (Below 60)

(4) Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and what
The graph with the pre-assessment and post assessment results indicate the number of
were the overall results?
students in the class and the number of points out of 100 that students attained. The majority of the students
scored over 80 and improved dramatically from the pre-assessment.

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

My students gained all that I expected them to gain. The various center activities and allotted time for group
interaction proved to be very helpful. Students received ample instruction based on what they were supposed to
learn for third grade.

(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 recorded in PowerSchool. The test have been stored in a folder that is held in my
personal storage and they have been shared only with my cooperating teacher. These scores are only shared
for the purpose of this class, with name taken out and replaced with numbers or letters.

(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.

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The majority of the students improved from failing marks to those that are deemed as passing by the district .

Section VII. Reflection and Self-Assessment

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

Since the content was new to the students, their achievement was based on my successful delivery of the content,
homework, activities that are helpful to reinforce what was learned, and the feedback I gave when 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?

If would give more time for the unit, focusing on each topic for at least a week. I would give students more independent practice and more
feedback on the work that is being completed. I would make sure to focus on equivalent fractions more and help students have a better
understanding.

(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.

Group activities were successful for students because they were grouped with their peers and were able to learn from one
another. I feel that with more independent practice and more feedback more students would feel confident about the material
and therefore be more successful.

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Section VIII: Sample Work (Attach)

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 EDUC 450 UNIT WORK SAMPLE SCORING RUBRIC SCHOOL OF EDUCATION

COMPONENT TARGET (3) ACCEPTABLE (2) UNACCEPTABLE/DEVELOPING (1) SCORE

DESCRIPTION OF STUDENTS

Description of Students Describes students in-depth according to

ability, disabilities, ethnicity/race, Describes students according to some Does not include at least three (3) types of
socioeconomic status, student interests and differences, lists at least 4 factors that could descriptions; displays minimal understanding
ACEI 3.1 other relevant school factors that could impact student learning of addressing a variety of student needs.
NAEYC 1a impact student learning; list 5 or more factors.

Contextual Factors – Uses substantial information from

collaborating with Uses adequate information from the
descriptions of the students to select Fails to use the information from the
descriptions to select standards to meet
others and sources of standards to meet students’ individual
students’ differences and plan instruction
descriptions to plan instruction and
information differences and plan instruction and assessments to meet the needs of students
and assessments
assessment
ACEI 3.5/NAEYC 5c
Contextual Factors
Data is collected from multiple sources, Uses at least three (3) types of sources to Uses only one data source (records) to set
including verbal, nonverbal and media, etc. collect data standards and plan assessments
ACEI 3.5/NAEYC 3b

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

Overall Rating
UNIT PLAN
Objectives All objectives are thorough, significant and Objectives are challenging and are clearly
challenging, and are clearly stated and stated and correlated with the SC State Objectives are not given; standards are used.
ACEI 3.3/NAEYC 5b correlated with the SC State standards standards

Objectives Objectives are appropriate for the Objectives are appropriate for the
development, prerequisite knowledge, development, prerequisite knowledge and Objectives are not given; standards are used.
experiences, diversity, and other student experiences, but are limited in diversity or
ACEI 3.2/NAEYC 5c needs other student needs.
Objectives All objectives contain performance, products, Objectives are measurable, containing 2-3
Objectives are not measurable.
ACEI 3.2/NAEYC 5c conditions and criteria components components

Overall Rating

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 Alignment with
Learning Objectives Plans to assess each objective domain through Plans to assess most of the objectives Does not plan to assess the objectives
and Assessment the assessment plan. through the assessment plan. through the assessment plan
ACEI 4.0/NAEYC 3b
Alignment with
Most assessments are congruent with the
Learning Objectives All assessments are congruent with standards, Assessments are not congruent with the
standards, content, but have limited
and Assessment content and cognitive complexity. standards, content, or cognitive complexity.
cognitive complexity.
ACEI 4.0/NAEYC 3b
Overall Rating
Content is paced that it is covered in the
Instructional Plan All content is paced and sequenced so that it The content is not paced and sequenced so
allotted times, but there are some
NAEYC 5c is covered in the allotted time that is covered in the allotted time
sequencing issues
Instructional Plan All standards thoroughly display knowledge, Standards are inclusive of knowledge, skills Standards are not inclusive of knowledge,
NAEYC 5c skills and dispositions and dispositions skills, and dispositions

Instructional Plan 3 or more activities relate to real world Activities do not relate to real world
2 activities relate to real world experiences
NAEYC 5c experiences experiences
The instructional plan aligns with the
Instructional Plan The instructional plan aligns with the The instructional plan does align with the
objective(s) for at least two or more content
NAEYC 5c objective(s) for each content area. objective(s) for any of content areas.
areas.

Overall Rating

Selection of Strategies Uses and justifies a variety of strategies to Uses a variety of strategies to teach students Uses less than three (3) strategies; does not
for Varying Levels teach students on varying levels, including on varying levels, including activities that accommodate the varying levels of students
activities that require students to think require students to think critically and solve or activities that require students to think
ACEI 3.3/NAEYC 4b;4c critically and solve problems. problems. critically and solve problems.

Design for Instruction Designs most of the instruction using the Attempts to design the instruction using the
Designs instruction for specific learning
standards, but fails to use students’ standards, but the attempt lacks congruency
standards using students’ characteristics and
characteristics and needs for learning and fails to use students’ characteristics and
ACEI 1.0/NAEYC 5c needs for learning contexts.
contexts needs for learning contexts.

ASSESSMENTS
Knowledge of Students’
Displays general understanding of students’
Skills and Prior Displays specific understanding of students’ Displays no understanding of students’ skills
skills and prior learning that affect
Learning skills and prior learning that affect instruction. and prior learning that affect instruction.
instruction.
ACEI 3.1
Multiple Assessment All informal assessments are completely Informal assessments are aligned to
Does not use informal assessments
Modes aligned to the objectives adequate portions of the standards

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 ACEI 4.0/NAEYC 3b

Multiple Assessment
All formal assessments are completely aligned Formal assessments are aligned to adequate
Modes/NAEYC 3b to the objectives portions of the standards
Does not use formal assessments
ACEI 4.0/NAEYC 3b
Multiple Assessment
Uses more than one (1) authentic assessment
Modes type
Applies an authentic assessment type Does not use authentic assessments
ACEI 4.0/NAEYC 3b
Multiple Assessment
Uses more than one (1) l performance tasks Uses a performance task(s) but does not use
Modes and includes the scoring rubric a scoring rubric
Does not use performance tasks
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes Plans substantially for student reflections Plans adequately for student reflections Does not plan for student reflections
ACEI 4.0/NAEYC 3b
Overall Rating
Validity of Assessments
All assessments are valid Most assessments are valid Assessments are not valid
ACEI 4.0/NAEYC 3b
Validity of Assessments All items or prompts are clearly written and Items or prompts are clearly written, but
Items or prompts are not clearly written
ACEI 4.0/NAEYC 3b correct exhibit minimal errors
Validity of Assessments All directions and procedures are clearly Directions and procedures are clearly Directions and procedures are not clearly
ACEI 4.0/NAEYC 3b written and correct written, but exhibit minimal errors written

Overall Rating
Scoring Procedures
Thoroughly, but succinctly, explains the Adequately explains some of the scoring Fails to explain the scoring procedures for
Explained(Eval. Crit) scoring procedures for all of the assessments procedures for the assessments any of the assessments.
ACEI 4.0/NAEYC 3b

Analysis of Student Uses assessment data using graphs, charts, Provides an appropriate summary of Makes an inadequate attempt to summarize
tables, etc., to profile student learning and assessment data to explain student learning or display student learning and communicate
Learning communicate information about student and communicate information about information about student progress and
ACEI 4.0/NAEYC 3b progress and achievement. student progress and achievement. achievement.

Interpretation of Data
Thorough and accurate interpretation is An adequate interpretation is provided;
and Student Learning provided contains few errors in accuracy
Interpretation is not accurate
ACEI 4.0/NAEYC 3b
Interpretation of Data
Meaningful, appropriate, and data supported Meaningful and appropriate conclusions are Conclusions are not meaningful or supported
and Student Learning conclusions are drawn drawn with limited inclusion of data by data
ACEI 4.0/NAEYC 3b

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 Interpretation of Data Provides generalized hypotheses for why
Provides relevant and detailed hypotheses for Does not provide hypotheses as to why the
and Student Learning all achieved and unachieved learning goals.
students met or did not meet the learning
students did not meet the learning goals
ACEI 4.0/NAEYC 3b goals

Overall Rating
Instructional Decision- Provides no evidence of using an analysis of
Uses ongoing analysis of student learning to Uses intermittent analysis of student
making make instructional decisions. learning to make instructional decisions.
student learning to make instructional
ACEI 4.0/NAEYC 3c decisions.

Effective Instruction
Identifies successful and unsuccessful Identifies unsuccessful and successful Does not identify successful or unsuccessful
and Assessment activities and assessments activities , but not assessments or vice versa activities or assessments
ACEI 4.0/NAEYC 3c
Effective Instruction Provides plausible reasons (based on theory Provides plausible reasons to support why Does not provide reasons to support the
and Assessment or research) for both the success and lack activities and assessments were either success or nonsuccess of activities or
ACEI 4.0/NAEYC 3c thereof successful or not successful assessments

Overall Rating
Impact on Student Includes substantial evidence of the impact on Includes adequate evidence of the impact on Includes incomplete or no evidence of the
Learning student learning in terms of the number of student learning in terms of numbers of impact on student learning in terms of
students who achieved and made progress students who achieved and made progress numbers of students who achieved and made
ACEI 4.0/NAEYC 3b toward the unit objectives toward the unit objectives progress toward unit objectives

Clarity and Accuracy of Is easy to follow and contains no errors in Is easy to follow and contains minimal errors Is easy to follow and contains numerous
Presentation/NAEYC 6b conventions or grammar usage. in conventions or grammar usage. errors in conventions or grammar usage.
Reflection/Self
Reflects comprehensively on his or her Reflects adequately on his or her instruction
Evaluation Reflects, but does not adequately support
instruction and student learning in order to and student learning in order to improve
ways to improve teaching practice.
improve teaching practice. teaching practice.
ACEI 5.1/NAEYC 4d
Ample student work attached Appropriate student work attached No student work attached
Student Work
TOTAL POINTS
Target/Exceeds (3) Acceptable/Meets (2) Unacceptable/Developing (1)

Candidate demonstrates all of the attributes of the Candidate demonstrates most of the attributes of Candidate demonstrates a limited amount of the
standard. Performance clearly indicates that the the standard. Performance indicates that the attributes of the standard. Performance indicates
competency has been mastered, including competency has been demonstrated including that few competencies have been demonstrated.
examples, extension, and enrichment. examples, extension, or enrichment.

Revised 2017
Revised 2017