EDUC 450: PROFESSIONAL CLINICAL PRACTICESCHOOL OF EDUCATION CLAFLIN UNIVERSITYUNIT WORK SAMPLE TEMPLATE

Candidate: Stevee P. Scott Cooperating Teacher: Donna Humes Academic Year: 2013-2014District: Orangeburg Consolidated School District #5 School: Sheridan Elementary Grade Level: KindergartenSubject: ELA, Math, Social Studies, Science Dates of unit: from February 24th to March 14th

Section I: Unit Title and/or Description: Capitalization and Comparing and classifying observable properties.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 students 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.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: 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 ObjectivesCorrelated Standards/Expectations

English Language Arts

1) Students will be able to capitalize the first word in a sentence and the pronoun I.K.L.2a

2) Students will be able to recall information from experiences or gather information from provided sources to answer a question.K.W.7

3) Students will be able to recognize and name end punctuation.K.L.2b

Science

4) Students will be able to classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water)K.5.1

5) Students will be able to compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper from which objects are made)K.5.2

All of this information is from Orangeburg County School District #5s 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.SUBJECT: English Language ArtsInstructional Plan for the Unit

Activities/Strategies/Materials/ResourcesUnit ObjectiveNumber(s)

Anticipatory set: The teacher will introduce students to nursery rhymes, songs, and chants that relate to the lesson (ABC Rock songs, Boogie Woogie ABC, Cheer Poem). Unit Objectives 1,2, and 3

Direction instruction: The teacher will introduce the read aloud story for the day. The teacher will read the book out loud to the students and discuss the content and pictures by asking questions and making comments. Unit Objectives 1,2, and 3

Guided Practice: The teacher will provide students with an interactive activity that will provide them with a more in depth understanding of the content. Upon presenting information and allowing students to practice the new learning, the teacher will monitor students to determine who needs reteaching and adjust the lesson accordingly.

Unit Objectives 1,2, and 3

Independent Practice: Students will be able to demonstrate whether or not they absorbed the lessons learning goals. Students will be able to do activities.

Unit Objectives 1,2, and 3

Closure: The teacher will review the letter of the day, the read aloud, and content for the lesson. The teacher will play a song related to the lesson.Unit Objectives 1,2, and 3

Integration of the Arts: Students will have the opportunity to create activities and art crafts related to the content (i.e. construction paper, paint, crayons, scissors, glue, etc.)Unit Objectives 1,2, and 3

Integration of Health: Students can focus on the importance of following English rules by using breathing exercises. For example, if the sentence needs a period, the students will breathe in. If the first word in a sentence needs to be capitalized, the students will breathe out air. Breathing is essential for a healthy life.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 different punctuation marks and capital letters.Unit Objectives 1,2, and 3

All of this information is from Orangeburg County School District #5s 2013-2014 pacing guide.

SUBJECT: ScienceInstructional Plan for the Unit

Activities/Strategies/Materials/ResourcesUnit ObjectiveNumber(s)

Anticipatory set: The teacher and students will watch educational videos from youtube.com/education and brainpopjr.com that focuses on materials and properties.Unit Objectives 4 and 5

Direct instruction: The teacher will provide students with magnets and different magnets and different items that are magnetic and non-magnetic. The teacher will provide examples of different materials.

Unit Objectives 4 and 5

Guided Practice: The teacher will provide students with supplies (magnets and other materials). Students will have the opportunity to explore and learn about items that are magnetic and nonmagnetic. The teacher and students will discuss their findings.

Unit Objectives 4 and 5

Independent Practice: Students will work on activities that will require them to identify different materials and whether they are magnetic or nonmagnetic.

Unit Objectives 4 and 5

Closure: The teacher will use educational videos as closure activities for the lesson. The teacher and students can do Show and Tell, compile a list of items that are magnetic and nonmagnetic, and students can share what they learned.

Unit Objectives 4 and 5

Integration of the Arts: Students can create different materials and objects (i.e. paint, construction paper, crayons, cloth, etc.)Unit Objectives 4 and 5

Integration of Health: Students can use fruits and vegetables as objects to detect if they can sink or float. Fruits and vegetables are healthy.Unit Objectives 4 and 5

Integration of Physical Education: Students can create a game using different materials. 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 #5s 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

Capitalization (Graded Worksheet)

Recall Information from the Story (Graded Worksheet)

Punctuation (Graded Worksheet)

Classify Objects (Graded Worksheet)

Compare properties of Materials (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 Carolinas 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.AssessmentsAccommodationsEvaluation Criteria

Unit Objective 1: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Provide students with ample amount of time to complete assessmentP(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/AN/A

Unit Objective 2: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Provide students with ample amount of time to complete assessmentP(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/AN/A

Unit Objective 3: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Provide students with ample amount of time to complete assessmentP(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/AN/A

Unit Objective 4: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Provide students with ample amount of time to complete assessmentP(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/AN/A

Unit Objective 5: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Provide students with ample amount of time to complete assessmentP(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/AN/A

English Language ArtsSection 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 English Language Arts 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 ResultsSTUDENTOBJECTIVE 1OBJECTIVE 2OBJECTIVE 3

Student 1IPPP

Student 2IPPP

Student 3PPP

Student 4IPPP

Student 5PPP

Student 6IPIPP

Student 7PPIP

Student 8PIPP

Student 9PIPP

Student 10PPIP

Student 11PPP

Student 12PPIP

Student 13PPIP

Student 14PPP

Student 15PPP

Student 16PNPP

Student 17NPPP

Student 18NPPP

Student 19PPP

Student 20PPP

Student 21PPP

Student 22PPP

Student 23PPP

Student 24PPP

Student 25PPP

Student 26PPNP

Student 27PPP

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? (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 Assessments ResultsSTUDENTOBJECTIVE 1OBJECTIVE 2OBJECTIVE 3

Student 1PPP

Student 2PPP

Student 3PPP

Student 4PPP

Student 5PPP

Student 6PPP

Student 7PPP

Student 8PPP

Student 9PPP

Student 10PPP

Student 11PPP

Student 12PPP

Student 13PPP

Student 14PPP

Student 15PPP

Student 16PPP

Student 17PPP

Student 18PPP

Student 19PPP

Student 20PPP

Student 21PPP

Student 22PPP

Student 23PPP

Student 24PPP

Student 25PPP

Student 26PPP

Student 27PPP

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 students 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.

ScienceSection 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 ResultsSTUDENTOBJECTIVE 4OBJECTIVE 5

Student 1PP

Student 2PIP

Student 3PNP

Student 4PP

Student 5PIP

Student 6PIP

Student 7IPIP

Student 8PIP

Student 9PIP

Student 10PNP

Student 11IPP

Student 12IPNP

Student 13IPP

Student 14IPP

Student 15NPP

Student 16NPP

Student 17NPP

Student 18NPNP

Student 19IPNP

Student 20NPNP

Student 21NPNP

Student 22NPNP

Student 23IPNP

Student 24NPIP

Student 25NPNP

Student 26NPIP

Student 27NPNP

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 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 Assessment ResultsSTUDENTOBJECTIVE 4OBJECTIVE 5

Student 1PP

Student 2PP

Student 3PP

Student 4PP

Student 5PP

Student 6PP

Student 7PP

Student 8PP

Student 9PP

Student 10PP

Student 11PP

Student 12PP

Student 13PP

Student 14PP

Student 15PP

Student 16PP

Student 17PP

Student 18PP

Student 19PP

Student 20PP

Student 21PP

Student 22PP

Student 23PP

Student 24PP

Student 25PP

Student 26PP

Student 27PP

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 students 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 workEnglish Language Arts: Objectives 1, 2, and 3

Science: Objectives 4 and 5

Revised Fall 2013 ACEI/NAEYC 2010 StandardsEDUC 450UNIT WORK SAMPLE SCORING RUBRICSCHOOL OF EDUCATION

COMPONENTTARGET (3)ACCEPTABLE (2)UNACCEPTABLE/DEVELOPING (1)SCORE

DESCRIPTION OF STUDENTS

Description of Students

ACEI 3.1NAEYC 1aDescribes 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 learningDoes 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 informationACEI 3.5/NAEYC 5cUses substantial information from descriptions of the students to select standards to meet students individual differences and plan instruction and assessmentUses adequate information from the descriptions to select standards to meet students differences and plan instruction and assessmentsFails to use the information from the descriptions to plan instruction and assessments to meet the needs of students

Contextual Factors

ACEI 3.5/NAEYC 3bData is collected from multiple sources, including verbal, nonverbal and media, etc.Uses at least three (3) types of sources to collect dataUses only one data source (records) to set standards and plan assessments

Contextual Factors

ACEI 5.2/NAEYC 2cDisplays 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 communityShows 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 5bAll objectives are thorough, significant and challenging, and are clearly stated and correlated with the SC State standardsObjectives are challenging and are clearly stated and correlated with the SC State standardsObjectives are not clearly stated

Objectives

ACEI 3.2/NAEYC 5cObjectives are appropriate for the development, prerequisite knowledge, experiences, diversity, and other student needsObjectives are appropriate for the development, prerequisite knowledge and experiences, but are limited in diversityObjectives do not address the development, prerequisite knowledge, experiences, and diversity, or other student needs

ObjectivesACEI 3.2/NAEYC 5cAll objectives contain performance, products, conditions and criteria componentsObjectives are measurable, containing 2-3 componentsObjectives are not measurable.

Overall Rating

Alignment with Learning Objectives and InstructionACEI 4.0/NAEYC 3bPlans 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

Alignment with Learning Objectives and InstructionACEI 4.0/NAEYC 3bAll 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 5cAll content is paced and sequenced so that it is covered in the allotted timeContent is paced that it is covered in the allotted times, but there are some sequencing issuesThe content is not paced and sequenced so that is covered in the allotted time

Instructional PlanNAEYC 5cAll standards thoroughly display knowledge, skills and dispositionsStandards are inclusive of knowledge, skills and dispositionsStandards are not inclusive of knowledge, skills, and dispositions

Instructional PlanNAEYC 5c3 or more activities relate to real world experiences2 activities relate to real world experiencesActivities do not relate to real world experiences

Overall Rating

Selection of Strategies for Varying Levels

ACEI 3.3/NAEYC 4b;4cUses 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 5cDesigns 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 contextsAttempts 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 LearningACEI 3.1Displays 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 ModesACEI 4.0/NAEYC 3bAll 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 3bACEI 4.0/NAEYC 3bAll formal assessments are completely aligned to the objectivesFormal assessments are aligned to adequate portions of the standards Does not use formal assessments

Multiple Assessment ModesACEI 4.0/NAEYC 3bUses more than one (1) authentic assessment typeApplies an authentic assessment typeDoes not use authentic assessments

Multiple Assessment ModesACEI 4.0/NAEYC 3bHas rubrics for all performance tasksUses rubrics for most performance tasksDoes not use performance tasks

Multiple Assessment ModesACEI 4.0/NAEYC 3bPlans substantially for student reflectionsPlans adequately for student reflectionsDoes not plan for student reflections

Overall Rating

Validity of AssessmentsACEI 4.0/NAEYC 3bAll assessments are validMost assessments are validAssessments are not valid

Validity of AssessmentsACEI 4.0/NAEYC 3bAll items or prompts are clearly written and correctItems or prompts are clearly written, but exhibit minimal errorsItems or prompts are not clearly written

Validity of AssessmentsACEI 4.0/NAEYC 3bAll directions and procedures are clearly written and correctDirections and procedures are clearly written, but exhibit minimal errorsDirections and procedures are not clearly written

Overall Rating

Scoring Procedures ExplainedACEI 4.0/NAEYC 3bThoroughly, but succinctly, explains the scoring procedures for all of the assessmentsAdequately explains some of the scoring procedures for the assessmentsFails to explain the scoring procedures for any of the assessments.

Analysis of Student LearningACEI 4.0/NAEYC 3bUses 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 LearningACEI 4.0/NAEYC 3bThorough and accurate interpretation is providedAn adequate interpretation is provided; contains few errors in accuracyInterpretation is not accurate

Interpretation of Data and Student LearningACEI 4.0/NAEYC 3bMeaningful, appropriate, and data supported conclusions are drawn Meaningful and appropriate conclusions are drawn with limited inclusion of dataConclusions are not meaningful or supported by data

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

Overall Rating

Instructional Decision-makingACEI 4.0/NAEYC 3cUses 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 AssessmentACEI 4.0/NAEYC 3cIdentifies successful and unsuccessful activities and assessments Identifies unsuccessful and successful activities , but not assessments or vice versaDoes not identify successful or unsuccessful activities or assessments

Effective Instruction and AssessmentACEI 4.0/NAEYC 3cProvides plausible reasons (based on theory or research) for both the success and lack thereofProvides 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 3bIncludes substantial evidence of the impact on student learning in terms of the number of students who achieved and made progress toward the learning outcomesIncludes adequate evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward the learning outcomesIncludes 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 6bIs 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 4dReflects 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.

TOTAL POINTS

Unacceptable/Developing (1)Acceptable/Meets (2)Target/Exceeds (3)

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.