EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE
Candidate: Kamaria Downs

Cooperating Teacher: Dr. Alfreda Jamison

District: Orangeburg Consolidated School District Five

Grade Level: 2nd
Subject: Science

Academic Year: Spring 2015

School: Whittaker Elementary School

Dates of unit: February 23, 2015 to March 13, 2015

Section I: Unit Title and/or Description: Magnetism: In this unit, students perform a variety of activities to learn
about magnets (kinds of objects which are attracted to a magnet, magnets exert a force on some objects at a distance, there
are two poles on a magnet, and those poles have either attractive or repulsive effects on the pole of a second magnet).
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.

Dr. Jamisons class consists of 23 2nd grade students. These are the demographics: 15 girls and 8 boys, all are AfricanAmerican. All of the students receive free lunch, 5 of them suffer from food allergies. 7 of the students suffer from a
chronic illness including asthma and sickle cell. One student was retained in the 2 nd grade and another student is in the
process of receiving an IEP. The students reading levels vary from pre-primer to 4.0, which indicates that some students
are reading below grade level. Despite the various academic and reading levels of the students, each one has a high energy
level and is always excited about learning new things.
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.
Itisessentialforallstudentstofeelwelcomedinthelearningenvironment.Culturalawarenessiskeyforallstudentsto
learnopenly,sharethoughts,andlearntogether.Thereare15femalesand8malesintheclass.All23ofthestudentsare
oftheAfricanAmericanrace.Thisinformationwasgatheredbyobservationsofthestudentsintheclassand
conversationswithcooperatingteacher,Dr.Jamison.AllstudentshavefreebreakfastandlunchprovidedbyOrangeburg
ConsolidatedSchoolDistrictFive.SevenstudentsintheclasshaveasthmaandonestudenthasaformofSickleCell
disease.ThisinformationwasgatheredfromhavingaconversationwithDr.Jamisonandreviewingthestudentsrecords
attheschool.
Thelearningstylesofthestudentsdiffer.Amajorityofthestudentsarevisuallearnerswhileafewarekinestheticand
auditorylearners.Allofthestudentsenjoyusingmanipulativesinmathandwatchingeducationalvideos.
Therearetwostudents,8%oftheclass,areidentifiedasreadingonaprepremierreadinglevel.Thereareeightstudents,
35%oftheclass,areidentifiedasreadingonafirstgradelevel.Therearesixstudents,26%oftheclass,areidentifiedas
readingonthesecondgradelevel.Therearefivestudents,22%oftheclass,areidentifiedasreadingonathirdgrade
level.Therearetwostudents,9%oftheclass,areidentifiedasreadingonafourthgradelevel.Thisinformationisbased
offtheSTARReadingTestthatthestudentstakeseveraltimesthroughouttheyear.
Iwillconsiderthesocioeconomicstatusofmystudentsandtheirfamiliesduringunitplanningandinstruction.Iwill
considerthefactthatsomestudentsmaynothavethefundstopurchasetheirownsupplies.Inthiscase,Iwillplanforany
activitiesthatrequireextrasuppliestobecompletedinclasswherestudentshaveaccesstothem.Iwillconsiderthe
studentsreadinglevelsduringunitplanningandinstruction.Morethanhalfoftheclassisreadingonorbelowlevel,
Revised Fall 2013 ACEI/NAEYC 2010 Standards

whiletheremainingarereadingabovelevel.Imustmaketheefforttofindbooksandpassagesthatwillcatertoallofthe
studentsreadinglevelswhenpreparingforlessons.
Theinformationprovidedwillallowmetobettercaptivatemystudentsintheclassroom.Iwillhaveabetter
understandingofmystudents.HavingabetterunderstandingofmystudentswillberesourcefulbecauseIwillbeableto
satisfytheirneeds,whichwillultimatelyincreasetheirinterestandattentiveness,whichwillresultinoverallsuccessful,
effectivelessons.
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
Standards/Expectations

Unit Objectives
1.
2.

3.

100% of the students will be able to use magnets to make an object move without
being touched.
100% of the students will be able to explain how the poles of magnets affect each
other (that is they attract or repel one another).

2-5.1

100% of the students will be able to compare the effects of magnets on various
materials.

2-5.3

2-5.2

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: Science

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources

Timeline

Iwilltargetmyanticipatorysetbyshowingavideofrom
Discoveryeducation.comorBrainPopJr.tointroducethetopicinafun,
andinterestingway.Thevideowillberelatedtothelessonswithinthe
unit.Afterthevideo,Iwillaskvariousquestionsregardingthevideoand
newcontent.Icanalsointroducethelessonbyreadingabookorposinga
scenariostothestudentsrelatedtothetopictobediscussed.
IwillcompletedirectinstructionbyusingtheSciencetextbookand
completingscienceexperimentswithmyclasstoelaborateonthenew
contentintroduced.Whenusingthetextbook,Iwillreadaloudsothe
studentscanunderstand,buttheywillfollowalongasIread.Iwillactas
thefacilitatorandaskthemprobingquestionsforunderstanding.
Theguidedpracticewillincludethestudentsengaginginascience
experimentwithmyhelp.Theactivitywillallowthestudentsto
demonstratetheirknowledgeofthecontentwiththedirectionand
guidanceoftheteacher.
Theindependentpracticewillincludestudentscompletingaworksheet
activityreinforcingthecontenttheyhavejustexploredandlearnedabout.
Theclosureofthelessonwillincludeareviewsessionofquestionsonthe

5minutesperclassperiodfor
thethreeweekperiod.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Objective
Number(s)
Unit Objectives 1, 2, 3

15minutesperclassperiod
forthethreeweekperiod.

Unit Objectives 1, 2, 3

10minutesperclassperiod
forthethreeweekperiod.

Unit Objectives 1, 2, 3

15minutesperclassperiod
forthethreeweekperiod.
5minutesperclassperiodfor

Unit Objectives 1, 2, 3
Unit Objectives 1, 2, 3

materialandcontentdiscussed.Thequestionswillreviewinformation
presentedthroughoutthelessonsoftheunit.
Integration of the Arts: Iwillintegrateartsbyallowingstudentstocreate
flipbooksregardingtheusesofmagnets.Thestudentswillhavethe
opportunitytousecreativity,colorsandcraftstomaketheirflipbooks.
Integration of Health: Iwillintegratehealthbyhavingstudentsdiscuss
differentlessonsregardinghealthandhowmagnetscanbehelpfulin
healthsituations.
Integration of Physical Education: Iwillintegratephysicaleducationby
allowingthestudentstoparticipateincentersinwhichthestudentsare
rotatingaroundintheclassroom.Allowingthestudentsmovefromstation
tostationisbeneficialtotheirlearningbecausetheyareabletobe
productiveforalongperiodoftime,butitisbrokenupinsegments.

thethreeweekperiod.
Timewillvaryduringthe
threeweekperiod.

Unit Objectives 1, 2, 3

Timewillvaryduringthe
threeweekperiod.

Unit Objectives 1, 2, 3

Timewillvaryduringthe
threeweekperiod.

Unit Objectives 1, 2, 3

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.

Thisinstructionalplanallowsmetoestablishabalancebetweengradelevelacademicstandardsandexpectationsandtheneeds,
abilitiesanddevelopmentallevelsofindividualstudents.Itallowsmetoprepareeffectivegradelevelactivitiesandlessonplans,
createandusenewstrategiestopeakstudentsinterest,andgathermaterialstohelpenhancelearning.Numerousstrategiessuchas
allowingstudentstoworkingroupswillallowhigherlevelstudentstointeractwithandhelplowerlevelstudents.Thesevarious
strategieswillgivemetheopportunitytoteachthecontentthroughdifferentapproaches,allowingstudentsonthevaryinglevelsto
graspthecontent.Idesignedmyinstructionalplanbyreflectingonmystudentsdemographics.Thesefactorsassistedmewith
planningeffectivelessonsandcreatingstrategiesthatarerelevanttothestudentsandwouldmotivatethem.

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

Key Unit Assessments

Type of Assessment
(Check one for each assessment)
Teacher-Made
Commercially
(A copy of each teacher
Available

made assessment must be

attached to this plan.)

Magnetism (Pre- and Post-Test)

Magnetmania Worksheet
Making an Object Move Without Touching It Assessment
Lesson 3 Assessment Worksheet
Lesson 4 Assessment Worksheet

Push or Pull Assessment

Uses for Magnets Worksheet
Compare the Effects of Magnets on Various Materials
Revised Fall 2013 ACEI/NAEYC 2010 Standards

Assessment

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?

Ideterminedthatmyunitassessmentsarevalidandreliableforallstudentsbyensuringthattheassessmentsarealigned
withthecontenttaughtintheunit.Ialsomadesurethattheassessmentsalignedwiththestandardsandunitobjectives
indicatedintheSouthCarolinaSecondGradeStandardsandtheOCSD5CurriculumPacingGuide.Priortogivingthe
assessments,Iaskedavarietyofquestionstotheclassduringareviewsessiontodeterminewhetherthestudentsfully
comprehendedthecontenttaughtinthelesson.Ibasedmyinstructiononmystudentsabilityandlearningstyles.I
reflectedonthestudentsreadinglevelstodeterminetheproperreadingmaterialusedduringtheunit.Iusedexamplesin
thelessonsthatthestudentscouldrelatetoandmanipulatives,inorderforcompletemasteryoftheconcepts.

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

Assessments
Unit Objective 1: Pre-Assessment(s)

: Post-Assessment(s)

Accommodations
Providestudentswithanample
amountoftimetocomplete
assessment.

Depending on the results, a

secondattemptmaybegiven to
students.

: Other Assessment(s)

Unit Objective 2: Pre-Assessment(s)

: Post-Assessment(s)

Providestudentswithanample
amountoftimetocomplete
assessment.

Depending on the results, a

secondattemptmaybegiven to
students.

: Other Assessment(s)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Evaluation Criteria
A=10093
B=9285
C=8477
D=7670
F=69andbelow
A=10093
B=9285
C=8477
D=7670
F=69andbelow
A=10093
B=9285
C=8477
D=7670
F=69andbelow
A=10093
B=9285
C=8477
D=7670
F=69andbelow
A=10093
B=9285
C=8477
D=7670
F=69andbelow
A=10093
B=9285
C=8477

D=7670
F=69andbelow

Unit Objective 3: Pre-Assessment(s)

Providestudentswithanample
amountoftimetocomplete
assessment.

: Post-Assessment(s)

Dependingontheresults,a
secondattemptmaybegivento
students.

: Other Assessment(s)

A=10093
B=9285
C=8477
D=7670
F=69andbelow
A=10093
B=9285
C=8477
D=7670
F=69andbelow
A=10093
B=9285
C=8477
D=7670
F=69andbelow

Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2)
Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that
allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the preassessment(s) and describe the implications of these results on instruction.

AfteradministeringandanalyzingthestudentsperformanceonthepreassessmentsontheScienceunitobjectives,I
discoveredthatnoneofthestudentsmasteredtheconceptofmagnetism.Thestudentswerenotfamiliarwithmagnetism,
themeaningofwordssuchasattractandrepelandwhatmaterialsmagnetsareattractedto.Overall,theperformance
ofmystudentsontheirpreassessmentsletmeknowtheareasthatIneededtofocusmoreonduringthelessons.Iplanned
myinstructiontoconcentrateonthecontentthatmystudentsfailedtomasteronthepreassessment.

Studen
t
Student
1
Student
2
Student
3
Student
4
Student
5
Student
6
Student
7

Magnetism
Pre-Test Grade
0

Revised Fall 2013 ACEI/NAEYC 2010 Standards

33
50
Absent
17
50
33

Student
8
Student
9
Student
10
Student
11
Student
12
Student
13
Student
14
Student
15
Student
16
Student
17
Student
18
Student
19
Student
20
Student
21
Student
22
Student
23

0
33
17
0
0
Absent
17
67
17
Absent
17
0
33
67
0
Absent

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.
(3) For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and
achievement.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

(4) Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and
what were the overall results?
(5) Based on the overall results, 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.
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.

Student
Student
1
Student
2
Student
3
Student
4
Student
5
Student
6
Student
7
Student
8
Student
9
Student
10
Student
11
Student
12
Student
13
Student
14
Student
15
Student
16
Student
17
Student
18

Magnetism PostTest Grade

50

Revised Fall 2013 ACEI/NAEYC 2010 Standards

83
83
83
83
67
100
100
17
83
100
83
100
100
100
100
100
83

Student
19
Student
20
Student
21
Student
22
Student
23

100
83
100
Absent
Absent

Magnetism

Pre-Test
Post-Test

Theinformationprovidedbytheanalysisoftheassessmentsincreasedmyunderstandingofeachindividualstudents
performance.Theassessmentsinformedmeofwhatmystudentsunderstoodafterthelessonwastaughtandreviewed.I
wasabletoanalyzethestrengthsandweaknessesofmystudentsinregardstotheirunderstandingofthecontent.After
adjustingmylessonplansandstrategiestotheneedsofmystudents,Irealizedthemajorityofthestudentsperformed
considerablybetteronthepostassessments.Forthosestudentswhodidnotperformwellonthepostassessments,Iused
asmallgrouptoreteachthecontent.Duringthisreteachingminilesson,theotherstudentsworkedonaworksheetrelated
tothecontent.Ihaveattachedclearlylabeledtablesandchartsdepictingtheresultsofthepreassessments,inadditionto
theresultsofthepostassessments.Thesetablesandchartsallowedmetoseeanypatternsofthestudentperformance
relativetoeachobjective.TheresultsofbothassessmentswererecordedinthegradebookandPowerSchool.Both
studentsandparentshavetheabilitytoviewstudentgradesonPowerSchool.

Section VII. Reflection and Self-Assessment

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

(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?
(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.

Ibelievethereisapositiverelationshipbetweenmystudentsprogressandachievementandmyteachingperformance.
Therelationshipshowsgrowthinstudentsunderstandingofconceptsaswellastheeffectivenessofmyinstruction.I
usedvariousinstructionalstrategiesandadjustedmylessonstomeetmystudentsneeds,sothatallstudentshadseveral
opportunitiestocomprehendthecontent.Overall,mystudentsshowedgrowthandimprovementthroughouttheunit.IfI
weregiventheopportunitytoteachthisunitagaintothesamegroupofstudents,Iwouldchallengethestudentsmore
becauseInoticedthattheygraspedthecontentfairlyquickly.Ibelievethevarioushandsonactivitieshelpedwith
studentsunderstandingandinterestwiththeconcept.Thislessoninvolvedalotofhandsonactivities.Specificaspectsof
theinstruction,suchastechnology,wouldbeusedmorethroughouttheunit.Overall,Ithinkthisunit,thestudents
growthandprogress,andmyteachingperformancewereasuccess.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

PLAN

Objectives are challenging and

are clearly stated and correlated
with the SC State standards

Objectives are not given;

standards are used.

SCORE

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

Objectives are appropriate for

the development, prerequisite
knowledge, experiences,
diversity, and other student
needs
All objectives contain
performance, products,
conditions and criteria
components

Objectives are appropriate for

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

Objectives are not measurable.

Plans to assess each objective

domain through the assessment
plan.

Plans to assess most of the

objectives through the
assessment plan.

Does not plan to assess the

objectives through the
assessment plan

All assessments are congruent

with standards, content and
cognitive complexity.

Most assessments are congruent

with the standards, content, but
have limited cognitive
complexity.

Assessments are not congruent

with the standards, content, or
cognitive complexity.

All content is paced and

sequenced so that it is covered
in the allotted time

Content is paced that it is

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

The content is not paced and

sequenced so that is covered in
the allotted time

All standards thoroughly display

knowledge, skills and
dispositions

Standards are inclusive of

knowledge, skills and
dispositions

Standards are not inclusive of

knowledge, skills, and
dispositions

3 or more activities relate to real

world experiences

2 activities relate to real world

experiences

Activities do not relate to real

world experiences

The instructional plan aligns with

the objective(s) for each content
area.

The instructional plan aligns with

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

The instructional plan does align

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

Objectives are not given;

standards are used.

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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
learning that affect instruction.

Displays no understanding of
students skills and prior
learning that affect instruction.

All informal assessments are

completely aligned to the
objectives

Informal assessments are

aligned to adequate portions of
the standards

Does not use informal

assessments

All formal assessments are

completely aligned to the
objectives

Formal assessments are aligned

to adequate portions of the
standards

Does not use formal assessments

Uses more than one (1) authentic

assessment type

Applies an authentic assessment

type

Does not use authentic

assessments

Uses more than one (1) l

performance tasks and includes
the scoring rubric

Uses a performance task(s) but

does not use a scoring ruric

Does not use performance tasks

Revised Fall 2013 ACEI/NAEYC 2010 Standards

3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b

Plans substantially for student

reflections

Plans adequately for student

reflections

Does not plan for student

reflections

All assessments are valid

Most assessments are valid

Assessments are not valid

All items or prompts are clearly

written and correct

Items or prompts are clearly

written, but exhibit minimal
errors

Items or prompts are not clearly

written

All directions and procedures are

clearly written and correct

Directions and procedures are

clearly written, but exhibit
minimal errors

Directions and procedures are

not clearly written

Thoroughly, but succinctly,

explains the scoring procedures
for all of the assessments

Adequately explains some of the

scoring procedures for the
assessments

Fails to explain the scoring

procedures for any of the
assessments.

Uses assessment data using

graphs, charts, tables, etc., to
profile student learning and
communicate information about
student progress and
achievement.
Thorough and accurate
interpretation is provided

Provides an appropriate
summary of assessment data to
explain student learning and
communicate information about
student progress and
achievement.
An adequate interpretation is
provided; contains few errors in
accuracy

Overall Rating
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Overall Rating
Scoring
Procedures
Explained(Eval.
Crit)
ACEI 4.0/NAEYC
3b
Analysis of
Student Learning
ACEI 4.0/NAEYC
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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.