SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE GUIDELINES

Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of strategies and builds on each students strengths, needs and prior experiences. Through this performance assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: The candidate uses multiple assessment strategies and approaches aligned with learning goals to assess student learning before, during and after instruction. The candidate designs instruction for specific learning goals, student characteristics and needs, and learning contexts. The candidate uses regular and systematic evaluations of student learning to make instructional decisions. The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. The candidate reflects on his or her instruction and student learning in order to improve teaching practice.

The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached template, which consists of several components, should be used to fulfill this requirement. Attach samples of student work as an appendix.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE TEMPLATE

Candidate: Barry White Jr. District: 5

Cooperating Teacher: Ms. Kennedy School: Whittaker Elementary

Academic Year: Spring 2014 Grade Level: 4th grade

Subject: English/math/social studies 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.

In my first class there are 23 students 7 males and 16 females, my second class holds 23 students 11 males and 12 females, my third class has 21 students 6 males and 15 females and my fourth class houses 24 students 12 males and 12 females. The racial background of all my students are African American descendent. The students are below reading level and as a class only performs at an 80 grade rating on a 100 grade scale. Students reading levels ranges from PP-5.6. I have 5 resource students four of them are diagnosed as resource and special needs. Those students have to be read too during test and have to be isolated from the rest of the class.

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.

As stated in Section 1 I have Students reading levels ranges from PP-5.6. I have 5
resource students four of them are diagnosed as resource and special needs. Those students have to be read too during test and have to be isolated from the rest of the class will use these factors in preparing my lessons and executing how I group students during hands on activities. The area surrounding the school is urban and that also plays a factor in how kids behave and how I interact with them.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

Unit Objectives
1) 85% or more of the students will be able to identify personification in text.

Correlated Standards/Expectations
4-1.4 Distinguish among devices of figurative language (including personification) 4-2.3 Analyze informational texts to locate and identify facts and opinions.

2)

85% or more of the students will be able to read a passage or text and determine whether a statement is a fact or opinion. 85% or more of the students will be able to determine which print source to use to access information

3)

4-6.2 use print sources (for example a dictionary) to access information. 4-6.1 Explain the significant economic and geographic differences between the north and south 4-2.10 Identify common the fraction/decimal equivalents = .5, = .25, = .75, 1/3.33, 2/3.67, multiples of 1/10, and multiples of 1/100.

4)

85% or more of the students will be able to explain the significant economic and geographic differences between the north and south 80% or more of the students will be able to identify common fraction/decimal equivalence by after being introduced and familiarized with the content.

5)

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 Arts

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources The teacher will explain personification using an interactive PowerPoint. The teacher will explain the object being personified and the human action. 1 Unit Objective Number(s)

The teacher will guide students in identifying personification in a passage or a poem. The teacher and students will create examples using personification. The students will read independently to identify personification in text, and determine what object or thing is being personified. The teacher will explain Hyperbole using an interactive PowerPoint, The teacher will guide students in identifying hyperbole in a passage or a poem. The teacher and students will create examples using hyperbole Think pair share. The students will explain a hyperbole and create an example of a sentence that

2 2

Revised Fall 2013 ACEI/NAEYC 2010 Standards

contains hyperbole.

SUBJECT: Mathematics

Instructional Plan for the Unit Key Element 2.B

Activities/Strategies/Materials/Resources (Key Element 2.B) PowerPoint Presentation: Students will view a PPT introducing common fraction/decimal equivalence. PowerPoint Presentation: Students will view a PPT REVIEWING common fraction/decimal equivalence. Creating Study Cards: Students will create study cards with common/fraction decimal equivalence. Cooperative Learning: Students will work together in groups to matching common fraction/decimal equivalence. Students will interact in a review game for common fraction decimal equivalence.. th Are you Smarter than a 4 Grader Weekly Assessment: 4-2.10 PowerPoint Presentation: Students will view a PPT introducing equivalent fractions. PowerPoint Presentation: Students will view a PPT showing different strategies and procedures to find equivalent fractions. PowerPoint Presentation: Students will view a PPT REVIEWING strategies and procedures to find equivalent fractions. Students will interact in a review game for applying strategies and procedures to find equivalent fractions. Are you Smarter than a 4th Grader Weekly Assessment: 4-2.10 w/ Spiral Review of 4-2.8 Unit Objective Number(s) 1 1 1 1 1 1 2 2 2 2 2

SUBJECT: Social Studies

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources Teacher will tell the students to open their notebooks and make a KWL chart for standard 4-6.2. The teacher will discuss the differences in religion, the economy, government and daily lives using an interactive PowerPoint. Students will break up into one of the two regions and then subdivide into smaller groups 4 Each group will create a poster of the two regions depicting the economy, geographic characteristics, boundaries, and the way of life. 4 4 4 Unit Objective Number(s)

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.

Section V A: Unit Assessments - List the key unit assessments. Revised Fall 2013 ACEI/NAEYC 2010 Standards

Key Unit Assessments

made assessment must be attached to this plan.)

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

4-1.4 Distinguish among devices personification)

of

figurative

language

(including

4-2.3 Analyze informational texts to locate and identify facts and opinions 4-6.1 Explain the significant economic and geographic differences between the north and south

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?

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: 4-1.4 Distinguish among

devices of figurative language (including personification)

Accommodations NONE

Evaluation Criteria

Whole group Questioning

Pre-Assessment(s) Personification Post-Assessment(s) Personification

Standard Assessment Multiple Choice

Other Assessment(s) None

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Assessment Attached

Unit Objective 2: 4-2.8 Apply strategies and procedures to find equivalent forms of fractions. Pre-Assessment: Fractions Post-Assessment(s) Weekly Assessment Other Assessment(s) Guided Practice Independent Practice Homework Assignments Student-Teacher Conferencing

No Accommodations NECCESSARY

Standard Assessment Multiple Choice Standard Choice Assessment Multiple

Assessment(s) Attached

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.

Fractions Pre-Test
80 70 60 50 40 30 20 10 0

Ms. Kennedy

Mr.Catlin

Ms. Robinson

Ms Perkins

I administered the Fraction Pretest before I taught the standards dealing with fractions. Based on the data, I knew the students would do well on the assessment. The student showed to be moderate knowledge about fractions. I believe that is because students were

Revised Fall 2013 ACEI/NAEYC 2010 Standards

introduced to this information earlier in the year. I have to admit, I am overall satisfied with results because Ill be able to see students improvements throughout the lessons. The Pre-Test consisted of five multiple-choice questions. The Pre-Test had at least two questions from both fraction standards in this unit.

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 from the assessments shows where students gained knowledge with fractions. I feel that the students showed great amount of growth since completing the pre-test. In my classroom, and classrooms around the OCSD 5, we strive for every student to receive an 80% or above on every assignment. One of the many ways of encouraging the students th to do their very best is by allowing them to compete with the other three 4 grade classes. In order for a class to win the weekly prize, the class must have the highest average on the weekly assessment. In the graph below are the class averages for weekly assessments. I think its acceptable to say that the students strengths were in standard 4-2.10: Identify common the fraction/decimal equivalents = .5, = .25, = .75, 1/3.33, 2/3.67, multiples of 1/10, and multiples of 1/100. This standard didnt require the student to think much. The standard basically required to remember the common fraction/decimal equivalence. The students were able to maintain an average of 80% or above. The grades were assigned using the districts grading scale (ATTACHED). The amount of questions determined how much each question was worth. Overall, I feel that the student gained much of the information that I intended for them to learn from this Unit. I recorded the results in Power-School grading system, and the results from the weekly assessments were sent home every other Tuesday to show the parents the students progress.

100 90 80

70
60 50 40 30 20 10 0

Pre-Test 4-2.10 4-2.8

Ms. Kennedy Mr. Catlin Revised Fall 2013 ACEI/NAEYC 2010 Standards

Ms. Robinson

Ms. Perkins

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 think that I was both confident and effective in teaching my students. I am excited that my students were able to expand their knowledge with fractions. I am, however, not deeply satisfied with my students performance on standard 4 -2.8: Apply strategies and procedures to find equivalent fractions. I was forced to give another assessment because of the lack luster performance on the first weekly assessment. I decided to review the assessment and allow the student to take another similar assessment. I provided my students with handouts, used interactive PowerPoint Presentations, allowed the student work collaboratively in groups, and used educational software (Study-Island, V-Math, and etc.) to enhance student learning. If I was to teach this lesson to this same group of students, I would be sure to have more examples and allow the student to take more assessments throughout the week to show that they understand the content. The area where I feel I can improve is monitoring and adjusting. I believe I had too much whole class discussion rather than have the students work independently or in corporative groups. Overall, I felt that my Unit was a success, and I am very satisfied with the results

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450 COMPONENT TARGET (3)

UNIT WORK SAMPLE SCORING RUBRIC ACCEPTABLE (2) DESCRIPTION OF STUDENTS

SCHOOL OF EDUCATION UNACCEPTABLE/DEVELOPING (1) SCORE

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 Overall Rating

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. Uses substantial information from descriptions of the students to select standards to meet students individual differences and plan instruction and assessment Data is collected from multiple sources, including verbal, nonverbal and media, etc. Displays an understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community.

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 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

Uses at least three (3) types of sources to collect data Selected sources show the importance of collaborative relationships with families, school colleagues, and agencies in the community

Uses only one data source (records) to set standards and plan assessments

Shows little or no importance of collaborative relationships with families, school colleagues, and agencies in the community

UNIT PLAN
Objectives ACEI 3.3/NAEYC 5b Objectives ACEI 3.2/NAEYC 5c Objectives ACEI 3.2/NAEYC 5c Overall Rating Alignment with Learning Objectives
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 objectives are thorough, significant and challenging, and are clearly stated and correlated with the SC State standards 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 challenging and are clearly stated and correlated with the SC State standards Objectives are appropriate for the development, prerequisite knowledge and experiences, but are limited in diversity Objectives are measurable, containing 2-3 components Objectives are not clearly stated Objectives do not address the development, prerequisite knowledge, experiences, and diversity, or other student needs Objectives are not measurable.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

and Instruction ACEI 4.0/NAEYC 3b Alignment with Learning Objectives and Instruction ACEI 4.0/NAEYC 3b Overall Rating Instructional Plan NAEYC 5c Instructional Plan NAEYC 5c Instructional Plan NAEYC 5c Overall Rating Selection of Strategies for Varying Levels ACEI 3.3/NAEYC 4b;4c Design for Instruction ACEI 1.0/NAEYC 5c

All assessments are congruent with standards, content and cognitive complexity.

Assessments are congruent with the standards, content, but have limited cognitive complexity.

Assessments are not congruent with the standards, content, or cognitive complexity.

All content is paced and sequenced so that it is covered in the allotted time All standards thoroughly display knowledge, skills and dispositions 3 or more activities relate to real world experiences

Content is paced that it is covered in the allotted times, but there are some sequencing issues Standards are inclusive of knowledge, skills and dispositions 2 activities relate to real world experiences

The content is not paced and sequenced so that is covered in the allotted time Standards are not inclusive of knowledge, skills, and dispositions Activities do not relate to real world experiences

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
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 All formal assessments are completely aligned to the objectives

Informal assessments are aligned to adequate portions of the standards Formal assessments are aligned to adequate portions of the standards

Does not use informal assessments

Does not use formal assessments

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Multiple Assessment Modes ACEI 4.0/NAEYC 3b Multiple Assessment Modes ACEI 4.0/NAEYC 3b Multiple Assessment Modes ACEI 4.0/NAEYC 3b 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 ACEI 4.0/NAEYC 3b Analysis of Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Overall Rating Instructional Decisionmaking

Uses more than one (1) authentic assessment type

Applies an authentic assessment type

Does not use authentic assessments

Has rubrics for all performance tasks

Uses rubrics for most performance tasks

Does not use performance tasks

Plans substantially for student reflections

Plans adequately for student reflections

Does not plan for student reflections

All assessments are valid All items or prompts are clearly written and correct All directions and procedures are clearly written and correct

Most assessments are valid Items or prompts are clearly written, but exhibit minimal errors Directions and procedures are clearly written, but exhibit minimal errors

Assessments are not valid Items or prompts are not clearly written Directions and procedures are not clearly written

Thoroughly, but succinctly, explains the scoring procedures for all 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 Meaningful, appropriate, and data supported conclusions are drawn Provides relevant and detailed hypotheses for all achieved and unachieved learning goals.

Adequately explains some of the scoring procedures for the assessments 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 Meaningful and appropriate conclusions are drawn with limited inclusion of data Provides generalized hypotheses for why students met or did not meet the learning goals

Fails to explain the scoring procedures for any of the assessments. Makes an inadequate attempt to summarize or display student learning and communicate information about student progress and achievement.

Interpretation is not accurate

Conclusions are not meaningful or supported by data 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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

decisions. Identifies successful and unsuccessful activities and assessments Provides plausible reasons (based on theory or research) for both the success and lack thereof Identifies unsuccessful and successful activities , but not assessments or vice versa Provides plausible reasons to support why activities and assessments were either successful or not successful Does not identify successful or unsuccessful activities or assessments 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 learning outcomes

Includes adequate evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward the learning outcomes

Includes incomplete or no evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward learning outcomes

Clarity and Accuracy of Is easy to follow and contains no errors in Presentation/NAEYC 6b conventions or grammar usage. Reflection/Self Evaluation ACEI 5.1/NAEYC 4d
Reflects comprehensively on his or her instruction and student learning in order to improve teaching practice.

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.

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)
Candidate demonstrates a limited amount of the attributes of the standard. Performance indicates that few competencies have been demonstrated.

Acceptable/Meets (2)
Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment.

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.

Revised Fall 2013 ACEI/NAEYC 2010 Standards