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

Candidate: Stevee P. Scott Academic Year: 2013-2014 School: Sheridan Elementary Subject: ELA, Math, Social Studies, Science

Cooperating Teacher: Donna Humes District: Orangeburg Consolidated School District #5 Grade Level: Kindergarten 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 backgro unds. 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.

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

Correlated Standards/Expectations

English Language Arts

1) Students will be able to capitalize the first word in a sentence and the pronoun I. 2) Students will be able to recall information from experiences or gather information from provided sources to answer a question. 3) Students will be able to recognize and name end punctuation.

K.L.2a K.W.7 K.L.2b

Science
K.5.1
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.5.2
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) 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 Arts

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources

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). 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. 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. Independent Practice: Students will be able to demonstrate whether or not they absorbed the lessons learning goals. Students will be able to do activities. 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 Objective Number(s) Unit Objectives 1,2, and 3

Unit Objectives 1,2, and 3

Unit Objectives 1,2, and 3

Unit Objectives 1,2, and 3

Unit Objectives 1,2, and 3

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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.)
Integration of Health: Students

Unit Objectives 1,2, and 3

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.
Integration of Physical Education: Students

Unit Objectives 1,2, and 3

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.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

SUBJECT: Science

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources

Anticipatory set: The teacher and students will watch educational videos from youtube.com/education and brainpopjr.com that focuses on materials and properties. 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. 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. Independent Practice: Students will work on activities that will require them to identify different materials and whether they are magnetic or nonmagnetic. 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.
Integration of the Arts: Students

Unit Objective Number(s) Unit Objectives 4 and 5

Unit Objectives 4 and 5

Unit Objectives 4 and 5

Unit Objectives 4 and 5

Unit Objectives 4 and 5

Unit Objectives 4 and 5

can create different materials and objects (i.e. paint, construction paper, crayons, cloth, etc.)
Unit Objectives 4 and 5

Students can use fruits and vegetables as objects to detect if they can sink or float. Fruits and vegetables are healthy.
Integration of Health: 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 in structional 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 ca ter 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. Type of Assessment (Check one for each assessment) Teacher-Made Commercially (A copy of each teacher Available

Key Unit Assessments

made assessment must be attached to this plan.)

Capitalization (Graded Worksheet) Recall Information from the Story (Graded Worksheet) Revised Fall 2013 ACEI/NAEYC 2010 Standards

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 wi th 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.

Assessments Unit Objective 1: Pre-Assessment(s)

Accommodations
Provide students with ample amount of time to complete assessment

Evaluation Criteria
P(Proficient): Masters the content IP( In Process): Gradually understanding content NP (Needs Development) Needs constant modeling and assistance in order to understand content

: Post-Assessment(s)
Depending on the results, a second attempt may be given to students.

: Other Assessment(s)

N/A

N/A

N/A

Unit Objective 2: Pre-Assessment(s)

Provide students with ample amount of time to complete assessment

: Post-Assessment(s)
Depending on the results, a second attempt may be given to students.

P(Proficient): Masters the content IP( In Process): Gradually understanding content NP (Needs Development) Needs constant modeling and assistance in order to understand content

: Other Assessment(s)

N/A N/A

N/A

Unit Objective 3: Pre-Assessment(s)

Provide students with ample amount of time to complete assessment

P(Proficient): Masters the content IP( In Process): Gradually understanding content NP (Needs Development)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

: Post-Assessment(s)
Depending on the results, a second attempt may be given to students.

Needs constant modeling and assistance in order to understand content

: Other Assessment(s)

N/A N/A

N/A

Unit Objective 4: Pre-Assessment(s)

Provide students with ample amount of time to complete assessment

: Post-Assessment(s)

: Other Assessment(s)

P(Proficient): Masters the content IP( In Process): Gradually understanding content NP (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/A

N/A

Unit Objective 5: Pre-Assessment(s)

Provide students with ample amount of time to complete assessment

: Post-Assessment(s)
Depending on the results, a second attempt may be given to students.

P(Proficient): Masters the content IP( In Process): Gradually understanding content NP (Needs Development) Needs constant modeling and assistance in order to understand content

: Other Assessment(s)

N/A

N/A

N/A

English Language Arts

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.

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.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Pre-Assessment Results 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 OBJECTIVE 1 IP IP P IP P IP P P P P P P P P P P NP NP OBJECTIVE 2 P P P P P IP P IP IP P P P P P P NP P P OBJECTIVE 3 P P P P P P IP P P IP P IP IP P P P P P

Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27

P P P P P P P P P

P P P P P P P P P

P P P P P P P NP P

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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 Results 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 OBJECTIVE 1 P P P P P P P P P P P P P P P P P P OBJECTIVE 2 P P P P P P P P P P P P P P P P P P OBJECTIVE 3 P P P P P P P P P P P P P P P P P P

Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27

P P P P P P P P P

P P P P P P P P P

P P P P P P P P P

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Science

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.

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 Results 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 OBJECTIVE 4 P P P P P P IP P P P IP IP IP IP NP NP NP NP OBJECTIVE 5 P IP NP P IP IP IP IP IP NP P NP P P P P P NP

Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27

IP NP NP NP IP NP NP NP NP

NP NP NP NP NP IP NP IP NP

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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 Results

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 OBJECTIVE 4 P P P P P P P P P P P P P P P P P P OBJECTIVE 5 P P P P P P P P P P P P P P P P P P

Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27

P P P P P P P P P

P P P P P P P P P

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Sample work English Language Arts: Objectives 1, 2, and 3

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Science: Objectives 4 and 5

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