Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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: Robin Green

Cooperating Teacher:

Ms. S. Ellison

Academic Year: Spring 2014

District: Orangeburg Consolidated School District 5 School Grade Level: Pre- K

School: Marshall Elementary

Subject: Math / Science Dates of unit: from

Section I: Unit Title and/or Description: From Jungle to Desert 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.

Ms. Ellisons class consists of a total of 20 students. All 20 students are of African American decent. There are 10 girls and 10 boys in the class. 15 students receive free lunch, 1 student receives reduced lunch, and 5 students pay full price for lunch. Two students in the class attend a resource class during instructional time at least once a week. Students were given the Dial 3 Assessment and were scored based on their motor skills, concept skills, and language skills. Five students scored above average, seven students scored average, and eight students scored below average on the assessment.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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.

There are 10 girls and 10 boys in the class. All 20 students are of African American decent. 15 students receive free lunch, 1 student receives reduced lunch, and 5 students pay full price for lunch. Two students in the class attend a resource class during instructional time at least once a week. Students were given the Dial 3 Assessment and were scored based on their motor skills, concept skills, and language skills, five students scored above average, seven students scored average, and eight students scored below average.
1. When planning, I will take my students social economic status into consideration and use it to

determine what supplies I will require my students to bring to class for various activities. I will also use this information to determine the different activities that will be used in the classroom. Also, the fact that Marshall Elementary Schools students live in close proximity to one another and mostly everyone knows one another outside of the school setting, I will use this information when seating students during instructional time to avoid class disruptions. 2. When planning, I will use the information about students that attend resource sessions. I will differentiate my instruction and use various strategies for these students to meet them at their current academic level and to meet their needs. 3. When planning, I will take into consideration the scores the students received on the Dial 3 Assessment. For students that performed below average, I will incorporate different strategies that will enhance their basic skills that were tested on the assessment, during instructional time.

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. 95% of the students will be able to recognize a simple pattern and extend. 2. 95% of the students will be able to show one-to-one correspondence through ten when counting real objects. 3. 95% of the students will be able to represent simple joining and separating situations through 9. 4. 95% of the students will be able to demonstrate growing ability to predict possible outcomes based on prior experiences and knowledge. 5. 95% of the students will understand a task can be accomplished through several steps. 6. 95% of the students will be able to classify objects and information by

Correlated Standards/Expectations
M- 4K-3.3 M-4K-2.2

M- 4K- 2.4 AL-4K-5.2 AL-4K-4.1

Revised Fall 2013 ACEI/NAEYC 2010 Standards

observable attributes into predetermined categories

AL-4K-6.3

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: Mathematics

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources Unit Objective Number(s) Objectives 1,2,3

I will begin with an anticipatory set by showing videos and asking various questions about the lesson to come. Direct I will make a repeating pattern using crayons and pencils. I will name the pattern for the students/ I will then model a pattern with a small bear manipulative and a snap cube. I will show students how to extend the pattern. Guided I will show a repeating pattern: book/ruler/pencil. I will have students explain why a specific object comes next in the presented pattern. I will ask students to give ideas of objects that can be used for our next pattern. I will then use the objects that they suggested in the next pattern. I will also have students describe the new pattern and I will ask them what comes next. Independent Students will be called upon individually and they will be asked to make a repeating pattern using classroom objects. Students will then have to describe the pattern presented. Key instructional activities Students will create their own pattern using classroom objects. Key instructional strategy I demonstrated that patterns can be made up of many different objects, including classroom object that students use daily. Materials Teacher Smart Board Classroom Objects Integration of the Arts Students will have the ability to use self-expression when creating patterns individually. Students Classroom Objects

Objectives 1 & 2

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Integration of Health During the lesson I will advise students that they should keep all hands feet and other objects to themselves at all times and to keep materials on the table, even when creating patterns with objects that may harm themselves or others. Integration of Physical Education Students will be able to get up and move during the lesson.

Objective 3

Direct Cubes will displayed for students. I will model how to build a stack of eight counters using both green and yellow snap cubes. I will stack six green cubes and count aloud, then continue by adding yellow cubes. I will inform students that the last number I counted was 8, so there are 8 cubes in my stack will then count the cubes of each color. I will flip the stack of the two colored stack and count the cubes to show that even when flipped there are still the same number of cubes. Lastly I will break the one stack into two smaller stacks. Guided Individual students will help me build a stack made of nine green and yellow cubes. Students will count along as I count the number of cubes of each color and then the total number of cubes in the stack. I will flip over the cube stack and repeat the process. Independent Individual students will take turns building stacks of eight and nine cubes with different combinations of green and yellow cubes. Key instructional activities Students will create their own set of 8 and 9 with snap cubes. Key instructional strategy I demonstrated the steps of creating 8 and 9 using two different colors. Materials Teacher Snap cubes Counters Smart Board Integration of the Arts Students will be able to draw pictures of either 8 or 9 items. Integration of Health Students will be informed that they can also count different sorts of items, even fruits and vegetables. The fact that both fruits and vegetables are healthy with be stressed to students. Integration of Physical Education Before starting the lesson students will be able to dance to specific music for 1 minute. Students

Revised Fall 2013 ACEI/NAEYC 2010 Standards

SUBJECT: Science

Instructional Plan for the Unit

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

Integration of the Arts Integration of Health Integration of Physical Education

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. 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.)

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?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

Evaluation Criteria

: Post-Assessment(s)

: Other Assessment(s)

Unit Objective 2: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Unit Objective 3: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Unit Objective 4: Pre-Assessment(s)

: Post-Assessment(s)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

: Other Assessment(s)

Unit Objective 5: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

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.

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.

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?

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