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: Danielle C. Hicks

Cooperating Teacher: Mrs. Yarbrough Academic Year: 2014-2015

District: OCSD 5

School: Marshall Elementary School Grade Level: 3rd Gifted and Talented

Subject: Math and Science

Dates of unit: from

2-26-15 to 3-12-15

Section I: Unit Title and/or Description: Math: Area and Perimeter. The unit focused on finding the area
by calculating the square units, by using the formula A= L x W and by partitioning the shape to find the area.
The unit also focused on finding the perimeter of shapes by calculating the square units and by adding the
numbers that are found around the figure. Science: The Life Cycle of a Butterfly and The Life Cycle of a
Frog. The unit specifically focused on the stages of development in the life cycle of a butterfly and a frog.
ELA: Main Idea and Supporting Details: The unit specifically focused on the determining the main ideas and
supporting details of a text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally. Social Studies: Categorizing Land form Regions: The unit specifically focuses on
categorizing the six landform regions of South Carolina.

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 Mrs. Yarbroughs homeroom class there are 23 students14 boys and 9 girls. In her first block class there
are 12 girls and 9 boys. In Mrs. Yarbroughs homeroom class there are 21 African American students, 1
Hispanic student and 1 Caucasian student. In her first block class there are 19 African American students in
the class, 1 Hispanic student, and 2 Caucasian students. Two of the students in the class have asthma. One of
the two students has a severe case of asthma which causes her to miss quite a few days of school. All of the
students receive free breakfast and free lunch. All of the students seem to thoroughly enjoy having fun during
their free time, watching T.V. and movies and playing a variety of sports. They all seem to have a positive
attitude towards school and they all want to succeed in life. All of the students seemed to enjoy learning
about math and science but they seemed to learn the best when the information was presented to them on the
SMART Board or their Ipads because it presented them with a more interactive and engaging approach to
learning. They students also paid more attention to the lesson when it was taught this way.

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.
In Mrs. Yarbroughs homeroom class there are 23 students14 boys and 9 girls. In her first block class
there are 12 girls and 9 boys. In Mrs. Yarbroughs homeroom class there are 21 African American
students, 1 Hispanic student and 1 Caucasian student. In her first block class there are 19 African
American students in the class, 1 Hispanic student, and 2 Caucasian students. All of the students
receive free breakfast and free lunch. All of the students seem to thoroughly enjoy having fun during
their free time, watching T.V. and movies and playing a variety of sports. They all seem to have a
positive attitude towards school and they all want to succeed in life. All of the students seemed to
enjoy learning about math and science but they seemed to learn the best when the information was
presented to them on the SMART Board or their Ipads because it presented them with a more
interactive and engaging approach to learning. They students also paid more attention to the lesson
when it was taught this way. The local community/ neighborhood surrounding Marshall Elementary
School is poorly maintained. It is surrounded by the Hillcrest apartments and local neighborhood
houses. A few of the houses look like they are in good condition but the majority of the houses look
like the owners do not put any effort in keeping up the appearance of their yard or their house .The
neighborhood is not overly crowded with houses and they seem to be a close knit community. They
seem to be a close knit community because many of the community members work or volunteer at
the school and they have a good repertoire with each other. The community members are the
working lower class. Additionally all of the students receive free breakfast and free lunch. From the
knowledge that I collected about my students based on the lack of assets that they have readily
available in the community and their socio-economic status, I was able to get the gist on what type of
resources they have readily available at home, and their mental capabilities. I must take the time to
consider what I can do as a teacher to help them be the most productive learners possible. For
example, since my students all receive free lunch I might not be able to assign projects and homework
activities that require extensive research using the internet or computers because a lot of my students
do not have full access to that at home. Additionally, I might not be able to assign projects that
require my students to buy a lot of materials for it because their funds maybe limited. I also need to
take into consideration the amount of homework that I assign and the amount of time it will take to
complete. Since my students come from low-income families, their parents might work at odd hours
which leaves them responsible for helping to take care of their siblings and the completion of
household chores (cooking and cleaning etc.).

Revised Fall 2013 ACEI/NAEYC 2010 Standards

I need to assign homework that is meaningful and a good review of what is being taught, but I need to make
sure that I take into consideration if a child that comes from a family like the one listed in the example above
he/she might not have the time to complete two hours worth of homework because they have household
responsibilities, to which they have to tend to. It will be more reasonable to assign one hours worth of
homework because; it is not the quantity, but the quality of work that truly matters. Even though most of my
students have lack of resources I have to set the same high expectations for all of my students behavior while
they are receiving instruction. Each and every student in Orangeburg Consolidated School District Five is
important because, the students are always the most important resources in any school district. In Orangeburg
Consolidated Five, they have designed programs to meet the needs of each and every student, enhance their
ability to learn, and challenge their creativity. I was glad to discover this information about OCSD 5 because
that lets me know that if any of my students are struggling to understand the information that is being taught in
the unit or need extra assistance the district has programs put in place to assist them so that they can succeed.
While teaching my units I will take in to consideration the amount of at home assistance and resources that my
students have at home and I will encourage them to attend these programs so that they can get additional
assistance. Mrs. Yarbroughs class is located in room 301 on the 3rd grade hall which is located right next to the
library. This is great because if any of my students need additional resources to assist and accommodate them
during the lesson they can go right next door to the library and get them. Additionally, the classroom is covered
in educational, insightful, and educational posters and anchor charts that I made to accompany the unit that we
are going over. This serves as a constant reminder to the students about what we are going over and it also
reinforces the material that is being learned. All of the following information will be used as a reference when
creating lesson plans and assessments. The information provides me with the necessary information that will be
beneficial when I am planning to differentiate different activities within the lesson. Additionally the information
provided will allow me to better understand the students and will be beneficial in the development of my lesson
plans for the units. This will result in me being able to teach the students engaging and exciting lessons to help
enrich their learning.

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
ELA
1.) 95 % of students will be able to ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.

Correlated
Standards/Expectations
RL.3.1

RL.3.3
2.) 95 % of students will be able to describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how their actions contribute to
the sequence of events.
3. ) 95 % of students will be able to read with sufficient accuracy and
fluency to support comprehension.
a.
95 % of students will be able to read grade-level text with purpose
and understanding.

RF.4

4. )95 % of students will be able to determine the main ideas and

supporting details of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.

S.L. 2

Math
5.) 95 % of students will be able to solve real world problems involving
perimeter.

3M.D.8

3.MD 5
6.) 95 % of students will be able to recognize area as an attribute of plane
figures and understand concepts of area measurement.
3. MD.3.
7.) 95 % of students will be able to draw a scaled picture graph and a
scaled bar graph to represent a data set with several categories. Solve oneand two-step how many more and how many less problems using
information presented in scaled bar graphs. For example, draw a bar graph
in which each square in the bar graph might represent 5 pets.
3. MD.4
8. )95 % of students will be able to generate measurement data by
Revised Fall 2013 ACEI/NAEYC 2010 Standards

measuring lengths using rulers marked with halves and fourths of an inch.
Show the data by making a line plot, where the horizontal scale is marked
off in appropriate units whole numbers, halves, or quarters.
Science
9.) 95 % of students will be able to demonstrate an understanding of the
structures, characteristics, and adaptations of organisms that allow them to
function and survive within their habitats.
10.) 95 % of students will be able to illustrate the life cycles of seed plants
and various animals and summarize how they grow and are adapted to
conditions within their habitats.

3-2

3-2.1

3-2
11.) 95 % of students will be able to demonstrate an understanding of the
structures, characteristics, and adaptations of organisms that allow them to
function and survive within their habitats.

Social Studies
3-2
12. ) 95 % of students will be able to demonstrate an
understanding of places and regions in South Carolina
and the role of human systems in the state
13. ) 95 % of students will be able to categorize the six 3-2
landform regions of South Carolina- the blue Ridge,
the Piedmont, the Sand Hills, the Inner Coastal Plain,
the Outer Coastal Plain, and the Costal Zoneaccording to their climate, physical features and
natural resources.
14.) 95 % of students will be able to describe the
location and characteristics of significant features of
South Carolina including landforms; river systems
such as the Pee Dee River Basin, the Santee River
Basin, the Edisto River Basin and the Savannah River
Basin; major cities; and climate regions

3-1.2

Section IV B: Unit Plan

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

Timeline

I will target my anticipatory set by showing my students a

2 weeks
brain pop jr. video on the main idea and supporting details.
The materials and resources that are needed are paper, pencils,
and the handout that they will be completing their work on.
I will complete my direct instruction by using an interactive 2 weeks
and engaging power point to teach the students about the main
idea and supporting details. Throughout the power point I will
stop and explain certain components of the main idea and
supporting idea. Students will follow along during the power
point and take notes based off of it and they will be engaged
by answering that I ask them to check for understanding
questions.
The guided practice will include the class completing a
worksheet that provides them with a passage. We will read the 2 weeks
passage as a class and they will have to identify the main idea
and supporting details. After this is completed we will review
their answers as a class.
As independent practice the students will complete a
2weeks
worksheet which asks them to identify the main idea and
supporting details. After it is completed it will be taken up and
graded. The worksheets were made by Teachers Pay Teachers.
The materials and resources that are needed are paper and
pencil.

Unit Objective
Number(s)
Unit Objective
4

Unit Objective
4

Unit Objective
4

Unit Objective
4

The closure for the lesson will include a ticket out the door
activity. Each of the students will receive an index card and
they will have to right one fact on it about what they learned
about the main idea and supporting details
2 weeks
Integration of the Arts
After the students describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how their actions
Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Objective
4

contribute to the sequence of events, they will be asked to

draw the characters on construction paper and decorate it.
After the students read grade-level text with purpose and
understanding, they will draw a picture that showcases the
text that they read. The students will determine the main ideas
and supporting details of a text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally. Afterwards they will create a poster
that describes the main idea and supporting details of a text
that they just read and they will be asked to share it with the
class. The students will trace their hand and on the hand they
will be told to write five questions that they have about the
text in order to demonstrate an understanding of a text,
referring explicitly to the text as the basis for the answers. I
will make sure that every component is thoroughly interesting
and enjoyable so that I will be able to capture and maintain
the students interest and attention. The materials and
resources that they will need are pencils, paper, construction
paper, markers, crayons and glue. Since I know that most of
my students come from low income homes I will furnish all of
these items for them.
Integration of Health
The teacher will read the students a passage about individuals
that did not practice a healthy lifestyle and the effects of not
living a healthy life-style. The students will be asked to
describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the
sequence of events.
The students will read grade-level text about the risks of
smoking and the affects that it has on your overall health.
The students will read a passage on the effects of drinking on
the life of an individual. The students will write a paper and
create a poster of why drinking is bad for you.
The students will read a passage on making healthy food
choices and they will be asked to identify the main idea and
supporting details. I will make sure that every component is
thoroughly interesting and enjoyable so that I will be able to
capture and maintain the students interest and attention. The
materials and resources that they will need are paper and
pencils and the handout with the passage that they will be
reading on it. Since I know that most of my students come
from low income homes I will furnish all of these items for
them.
Revised Fall 2013 ACEI/NAEYC 2010 Standards

2 weeks

Unit
Objectives1,2,3,
and 4

3 weeks

Unit

Integration of Physical Education

The teacher will have the students act out as the characters in
the story in that they just read in order to explain their traits,
motivations, or feelings.
The students will be shown a an ELA question on the SMART
BOARD with three answer choices, students who chose the
first answer can stand on one foot the student who chooses the
second answer can jump up and down in place and the student
who chooses the third answer can walk in place.
The teacher will read a passage about healthy life styles and
the students will be asked to identify the main idea. The
students can also present some ideas on how to exercise daily.
The teacher will guide the discussion into the importance of
walking on the daily basis. The students will be allowed to
demonstrate what they learned by walking a few laps around
the gym.
I will make sure that every component is thoroughly
interesting and enjoyable so that I will be able to capture and
maintain the students interest and attention. The students will
get in groups and they will create their own story and they
will they act it out for the class. The materials and resources
that they will need are props for when they act out the
characters in the story. Since I know that most of my students
come from low income homes I will furnish all of these items
for them.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Objectives1,2,3,
and 4

SUBJECT: Mathematics

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources
I will target my anticipatory set by showing my students a
brain pop jr. video on area and perimeter. The materials and
resources that are needed are paper, pencils.

Timeline
2 weeks
2 weeks

I will complete my direct instruction by using an interactive

and engaging power point to teach the students about the main
idea and supporting details. Throughout the power point I will
stop and explain certain components of perimeter. Students
will follow along during the power point and take notes based
off of it and they will be engaged by answering questions. The
materials and resources that are needed are paper, pencils area
and perimeter.
The guided practice will include the class completing a
2 weeks
practice activity on Kahoot (interactive online practice
website) by using their Ipads. While they are answering the
questions I review any that they got wrong and I will reinforce
what they got right.
As independent practice the students will complete a
worksheet which will ask them to identify the area and
perimeter of given shapes after the worksheet is completed it
will be collected for a grade.

Unit Objective
Number(s)
Unit Objectives 5
and 6
Unit Objectives 5
and 6

Unit Objectives 5
and 6

The closure for the lesson will include a ticket out the door
activity. Each of the students will receive an index card and
they will have to right one fact on it about what they learned
about area and perimeter.
2 weeks
Integration of the Arts
The students will cut out and decorate a clock and attach the
hour hands with brass pins so that they can be manipulated.
They will put it in their notebooks so that they can use them
for practice.
The students will draw a scaled picture graph and a scaled bar
graph to represent a data set with several categories
The students will show the data by drawing a line plot. After
they draw their line plot they can decorate it. I will make sure
that every component is thoroughly interesting and enjoyable
so that I will be able to capture and maintain the students
Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Objectives
5,6,7 and 8

interest and attention. The materials and resources that are

needed are a cock to cut out and decorate crayons, brass pins
and their notebook.
2 weeks
Integration of Health
The teacher will ask the students a question. John began
exercising at 4:30p.m. He exercised for 30 minutes show me
on the clocks in your notebooks what time he finished
exercising.
The teacher will display information about various individuals
who exercise. The students will be asked to create a bar graph
to display what exercise was the most popular.
The teacher will present information about how long a
particular group of people exercised per day. The students will
be asked to graph the times of the exercises that were
completed. They will then be asked what exercise time was
displayed the most. I will make sure that every component is
thoroughly interesting and enjoyable so that I will be able to
capture and maintain the students interest and attention. The
materials and resources that they need are paper and pencils.

Unit Objectives
5,6,7 and 8

2 weeks
Integration of Physical Education
The teacher will display a clock on the SMART Board and
with three answer choices of what the time can be the students
who chose the first answer can stand on one foot the student
who chooses the second answer can jump up and down in
place and the student who chooses the third answer can walk
in place.
The teacher will poll the students on their favorite food in
order to get information from the students to create the
graphs. Those who like pizza will be told to come and stand in
the front of the classroom. Those who like hamburgers will be
told to go stand in the back of the classroom and those who
like hot dogs will be told to stand in the middle of the
classroom.
If the students get restless during the lesson they will be
instructed to get up and do five jumping jacks and to jump in
place for five minutes ( while they are completing the
exercises they should be counting them aloud). I will make
sure that every component is thoroughly interesting and
enjoyable so that I will be able to capture and maintain the
students interest and attention. The materials and resources
that are need are the SMART Board and their Ipads

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Objectives
5,6,7 and 8

SUBJECT: Science

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources

Timeline

Unit Objective
Number(s)

I will target my anticipatory set by showing my students a

2 weeks
brain pop jr. video on the life cycle of a plant. The materials
and resources that are needed are paper, pencils.
I will complete my direct instruction by using an interactive
2 weeks
and engaging power point to teach the students about the life
cycle of a plant. Throughout the power point I will stop and
explain certain components of the parts of a plant. Students
will follow along during the power point and take notes based
off of it and they will be engaged by answering questions. The
materials and resources that are needed are paper, pencils area
and perimeter.
The guided practice will include the class completing a
2 weeks
practice activity on Kahoot (interactive online practice
website) by using their Ipads. While they are answering the
questions I review any that they got wrong and I will reinforce
what they got right.
As independent practice the students will complete a
worksheet which will ask them to identify the life cycle of a
plant is completed it will be collected for a grade.

Unit Objective
10

The closure for the lesson will include a ticket out the door
activity. Each of the students will receive an index card and
they will have to right one fact on it about what they learned
about the life cycle plant.

Unit Objective
10

Unit Objective
10

Unit Objective
10

Unit Objective
10

2 weeks
Integration of the Arts
The students will create a parts of a plant booklet that they
will decorate and then place in their notebooks.
The students will complete a cut and paste activity that will
ask them to cut out the names of the parts of a flower and
paste the label in the correct area.
The students will draw a plant and the label the parts and
color it.
The students will make their own flower using a paper plate
and pipe cleaners. After they finish they can share it with the
class. I will make sure that every component is thoroughly
Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Objective
10

interesting and enjoyable so that I will be able to capture and

maintain the students interest and attention. The materials
and resources that are necessary are crayons, scissors, glue,
paper plates and pipe cleaners.
2 weeks
Integration of Health
The teacher will ask the students how do plants contribute to
the health of humans?
The teacher will ask the students what does a plant need to
be healthy?
The teacher will ask the students what part of the plant
transports nutrients to the plant?
The teacher will ask the students what does a plant need to
survive and be healthy, how is that different from what
humans need to survive and be healthy?. I will make sure
that every component is thoroughly interesting and enjoyable
so that I will be able to capture and maintain the students
interest and attention. The materials and resources that are
necessary are paper and pencils to answer the questions.

Unit Objective
10

2 weeks
Integration of Physical Education
The teacher will take the students outside and have them
complete a plant scavenger hunt they will be given a list with
various plants and they will be asked to find all that they can
in 20 minutes.
The teacher will take the students outside and they will learn
about plants and the parts of a plant while walking round and
looking at different examples of plants.
The students will be shown a picture of a plant on the
SMART BOARD with three answer choices, students who
chose the first answer can stand on one foot the student who
chooses the second answer can jump up and down in place
and the student who chooses the third answer can walk in
place.
The students will play plant musical chairs. A rap about plants
will be played using Flocabulary, when the music stops they
have to try and find a seat. I will make sure that every
component is thoroughly interesting and enjoyable so that I
will be able to capture and maintain the students interest and
attention. The materials and resources that are necessary are
the scavenger hunt sheet, pencils and the Smart Board to
display the Flocabulary rap.
Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Objective
10

SUBJECT: Social Studies

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources
Timeline
I will target my anticipatory set by showing my students a
2 weeks
brain pop jr. video on the places and regions in South Carolina
and the role of human systems in the state by completing a
worksheet based on the information that they learned in class.
2 weeks
I will complete my direct instruction by using an interactive
and engaging power point to teach the students about six
landform regions of South Carolina. Throughout the power
point I will stop and explain certain components of perimeter.
Students will follow along during the power point and take
notes based off of it and they will be engaged by answering
questions.

Unit Objective
Number(s)
Unit Objective :
12,13,14
Unit Objective :
12,13,14

For the guided practice pictures of the six landform regions

of South Carolina will be displayed on the SMART board.
Based off of the pictures the students will have to categorize
the six landform regions of South Carolina- the blue Ridge,
the Piedmont, the Sand Hills, the Inner Coastal Plain, the
Outer Coastal Plain, and the Coastal Zone- according to their
climate, physical features and natural resources. I will make
sure that every component is thoroughly interesting and
enjoyable so that I will be able to capture and maintain the
students interest and attention. The materials and resources
that are necessary are paper and pencils.
2 weeks
For the independent practice the students will be given a
worksheet in which they will be asked to describe the location
and characteristics of significant features of South Carolina
including landforms; river systems such as the Pee Dee River
Basin, the Santee River Basin, the Edisto River Basin and the
Savannah River Basin; major cities; and climate regions. I
will make sure that every component is thoroughly interesting
and enjoyable so that I will be able to capture and maintain
the students interest and attention. The materials and
resources that are necessary are paper and pencils.

The closure for the lesson will include a ticket out the door
Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Objective :
12,13,14

activity. Each of the students will receive an index card and

they will have to right one fact on it about what they learned
about
2 weeks

Unit Objective :
12,13,14

2 weeks

Unit Objective :
12,13,14

2 weeks

Unit Objective :
12,13,14

Integration of the Arts

The students will be asked to draw the blue Ridge, the
Piedmont, the Sand Hills, the Inner Coastal Plain, the Outer
Coastal Plain, and the Coastal Zone and decorate it.
The students will be asked to create a poster presentation on
the river systems such as the Pee Dee River Basin, the Santee
River Basin, the Edisto River Basin and the Savannah River
Basin.
Using Play-Dough the students will be asked to create the
regions in South Carolina.
The students will be asked to create a colorful book about the
regions in South Carolina. I will make sure that every
component is thoroughly interesting and enjoyable so that I
will be able to capture and maintain the students interest and
attention. The materials and resources that are necessary are
pencils, colored pencils, posters and play dough.
Integration of Health
The students will be asked what type of medical problems the
people that lived in the blue Ridge, the Piedmont, the Sand
Hills, the Inner Coastal Plain, the Outer Coastal Plain, and
the Coastal Zone faced.
The teacher will ask the students what they think the people in
the Pee Dee River Basin, the Santee River Basin, the Edisto
River Basin and the Savannah River Basin did to stay healthy.
The students will be asked how do they think the people in the
regions in South Carolina maintained a healthy lifestyle.
The students will be asked what if they think the people
during that time period lived a healthier lifestyle than what we
do now. I will make sure that every component is thoroughly
interesting and enjoyable so that I will be able to capture and
maintain the students interest and attention. The materials
and resources that are necessary are pencils and paper.

Integration of Physical Education

The students will be asked a question about the blue Ridge,
the Piedmont, the Sand Hills, the Inner Coastal Plain, the
Outer Coastal Plain, and the Coastal Zone. They will be given
three answer choices with three answer choices, students who
chose the first answer can stand on one foot the student who
Revised Fall 2013 ACEI/NAEYC 2010 Standards

chooses the second answer can jump up and down in place

and the student who chooses the third answer can walk in
place.
The students will be asked a question about the Pee Dee River
Basin, the Santee River Basin, the Edisto River Basin and the
Savannah River Basin. They will be given three answer
choices with three answer choices, students who chose the
first answer can stand on one foot the student who chooses the
second answer can jump up and down in place and the student
who chooses the third answer can walk in place.
The students will be asked to conduct a skit in which they will
pretend that they are traveling to some of the regions in S.C.
The students will be allowed to stand up and walk in place if I
see they are getting restless during the lesson. I will make sure
that every component is thoroughly interesting and enjoyable
so that I will be able to capture and maintain the students
interest and attention. The materials and resources that are
necessary are paper and pencils.
Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance
between grade-level academic standards and expectations and the needs, abilities and developmental
levels of individual students? (2) Discuss the strategies used to teach students on varying levels. (3)
Discuss how you designed your instructional plan using students characteristics, needs and learning
contexts.
The instructional plan allows me to establish a balance between grade- level academic standards and
expectations and the needs, abilities and developmental levels of individual students by allowing me to
develop meaningful lesson plans that will meet the developmental needs of each and every one of my
students. I will be able to plan activities and strategies that will assist me in enhancing student learning in
the classroom. A vast amount of strategies such as the use of technology, hands on assignments, and one
on one assistance will be used to teach students that comprehend material at different paces. The
strategies listed above will provide me with the opportunity to teach the content by using a variety of
approaches which will allow my students no matter what level they are on, to be able to understand the
material that is being taught. I designed my instructional plan using my students characteristics, needs
and learning contexts. My students ability levels and socioeconomic status had a big impact on the design
of my instructional plan by serving as a guide in planning meaningful and effective lessons that the
students can relate to. It is very evident that if the students can relate to the material then they are more
likely to be more involved and engaged in the lesson.

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Key Unit Assessments

Type of Assessment
(Check one for each assessment)
Teacher-Made
Commercially
(A copy of each
Available
teacher made
assessment must be
attached to this
plan.)

Parts of a Plant Test

Main Idea and Supporting Details

Regions of South Carolina

Area and Perimeter Cheez-Its

Calculate the Area and Perimeter (Test)

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 unit assessments are reliable and that the content was valid for all of the students
by ensuring that the assessments were aligned with the material that was taught in the unit. Additionally
I made sure that the assessments were thoroughly aligned with the unit objectives and standards. I also
reviewed the material before assessing the students to see if the students had a good understanding of the
content that was taught to them in the lesson. I was able to plan my lesson based upon observing the
students knowledge and skills. I reflected on the different learning styles and abilities in the class to
choose the proper material to fully engage all of my students. I also included a variety examples in the
lesson that the students could relate to. For example, we discussed that the distance around a park is
called the perimeter. I came to the realization that my students really enjoy using their I pads instead of
paper and pencil, so in incorporated the use of technology (I pads) in the lesson as much as possible. The
one way that my students seemed to enjoy the incorporation of technology the most was when we played
our online review game on Kahoot. The students had fun playing this game and it was also very useful
because it helped to strengthen their knowledge on area and perimeter as well as their knowledge in the
other content areas.

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)

: 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)

Accommodations
Evaluation Criteria
The time frame might be A= 100-93
adjusted.
B= 92-85
C=84-77
D=76-70
F=69 and below
Depending on the results a A= 100-93
retest might be given to the B= 92-85
students.
C=84-77
D=76-70
F=69 and below

The time frame might be A= 100-93

adjusted.
B= 92-85
C=84-77
D=76-70
F=69 and below
Depending on the results a A= 100-93
retest might be given to the B= 92-85
students.
C=84-77
D=76-70
F=69 and below

The time frame might be A= 100-93

adjusted.
B= 92-85
C=84-77
D=76-70
F=69 and below
Depending on the results a A= 100-93
retest might be given to the B= 92-85
students.
C=84-77
D=76-70

Revised Fall 2013 ACEI/NAEYC 2010 Standards

F=69 and below

Unit Objective 4: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Unit Objective 5: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

The time frame might be A= 100-93

adjusted.
B= 92-85
C=84-77
D=76-70
F=69 and below
Depending on the results a A= 100-93
retest might be given to the B= 92-85
students.
C=84-77
D=76-70
F=69 and below

The time frame might be A= 100-93

adjusted.
B= 92-85
C=84-77
D=76-70
F=69 and below
Depending on the results a A= 100-93
retest might be given to the B= 92-85
students.
C=84-77
D=76-70
F=69 and below

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 pre-assessment(s) and describe the implications of these
results on instruction.
After administering the pre-assessment on the math objectives I realized that a high percentage of my
students had some prior knowledge as to what we were going to be learning about. Additionally since all
of my students are extremely smart and are in the gifted and talented program the students had heard
briefly about area and perimeter in previous grades. The students performances on the pre-assessment
were not aligned with the math unit objective. The performance of my students on their pre-assessment

Revised Fall 2013 ACEI/NAEYC 2010 Standards

informed me of the areas in which I need to focus the mot on while teaching. I planned my lessons to
focus on the areas that my students may experience difficulty understanding.
This chart is based upon the grades from my homeroom students pre-assessment on area and perimeter.
Area and Perimeter Pre-Assessment Grades
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
Student 19

100
100
100
91
100
91
91
100
91
100
100
82
91
100
64
18
82
64
36

This chart is based on my homerooms grades on the area and perimeter and area post-assessment.
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

100
100
100
93
93
100
80
100
80
100
100
87
100
93
80
100

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Student 17
Student 18
Student 19

93
100
93

10

20

30

40

50

60

70

80

90

100

This chart is based on my first blocks grades on the area and perimeter pre-assessment.
Area and Perimeter Pre-Assessment Grades
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

64
100
100
91
91
100
100
100
100
100
91
91
73
75
73
36
91

Revised Fall 2013 ACEI/NAEYC 2010 Standards

This chart is based on my first blocks grades on the area and perimeter post-assessment.
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

100
100
100
73
93
100
100
100
93
100
100
100
93
100
93
100
87

10

20

30

40

50

60

70

Section VI: Analysis of Student Learning)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

80

90

100

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.
(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.
By analyzing the assessments the information provided me with an increased knowledge of my individual
students performance. The assessments allowed me to be able to see what my students understood after
the lesson was taught. I was also able to analyze my students weaknesses and their strengths in reference
to the understanding of the content that was taught and presented to them. After revising my lesson plan
to be amenable to the needs of my students, I realized that a lot of my students made great improvement
on the post-test. I could see the most growth in the students who scored the lowest on the pre-test. I also
noticed that during the post test a lot of the students were rushing so that they could hurry up and
finish. I had to keep reminding them to slow down. That is why some of them who scored a high score on
the pre-test went down a few points on the post-test. For those who did not do as well as expected on the
post-test I used a small group to go over the content again. I have attached clearly labeled charts showing
the results of the pre-test as well as the post-test. These charts were beneficial to me because they allowed
me to be able to see my students strengths and weaknesses. Based on the overall results the students did
gain all that I expected because the students who scored extremely low scored much higher after we
reviewed the content, and they seemed to have a good understanding of the material. The results from the
pre-test and post test were recorded in Power School. The students were also given a packet with their
grades in it for their parents to see. It is important that the parents are notified of the students grades so
that they can see their childs progress and see the areas that they are lacking in so that they can provide
assistance to their child so that they can improve and excel.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

10

20

30

40

50

60

70

80

90

100

10

20

30

40

50

60

70

80

90

100

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 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

100
100
100
91
100
91
91
100
91
100
100
82
91
100

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

100
100
100
93
93
100
80
100
80
100
100
87
100
93

Student 15
64
Student 15
80
Student 16
18
Student 16
100
Student 17
82
Student 17
93
Student 18
64
Student 18
100
Student 19
36
Student 19
93
This chart shows that 14 of my homeroom students either maintained a 100 or achieved and made progress
toward the unit objectives.
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

64
100
100
91
91
100
100
100
100
100
91
91
73
75
73
36
91

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

100
100
100
73
93
100
100
100
93
100
100
100
93
100
93
100
87

This chart shows that 14 of my first block students either maintained a 100 or achieved and make progress
toward the unit objectives.

Section VII. Reflection and Self-Assessment

Revised Fall 2013 ACEI/NAEYC 2010 Standards

(1) Reflect on and describe the relationship between your students progress and achievement and your
teaching performance. (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.
There is a great relationship between my students progress and achievement and my teaching
performance. The relationship shows growth and increased knowledge of key concepts that were taught
and it also shows that the way that I taught my lesson and relayed the information to them was very
effective. I used a variety of strategies and I made sure that I adjusted my lessons so that the students
would be able to have a better grasp of the content that I was teaching them. My students showed a good
amount of growth and I saw improvements throughout the unit. If I taught this lesson again to the same
students I would make several modifications. I would make sure to incorporate more hands on activities
into the lesson because I observed that my students seem to grasp material best by completing interactive
activities. For example, I would allow my students to create a football field and after it is completed I
would ask them to calculate the area and perimeter of it. It is evident that the use of hands on activities
would help the students get a better understanding of the material. Specific aspects of the lesson would
need to be modified such a technology. I would have incorporated technology more into my lesson by
allowing my students to watch a variety of videos on how to calculate the area and perimeter of given
shapes. I could have also read more books to the class on area and perimeter so that they could see more
examples on how it can be incorporated into everyday life. I did a hands on activity with the class which
allowed them make shapes using Cheez- Its and then they had to calculate the area and perimeter of the
shapes and record their information. The activity was successful because the students loved the fact that
they were able to create their own shapes and they also worked well as a group to find the area and
perimeter. They also liked the fact that they could eat the Cheez-Its after they were finished. Being able
to eat the Cheez- Its after they were done was an incentive for the students to complete their work to the
best of their ability. An activity that was unsuccessful was a worksheet that I gave to them which asked
them to calculate the area and perimeter of the shapes on the worksheet. Even though I constantly told
them to slow down and check their work the students still rushed through it so that they could hurry up
and get on their I pads. This resulted in the student scoring lower on the assignment than expected
because they did not slow down and check over their work. On the next page you will some samples of my
students post-tests and pre-tests.

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

Appendix 2: Below are some samples of my students

Pre-Tests

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

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.