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: Mr. Rashad Paige Cooperating Teacher: Mrs. Farmer District: Orangeburg 5 Subject: Math School: Mellichamp Elementary Dates of unit: from 2/3/14

Academic Year: Spr.2014 Grade Level: 5th to 3/28/14

Section I: Unit Title and/or Description: 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.

My assigned class for my student teaching at Mellichamp is with Mrs. Kimberly Farmer fifth grade class. Within the classroom, there is a total amount of thirty-six students. Eighty- eight percent of the students are African American, and twelve percent are Hispanic. In Mrs. Farmers class, there are seventeen boys and nineteen girls. Consistently, the class demonstrates behavior that needs to be monitored constantly by both teachers. They are mostly talkative and the class has a select few who need extra accommodations for learning. Overall, they are an intelligent group led by an experienced teacher who has a solid classroom management 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.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

There is a total amount of thirty-six students. All thirty-six of the students are African American. There are seventeen boys and nineteen girls. Students DPM (Digits per minute) level ranges from three to forty-three as number of digits answered correctly in a minute. I will take my students DPM (Digits Per Minute) in consideration when planning assessments, providing notes, I will make sure my materials are within my students cognate levels.

Nine students are reading on a 0-10 DPM level, Nine students are reading on a 11-20 DPM level, Six students are on a 21-30 DPM Level, and Twelve students 31-45 DPM level.

I will keep in mind and plan my activities based off the socioeconomic status of my students. This will gauge what kind of activities we will conduct in my class as well as what supplies I will ask of my students to have. Supplies will be essential when it comes to classroom activities, assessments, and projects. I will also consider purchasing supplies to keep in the classroom for students to use if their supplies are not present at the time of instruction.

The background information used as a guide when creating lesson plans and assessments. The data provides me with the necessary information that will be beneficial when planning to differentiate activities. Overall, the information provided will allow me to better understand the students and will be resourceful in the development of my lesson plans for units which ultimately will result in my teaching students interesting and engaging lessons to promote their learning and overall success.

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
80% of students will use equivalencies to convert units of measurement within the metric system: converting length in millimeters, centimeters, meters, and kilometers; liquid volume into milliliters, centiliters, liters, and kiloliters; converting mass in milligrams, centigrams, grams, and kilograms.

Correlated Standards/Expectations
5-5.3MD

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. The instructional plan establishes a balance by allowing me the flexibility to reach all the different learning types within my classroom. Furthermore, I am able to plan effective activities that are grade level and appropriate for my students. To teach students on different levels of development, I will plan lessons that include working cooperatively with their peers, also

Revised Fall 2013 ACEI/NAEYC 2010 Standards

activities that include the Arts, as well as applying critical thinking activities for the advanced learners. My instructional plan incorporates students personality, and their overall learning interests. These factors help guide me to instruction that will be interesting, effective and include instructional strategies that will help my students learn the needed content.

SUBJECT: Mathematics

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources I will fulfil my anticipatory set by asking various questions, showing videos, or using samples from the internet. I will complete my direct instruction by using a PowerPoint presentation that is aligned with the Support document. My guided practice will be targeted by giving a quick review of previous lessons and examples, questions on the Smart board from Study Island or questions may arrive from the Math Pass Coach Book that are aligned with the standards being taught. Students will receive valid worksheets for independent practice. These worksheets majority of the time will come from the PASS workbooks and Buckledown Math workbook. The closure of the lesson will include a review session of questions or a sample of student work. Integration of the Arts- The teacher will relate what is being taught to the arts. Integration of Health- The teacher will relate what is being taught to health. Integration of Physical Education- The teacher will relate what is being taught to physical education. 1 1 1 Unit Objective Number(s)

1 1

1 1

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. I determined that my unit assessments were valid and reliable for all students by ensuring that they were aligned to the content that was taught. I also made sure that the assessments did not contain content that we did not cover. By using the prior knowledge of my students skills I was able to plan my instruction. I also took a look at the type of learners that I h ad in the classroom so I made sure to involve strategies that varied for the different types of leaners during instruction. I made sure that my activities were interactive which helped students become more engaged in the content being taught.

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.)

Questioning Informal Assessment

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Worksheet Formal Assessment

Weekly Test/Quiz Formal Assessment Closure Informal Assessment

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students skills to plan your instruction? I determined that my unit assessments were valid and reliable for all students by ensuring that they were aligned to the content that was taught. I also made sure that the assessments did not contain content that we did not cover. By using the prior knowledge of my students skills I was able to plan my instruction. I also took a look at the type of learners that I h ad in the classroom so I made sure to involve strategies that varied for the different types of leaners during instruction. I made sure that my activities were interactive which helped students become more engaged in the content being taught.

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 Time may be adjusted

Evaluation Criteria A= 93-100 B= 92-85 C= 84-77 D= 76-70 A= 93-100 B= 92-85 C= 84-77 D= 76-70

: Post-Assessment(s) Retest may be available : Other Assessment(s)

Time may be adjusted Unit Objective 2: Pre-Assessment(s)

A= 93-100 B= 92-85 C= 84-77 D= 76-70 A= 93-100 B= 92-85 C= 84-77 D= 76-70

: Post-Assessment(s) Retest may be available : Other Assessment(s)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Time may be adjusted Unit Objective 3: Pre-Assessment(s)

A= 93-100 B= 92-85 C= 84-77 D= 76-70 A= 93-100 B= 92-85 C= 84-77 D= 76-70

: Post-Assessment(s) Retest may be available : 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. After administering the pre-assessments on convert units of measurement within the metric system, I recognized that my students had minimal former knowledge of the content. This told me that with my instruction I needed to focus on reinforcing the minor skills my students needed in order to obtain mastery level of the content. 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 70 60 80 70 60 70 70 80 70 60 60 70 60 50 60 60 70 30

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Student 19 Student 20 Student 21 Student 22 Student 23

60 50 70 50 70

Student 24

80

Student 25

60

Student 26

70

Student 27

70

Student 28

50

Student 29

70

Student 30

60

Student 31 Student 32 Student 33 Student 34 Student 35 Student 36

60 50 50 70 50 60

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 clearl y 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

The analysis of student learning (assessments) increased my understanding of my students performance. By using the assessments, I was able to target exactly what content my students were able to learn and what they did not learn. Through the process of analyzing the assessments I saw the progress of my students from beginning of the unit to the completion of the unit. I used a teacher grader to assign grades for these assessments. This tool allowed me the freedom to choose any amount of questions and assign the correct grades. After grading these assessments the grades were recorded into the Power Teacher program. The program is an electronic grade book for teachers. 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 Student 20 Student 21 Student 22 Student 23 80 80 80 90 90 80 90 80 70 70 80 80 70 60 70 60 60 80 70 70 80 80 80

Student 24

80

Student 25

90

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Student 26

80

Student 27

80

Student 28

50

Student 29

70

Student 30

60

Student 31 Student 32 Student 33 Student 34 Student 35 Student 36

80 60 70 80 70 70

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? As I reflect I believe that my students growth was a correlated directly to my instruction. At the end of the unit my students grades showed they had grasped the content being taught. I believe that I gave them the appropriate content and delivered my instruction in a way that they could grasp. I realized that students were able to mainly able to grasp the concept because of the strategy in cooperated. The ladder method really aided students in converting between the basic units. If I were to teach this unit again I would change certain aspects of my instruction. I would involve more technology that my students can be directly involved with. Even though my expectations for students to be more directly involved with technology in the content I was teaching didnt materialize, my students grasped the concept through my direct instruction and guided practice activity.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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