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SCHOOL OF EDUCATION – CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES – EARLY CHILDHOOD & ELEMENTARY

Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of
strategies and builds on each student’s 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.

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION – CLAFLIN UNIVERSITY

UNIT WORK SAMPLE TEMPLATE – EARLY CHILDHOOD AND ELEMENTARY

Section I:

Candidate: Toni DeWitt Cooperating Teacher: Monica King Academic Year: Spring 2018

District: OCSD5 School: Rivelon Elementary Grade Level: PreK

Subject: English Dates of unit: from to

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.

The classroom that I have been in had a total of 17 students that was made up of 10 boys and 7
girls. One male student has been withdrawn since I started leaving me with a total of 16 students, 9
boys and 7 girls. All of the students in the class are African-American. All of the student except two
know all there letters, uppercase and lower case, and all numbers 1 through 20. None of the
students in the class can read but certain students are able to recognize sight words and use the
pictures to determine what is happening. None of our students have been diagnosed with any
mental disabilities. A few students have allergies and asthma and one student has a heart
condition. Two students, from my observation, have problems with speech and will probably need
to have speech intervention in the future. The majority of the class falls into the lowest family
economic group. There are 5 students that get a food bag weekly that is full of non-perishables.

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.

The classroom that I have been in had a total of 17 students that was made up of 10 boys and 7
girls. One male student has been withdrawn since I started leaving me with a total of 16 students,
9 boys and 7 girls. All of the students in the class are African-American. Many of the students come
from single parent homes and homes that are living under poverty. All the students receive free
lunch because of this and there are 5 students that get a food bag weekly that is full of non-
perishables. Some of the students in the class are being raised by young mothers. The students who
live in homes that have young parents and the students who come from homes with the lower
income levels are the students who seem to need more help at school because they don’t have
that reinforcement at home. This information was gathered by observation and from discussions
with my cooperating teacher. All of these factors will be taken into consideration and I will help
students by grouping them and using differentiated learning to assist the student that do not get
help at home from their parents or guardians.

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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.)

Correlated Standards/Expectations
Unit Objectives
ELA – 1: Students will be able to identify ELA-4K-3.13 Identify several letters and their general
the letters in the alphabet in their order in the alphabet.
general order with 95% accuracy.
2: Students will be able to ELA-4K-3.15 Begin to recognize similarities in sounds at
pronounce the letter sounds with 95% the beginning and ending of words.
accuracy.
MATH 1: Students will be able to create M-4K-3.3 Recognize a simple pattern and extend.
correctly an ‘ab’ and ‘abc’ pattern by
themselves with 95% accuracy.
2: Students will be able to identify M-4K-6.1 Organize and represent data with real objects.
the basic 2-dimensional and 3-
dimensional shapes with 95% accuracy.
SCI. 1: Students will be able to identify PreK-LS-1.4 Use their 5 senses in their exploration and
and use their five senses knowingly to play to gather information.
create observations verbally with 80%
accuracy.
2: Students will be able to create Goal CD-10: Children observe and describe
identify, describe, and create characteristics of living things and the physical world.
observations of living things with 80
accuracy.
SS 1: Students will be able to follow SE-4k-2.1 Follow classroom rules and procedures with
the rules and procedures with 95% reminders.
accuracy.

Section IV B: Instructional Plan


Describe your instructional plan – that is, the (1) sequence of steps that you need to follow if your students are to achieve the
unit objectives. (2) Describe the key instructional activities, strategies, materials and resources – including instructional
technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that are
addressed.

SUBJECT: English Language Arts Unit Title: Letters and Letter Sounds Length: 26 weeks

Instructional Plan for the Unit


Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
Students will complete letter search worksheets that I One letter per week.
provide for them on the particular letter that we are 1&2
focusing on.
Students will practice writing the particular letter we are Once weekly for the
focusing on and a sentence using a vocabulary word letter of the week. 1&2
that starts with the letter of the week.

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As a class we will create a vocabulary chart that is filled Once weekly for the 1&2
with words dealing with whatever letter that we are letter of the week.
focused on that week.

We will create a hands-on craft that is representational Once weekly for the 1&2
of a word beginning with whatever letter we are letter of the week.
focused on.
Integration of the Arts: We integrate the arts when we write Multiples times a week. 1&2
our sentences and draw a picture for our sentence. We
also use art when we do our hands on craft.
Integration of Health: When doing our vocabulary charts we
use words that a healthy vegetables and fruits that Multiples times a week. 1&2
Integration of Physical Education: We dance along to music to Multiples times a week. 1&2
and sing songs dealing with vocabulary.

SUBJECT: Mathematics Unit Title: Patterns Length: 15 Lessons

Instructional Plan for the Unit


Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
All students will be able to finish the end of an ‘ab’, ‘abc’, One pattern type per 1
and ‘aabb’pattern when given the beginning. week.
All student will be able to create their own pattern with One pattern type per
different colors or manipulatives using the ‘ab’, ‘abc’, and week. 1
‘aabb’ pattern.
Students will create their own pattern by drawing two- One pattern type per 1&2
dimensional shapes in the ‘ab’, ‘abc’, and ‘aabb’ patterns. week.
Integration of the Arts We
integrated the arts by allowing students Multiples times a
to use whatever colors they would like to make these week. 1
patterns. This allows students to express themselves however
they would like and nurturing their creativity.
Integration of Health We integrated health by using a breakfast Multiples times a
cereal to make patterns. The cereals were different colors, week. 1
allowing students to make all 3 types of patterns that we
focused on.
Integration of Physical Education We integrated physical education by
allowing students to move around and align themselves Multiples times a 1
into different patterns using their gender or uniform shirt week.
colors.

SUBJECT: Science Unit Title: Plants and their parts Length: 15 lessons

Instructional Plan for the Unit


Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
As a class we read a book discussing the multiple parts Three times.
of a plant and what it needs to grow. We made 1&2
observations from the pictures in the book.

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Students planted their own flower seeds in a cup of soil. Lessons for 3 weeks
Students will be responsible for their flower. and watering 1&2
continuously.
Students created their own diagram of the parts of a Created once and 1&2
plant to demonstrate their knowledge. hung up for daily
review.
Integration of the Arts We integrated the arts by creating a Multiples times a 1&2
craft replica of the parts of a flower. week.
Integration of Health We integrated health by discussing what Multiples times a 1&2
a flower needs in order to be health, strong, and to week.
grow in comparison to what the human body needs.
Integration of Physical Education Going outside and looking at Multiples times a 1&2
different kinds of plants and where they grow. week.

SUBJECT: Social Studies Unit Title: Rules and Procedures Length: Daily, All day

Instructional Plan for the Unit


Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
As a class we discuss the rules and the consequences
multiple times daily to remind students to do the right All day 1
thing.

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)
Key Unit Assessments Teacher-Made Commercially
(A copy of each teacher Available
made assessment must be
attached to this plan.)
ELA ☐ ☒
MATH ☐ ☒
SCIENCE ☐ ☒
SOCIAL STUDIES ☐ ☒

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 find ways to assess my students by going on websites for educators and communicating with members
of the school. I always demonstrate what I want the kids to do and ask them to repeat the instructions
to me. This is to make sure that the student understand. I say things like “What are we going to do first?”
and then I repeat the answer and say “After that what do we do next?” I continue this process until
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students have repeated the entire process of what needs to be done. I know that young children have
short attention spans and that they need repetition so I try to teacher multiple mini lessons. I try to get
the lesson to them quickly but I always go back again multiple times to repeat everything and expand.
That way they are getting the information repetitively but also not being bombarded with a lot of
information all at once with the chance of being distracted or uninterested.

Section V B: Other 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 Accommodations Evaluation Criteria


ELA Identifying the letter and its Our classroom rubric is the
Unit Objective 1 & 2: Pre-Assessment(s) sound when seeing it in front of same for every assignment. It is
them on a flashcard. based on completion and
number of mistakes made.
Writing the letters down on a Our classroom rubric is the
: Post-Assessment(s) sheet using the headline, same for every assignment. It is
waistline, foot line paper and based on completion and
method. Verbally identifying number of mistakes made.
the sound each letter makes.
: Other Assessment(s) Being able to write the Our classroom rubric is the
alphabet lowercase and same for every assignment. It is
uppercase in order on their based on completion and
own. Verbally identifying the number of mistakes made.
sound each letter makes.
I ask students while holding a Our classroom rubric is the
Mathematics shape, “Do you know what a same for every assignment. It is
Unit Objective 1: Pre-Assessment(s) pattern is?” or “What is an based on completion and
example of a pattern that number of mistakes made.
you’ve seen before?”

The students color an ‘ab’ and Our classroom rubric is the


: Post-Assessment(s) ‘abc’ pattern individually same for every assignment. It is
using different colored based on completion and
crayons. number of mistakes made.
Students using foam blocks as Our classroom rubric is the
manipulatives to make same for every assignment. It is
: Other Assessment(s)
patterns with a partner. based on completion and
number of mistakes made.
I ask students while holding a Our classroom rubric is the
Mathematics shape, “Do you know what this same for every assignment. It is
Unit Objective 2: Pre-Assessment(s) shape is?” and “What can you based on completion and
tell me about this shape? number of mistakes made.
This student identifies things Our classroom rubric is the
that they’ve seen in the room, same for every assignment. It is
at home, or in the community based on completion and
Formative Assessment(s) that are recognizably a basic number of mistakes made.
shape.
Student create a book of flat Our classroom rubric is the
shapes. In this book they color same for every assignment. It is
Summative Assessment(s) the shape, trace the name of based on completion and
the shape, identify the number number of mistakes made.
of sides and corners, and draw
the shape.
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Ask the students have they Our classroom rubric is the
Science ever heard of the five senses? same for every assignment. It is
Unit Objective 1: Pre-Assessment(s) What do they know about based on completion and
their five senses? What are number of mistakes made.
5 senses some things that we can see,
smell, taste, touch, and hear?
Students will have to name the Our classroom rubric is the
Post-Assessment(s) five senses. same for every assignment. It is
based on completion and
number of mistakes made.
Students draw pictures of Our classroom rubric is the
Other Assessment(s) things they can see, smell, same for every assignment. It is
taste, touch, and hear and based on completion and
label the pictures. number of mistakes made.
I will ask the students what do Our classroom rubric is the
Science they know about flowers? same for every assignment. It is
Unit Objective 2: Pre-Assessment(s) Show them a picture of a based on completion and
flower and ask them about the number of mistakes made.
different parts. We will then
read a book about flower
parts.
Students will be able to tell you Our classroom rubric is the
Post-Assessment(s) the process of planting and same for every assignment. It is
growing a flower, what the based on completion and
Plant flower needs to grow healthy, number of mistakes made.
and identify the parts of a
flower.
Students will create their own Our classroom rubric is the
Other Assessment(s) diagram of a flower. They will same for every assignment. It is
cut and paste the different based on completion and
parts together and then label number of mistakes made.
them.
Social Studies There aren’t assessments Our classroom rubric is the
Unit Objective 1: Pre-Assessment(s) given for social studies same for every assignment. It is
being that there are not based on completion and
standards. Students are just number of mistakes made.
assessed on an
observational level to see if
Formative Assessment(s)
they follow the rules that
are given.

Summative Assessment(s)

Section VI. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students’ progress and achievement and your teaching
performance.
While teaching my students a lesson, I make repetition a priority. Children at this age need to
see things done and hear them, they also need to do them themselves. I make sure to ask them
lots of questions and have them explain things back to me to make sure they have
comprehended and grasped the concepts. If there is a small group that doesn’t understand
then I know I need to pull them into a different group to use differentiated learning. If there is a
lot of the class that doesn’t understand then I know I need to revise my lesson and reteach it.
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(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?

If I was to teach this unit to my students again I would try to incorporate way more technology.

(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.

I believe that all of the activities were successful. The students loved to get involved and be creative. I
tried to incorporate some sort of cutting and pasting or coloring and drawing in every lesson. I also
always give the students time to share and tell me what they are thinking related to the subject. I
encourage them to make connections and ask questions.

Section VIII: Sample Work (Attach)

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EDUC 450 UNIT WORK SAMPLE SCORING RUBRIC SCHOOL OF EDUCATION

COMPONENT TARGET (3) ACCEPTABLE (2) UNACCEPTABLE/DEVELOPING (1) SCORE


DESCRIPTION OF STUDENTS

Description of Students Describes students in-depth according to


ability, disabilities, ethnicity/race, Describes students according to some Does not include at least three (3) types of
socioeconomic status, student interests and differences, lists at least 4 factors that could descriptions; displays minimal understanding
ACEI 3.1 other relevant school factors that could impact student learning of addressing a variety of student needs.
NAEYC 1a impact student learning; list 5 or more factors.

Contextual Factors – Uses substantial information from


collaborating with Uses adequate information from the
descriptions of the students to select Fails to use the information from the
descriptions to select standards to meet
others and sources of standards to meet students’ individual
students’ differences and plan instruction
descriptions to plan instruction and
information differences and plan instruction and assessments to meet the needs of students
and assessments
assessment
ACEI 3.5/NAEYC 5c
Contextual Factors
Data is collected from multiple sources, Uses at least three (3) types of sources to Uses only one data source (records) to set
including verbal, nonverbal and media, etc. collect data standards and plan assessments
ACEI 3.5/NAEYC 3b

Contextual Factors Displays an understanding of the importance Selected sources show the importance of
Shows little or no importance of collaborative
of collaborative relationships with families, collaborative relationships with families,
relationships with families, school colleagues,
school colleagues and agencies in the school colleagues, and agencies in the
ACEI 5.2/NAEYC 2c and agencies in the community
community. community

Overall Rating
UNIT PLAN
Objectives All objectives are thorough, significant and Objectives are challenging and are clearly
challenging, and are clearly stated and stated and correlated with the SC State Objectives are not given; standards are used.
ACEI 3.3/NAEYC 5b correlated with the SC State standards standards

Objectives Objectives are appropriate for the Objectives are appropriate for the
development, prerequisite knowledge, development, prerequisite knowledge and Objectives are not given; standards are used.
experiences, diversity, and other student experiences, but are limited in diversity or
ACEI 3.2/NAEYC 5c needs other student needs.
Objectives All objectives contain performance, products, Objectives are measurable, containing 2-3
Objectives are not measurable.
ACEI 3.2/NAEYC 5c conditions and criteria components components

Overall Rating

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Alignment with
Learning Objectives Plans to assess each objective domain through Plans to assess most of the objectives Does not plan to assess the objectives
and Assessment the assessment plan. through the assessment plan. through the assessment plan
ACEI 4.0/NAEYC 3b
Alignment with
Most assessments are congruent with the
Learning Objectives All assessments are congruent with standards, Assessments are not congruent with the
standards, content, but have limited
and Assessment content and cognitive complexity. standards, content, or cognitive complexity.
cognitive complexity.
ACEI 4.0/NAEYC 3b
Overall Rating
Content is paced that it is covered in the
Instructional Plan All content is paced and sequenced so that it The content is not paced and sequenced so
allotted times, but there are some
NAEYC 5c is covered in the allotted time that is covered in the allotted time
sequencing issues
Instructional Plan All standards thoroughly display knowledge, Standards are inclusive of knowledge, skills Standards are not inclusive of knowledge,
NAEYC 5c skills and dispositions and dispositions skills, and dispositions

Instructional Plan 3 or more activities relate to real world Activities do not relate to real world
2 activities relate to real world experiences
NAEYC 5c experiences experiences
The instructional plan aligns with the
Instructional Plan The instructional plan aligns with the The instructional plan does align with the
objective(s) for at least two or more content
NAEYC 5c objective(s) for each content area. objective(s) for any of content areas.
areas.

Overall Rating

Selection of Strategies Uses and justifies a variety of strategies to Uses a variety of strategies to teach students Uses less than three (3) strategies; does not
for Varying Levels teach students on varying levels, including on varying levels, including activities that accommodate the varying levels of students
activities that require students to think require students to think critically and solve or activities that require students to think
ACEI 3.3/NAEYC 4b;4c critically and solve problems. problems. critically and solve problems.

Design for Instruction Designs most of the instruction using the Attempts to design the instruction using the
Designs instruction for specific learning
standards, but fails to use students’ standards, but the attempt lacks congruency
standards using students’ characteristics and
characteristics and needs for learning and fails to use students’ characteristics and
ACEI 1.0/NAEYC 5c needs for learning contexts.
contexts needs for learning contexts.

ASSESSMENTS
Knowledge of Students’
Displays general understanding of students’
Skills and Prior Displays specific understanding of students’ Displays no understanding of students’ skills
skills and prior learning that affect
Learning skills and prior learning that affect instruction. and prior learning that affect instruction.
instruction.
ACEI 3.1
Multiple Assessment All informal assessments are completely Informal assessments are aligned to
Does not use informal assessments
Modes aligned to the objectives adequate portions of the standards

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ACEI 4.0/NAEYC 3b

Multiple Assessment
All formal assessments are completely aligned Formal assessments are aligned to adequate
Modes/NAEYC 3b to the objectives portions of the standards
Does not use formal assessments
ACEI 4.0/NAEYC 3b
Multiple Assessment
Uses more than one (1) authentic assessment
Modes type
Applies an authentic assessment type Does not use authentic assessments
ACEI 4.0/NAEYC 3b
Multiple Assessment
Uses more than one (1) l performance tasks Uses a performance task(s) but does not use
Modes and includes the scoring rubric a scoring rubric
Does not use performance tasks
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes Plans substantially for student reflections Plans adequately for student reflections Does not plan for student reflections
ACEI 4.0/NAEYC 3b
Overall Rating
Validity of Assessments
All assessments are valid Most assessments are valid Assessments are not valid
ACEI 4.0/NAEYC 3b
Validity of Assessments All items or prompts are clearly written and Items or prompts are clearly written, but
Items or prompts are not clearly written
ACEI 4.0/NAEYC 3b correct exhibit minimal errors
Validity of Assessments All directions and procedures are clearly Directions and procedures are clearly Directions and procedures are not clearly
ACEI 4.0/NAEYC 3b written and correct written, but exhibit minimal errors written

Overall Rating
Scoring Procedures
Thoroughly, but succinctly, explains the Adequately explains some of the scoring Fails to explain the scoring procedures for
Explained(Eval. Crit) scoring procedures for all of the assessments procedures for the assessments any of the assessments.
ACEI 4.0/NAEYC 3b

Analysis of Student Uses assessment data using graphs, charts, Provides an appropriate summary of Makes an inadequate attempt to summarize
tables, etc., to profile student learning and assessment data to explain student learning or display student learning and communicate
Learning communicate information about student and communicate information about information about student progress and
ACEI 4.0/NAEYC 3b progress and achievement. student progress and achievement. achievement.

Interpretation of Data
Thorough and accurate interpretation is An adequate interpretation is provided;
and Student Learning provided contains few errors in accuracy
Interpretation is not accurate
ACEI 4.0/NAEYC 3b
Interpretation of Data
Meaningful, appropriate, and data supported Meaningful and appropriate conclusions are Conclusions are not meaningful or supported
and Student Learning conclusions are drawn drawn with limited inclusion of data by data
ACEI 4.0/NAEYC 3b

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Interpretation of Data Provides generalized hypotheses for why
Provides relevant and detailed hypotheses for Does not provide hypotheses as to why the
and Student Learning all achieved and unachieved learning goals.
students met or did not meet the learning
students did not meet the learning goals
ACEI 4.0/NAEYC 3b goals

Overall Rating
Instructional Decision- Provides no evidence of using an analysis of
Uses ongoing analysis of student learning to Uses intermittent analysis of student
making make instructional decisions. learning to make instructional decisions.
student learning to make instructional
ACEI 4.0/NAEYC 3c decisions.

Effective Instruction
Identifies successful and unsuccessful Identifies unsuccessful and successful Does not identify successful or unsuccessful
and Assessment activities and assessments activities , but not assessments or vice versa activities or assessments
ACEI 4.0/NAEYC 3c
Effective Instruction Provides plausible reasons (based on theory Provides plausible reasons to support why Does not provide reasons to support the
and Assessment or research) for both the success and lack activities and assessments were either success or nonsuccess of activities or
ACEI 4.0/NAEYC 3c thereof successful or not successful assessments

Overall Rating
Impact on Student Includes substantial evidence of the impact on Includes adequate evidence of the impact on Includes incomplete or no evidence of the
Learning student learning in terms of the number of student learning in terms of numbers of impact on student learning in terms of
students who achieved and made progress students who achieved and made progress numbers of students who achieved and made
ACEI 4.0/NAEYC 3b toward the unit objectives toward the unit objectives progress toward unit objectives

Clarity and Accuracy of Is easy to follow and contains no errors in Is easy to follow and contains minimal errors Is easy to follow and contains numerous
Presentation/NAEYC 6b conventions or grammar usage. in conventions or grammar usage. errors in conventions or grammar usage.
Reflection/Self
Reflects comprehensively on his or her Reflects adequately on his or her instruction
Evaluation Reflects, but does not adequately support
instruction and student learning in order to and student learning in order to improve
ways to improve teaching practice.
improve teaching practice. teaching practice.
ACEI 5.1/NAEYC 4d
Ample student work attached Appropriate student work attached No student work attached
Student Work
TOTAL POINTS
Target/Exceeds (3) Acceptable/Meets (2) Unacceptable/Developing (1)

Candidate demonstrates all of the attributes of the Candidate demonstrates most of the attributes of Candidate demonstrates a limited amount of the
standard. Performance clearly indicates that the the standard. Performance indicates that the attributes of the standard. Performance indicates
competency has been mastered, including competency has been demonstrated including that few competencies have been demonstrated.
examples, extension, and enrichment. examples, extension, or enrichment.

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