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: Latasha Jones Cooperating Teacher: Mrs. Brown Academic Year: SPR 2018

District: 5 School: Rivelon Elementary School Grade Level: 2nd

Subject: Math 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.

In Mrs. Brown’s class there are eighteen students, and recently we’ve received two new students.
Of the eighteen students, nine are girls and nine are boys. According to the school registration

records each of the students are of low socioeconomic status and receive free breakfast and lunch.
Out of the eighteen students all are of African American decent with the exception of one. The

majority of the students are not reading on grade level. Only a handful of students are reading on
grade level. The students are grouped in two groups; one for reading and the other for math based

on MAP test scores. The students are grouped with other second grade students in their
designated groups on Tuesday’s for Tiger Academy. Based on observations, I’ve noticed that the

students are very interested in playing sports, dancing, and music. Two of the students have been
diagnosed with having disabilities. One student has and IEP for resource and speech. The other

student has a 504 Plan. The student with the IEP plan is pulled from class often in the middle of
lessons. When interacting with one enough I encourage him to speak up with confidence despite

his speech problems. I came across this information from observations and Mrs. Brown.

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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.

I believe that I have selected factors that have the biggest impact on teaching the students and ensuring that
each student is learning. The factors also play an important role in having effective classroom structure and
management skills and techniques.

Two of the students have been diagnosed with having disabilities. One student has and IEP for resource and
speech. The other student has a 504 Plan. The student with the IEP plan is pulled from class often in the
middle of lessons. When interacting with one enough I encourage him to speak up with confidence despite his
speech problems.

Rivelon Elementary is a Title 1 school and all of the students are in the low socioeconomic status. This factor is
very important because it can become a learning distraction because of reoccurring household issues outside
of school. Being from a low socioeconomic status it can also cause behavioral problems from lack of support
and attention at home. Some of the students come to school with unclean uniforms and empty stomachs. I
have made a donation of clothes to help a student. I have and will continue to support each student.

Ethnicity is important because as a teacher you should have background knowledge on the different ethnic
groups. Having knowledge about different cultures you will be able to include it in lesson plans for particular
holidays. Each student is African American, and as an African American woman I can relate to each student.

There are eighteen students, and recently we’ve received two new students. Of the eighteen students, nine
are girls and nine are boys. Treating each student equally regardless of gender is a very important factor.

Although they enjoy reading when given the opportunity to majority of the students are not reading on grade
level. Reading outside of school has been strongly encouraged. The students are given opportunities to read
every day. They also are allowed to check out books from the library to read and take test on. The students are
assigned a reading sheet and if the complete the entire sheet then they will be admitted into the smart
academy for the month and get prizes. This is a great incentive to encourage students to read. When planning
my lesson plans I will be selective of the reading passages based on difficulty level. I will be mindful to
incorporate fun reading activities that will have students eager and willing to learn.

Finally, student’s interests are important because knowing what students like will give you additional ways to
relate to them. You’ll be able to determine things they prefer when learning. For example, my students love
technology. I incorporate YouTube and Brain Pop videos, and interactive learning tools such as Kahoot.
Outside of the classroom I’ve also noticed that they love playing sports at recess, listening and dancing to
music.

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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.)

Unit Objectives Correlated

Standards/Expectations

ELA – 1:

2:

MATH 1:

2:

SCI. 1:

2:

SS 1:

2:

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: Length:

Instructional Plan for the Unit

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

Integration of the Arts

Integration of Health

Integration of Physical Education

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SUBJECT: Mathematics Unit Title: Length:

Instructional Plan for the Unit

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

Integration of the Arts

Integration of Health

Integration of Physical Education

SUBJECT: Science Unit Title: Length:

Instructional Plan for the Unit

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

Integration of the Arts

Integration of Health

Integration of Physical Education

SUBJECT: Social Studies Unit Title: Length:

Instructional Plan for the Unit

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

Integration of the Arts

Integration of Health

Integration of Physical Education

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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?

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 All directions are read aloud Based on the school’s grading
Unit Objective 1: Pre-Assessment(s) to students before taking the scale:
test. A = 90-100
Formative Assessment(s) B = 80-89
C = 70-79
D = 60-69
Summative Assessment(s) F = 0-59

ELA All directions are read aloud Based on the school’s grading
Unit Objective 2: Pre-Assessment(s) to students before taking the scale:
test. A = 90-100
Formative Assessment(s) B = 80-89
C = 70-79
D = 60-69
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 F = 0-59
Summative Assessment(s)

All directions are read aloud Based on the school’s grading

Mathematics to students before taking the scale:
Unit Objective 1: Pre-Assessment(s) test. A = 90-100
B = 80-89
: Post-Assessment(s) C = 70-79
D = 60-69
F = 0-59
: Other Assessment(s)

All directions are read aloud Based on the school’s grading

Mathematics to students before taking the scale:
Unit Objective 2: Pre-Assessment(s) test. A = 90-100
B = 80-89
Formative Assessment(s) C = 70-79
D = 60-69
F = 0-59
Summative Assessment(s)

All directions are read aloud Based on the school’s grading

Science to students before taking the scale:
Unit Objective 1: Pre-Assessment(s)
test. A = 90-100
B = 80-89
Formative Assessment(s) C = 70-79
D = 60-69
F = 0-59
Summative Assessment(s)

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 All directions are read aloud Based on the school’s grading
Science to students before taking the scale:
Unit Objective 2: Pre-Assessment(s) test. A = 90-100
B = 80-89
Formative Assessment(s) C = 70-79
D = 60-69
F = 0-59
Summative Assessment(s)

Social Studies All directions are read aloud Based on the school’s grading
Unit Objective 1: Pre-Assessment(s) to students before taking the scale:
test. A = 90-100
B = 80-89
C = 70-79
Formative Assessment(s) D = 60-69
F = 0-59

Summative Assessment(s)

All directions are read aloud Based on the school’s grading

Social Studies to students before taking the scale:
Unit Objective 2: Pre-Assessment(s) test. A = 90-100
B = 80-89
C = 70-79
D = 60-69
Formative Assessment(s) F = 0-59

Summative Assessment(s)

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Section V C: Data Analysis: 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
5
4.5
4
3.5
3
Axis Title

2.5
Post-Assessmen
2
Pre-Assessment
1.5
1
0.5
0
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6
Axis Title

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.

Student 1 50
Student 2 66
Student 3 83
Student 4 45
Student 5 66
Student 6 66
Student 7 0
Student 8 33
Student 9 100
Student 10 100
Student 11 66
Student 12 83
Student 13 66
Student 14 66
Student 15 45
Student 16 83
Student 17 100
Student 18 70

Pre-Assessment Grade Post-Assessment Grade

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Student 1 50 Student 1 87
Student 2 66 Student 2 100
Student 3 83 Student 3 100
Student 4 45 Student 4 75
Student 5 66 Student 5 67
Student 6 66 Student 6 93
Student 7 0 Student 7 75
Student 8 33 Student 8 87
Student 9 100 Student 9 93
Student 10 100 Student 10 93
Student 11 66 Student 11 67
Student 12 83 Student 12 100
Student 13 66 Student 13 93
Student 14 66 Student 14 87
Student 15 45 Student 15 73
Student 16 83 Student 16 80
Student 17 100 Student 17 100
Student 18 70 Student 18 100

Section VI: Analysis of Student Learning)

Once you have completed the unit, analyze all of your assessments and determine your students’ progress
relative to the unit objectives. (1) Did the information increase your understanding of individual students’
performance?

(2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses)
for the entire class, for one selected subgroup and for at least two individual students.

(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.

(7) 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.

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Section VII. Reflection and Self-Assessment

(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.

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
of collaborative relationships with families,
school colleagues and agencies in the
ACEI 5.2/NAEYC 2c
community.
Selected sources show the importance of
Shows little or no importance of collaborative
collaborative relationships with families,
relationships with families, school colleagues,
school colleagues, and agencies in the
and agencies in the 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
Alignment with Plans to assess each objective domain through Plans to assess most of the objectives Does not plan to assess the objectives
Learning Objectives the assessment plan. through the assessment plan. through the assessment plan

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 and Assessment
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
Modes aligned to the objectives adequate portions of the standards
Does not use informal assessments
ACEI 4.0/NAEYC 3b

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 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
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

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 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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