Steven Walker Long Range Plan Middle Level Education Assessments

EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN (ML, MATH, MUSIC, ENGLISH AND ART)
Candidate: Steven Walker District: Orangeburg Consolidated District 5 Major: Middle Level Education
Cooperating Teacher: Mrs. Anna McLendon, Ms. Jones Grade: 7 School: William J Clark Middle School Year: Spring 2014 Cognate(s): Mathematics, English Language Arts Section I: Student Information
th
Describe the student information that you feel will have the most impact on the way you plan and deliver instruction. Important Student Information Factors (E.g. gender, SES, reading levels, disabilities, ethnicity, student interests, and other relevant factors, etc.) Description (of your findings in terms of your students) Sources/Contextual Factors (E.g. students, community resources, internet, records, school personnel, family, etc.) Class Observations and Student classwork handed in for grades.
Genders
Classes Females st nd 1 -2 Block: 9 th th 4 -5 Block: 11 th th 9 -10 Block: 12 th th 11 -12 Block: 7
Males 14 10 9 13
Student Interests
Ethnicity
Student Grades
Students are more interested in other school subjects besides mathematics. Also the majority of the class likes hip/hop and R&B music. PowerPoint presentations Visuals and Hand-on learning is preferred by the majority of the students Three classes have one up to three Caucasian students in the st nd th 1 , 2 , and 4 class There is one Hispanic student in the last class. Majority of students in every class are African American Students who turn in assignments and study tend to have better grades than their peers who sit in class and not do the necessary work to pass the class.
Class Survey and Students
Class Observations
Quizzes/Tests, Data Wall :Classroom Environment, PowerSchool,
Reflect on the student Information: Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long and short range plans?
With this information I will be able to develop lessons for each class, grabbing the students interests from the beginning to the end of every lesson. Knowing the difference between the number of females and males I know which examples to use when relating the content to the students. The survey I gave to the students asked questions that I will shape the way I will carry my direct instruction; using more visuals with my PowerPoint presentations as well as hands-on manipulatives that the students can grasps the lesson and be able to attain the information in multiple ways. Thus helping me develop short range lesson plans that will vary different instructional strategies to help every different type of learner grasp the information taught. With ethnicity I will understand the different cultures in the classroom and relate to those students and hopefully bring different
cultures together. Finally with the student grades I can see who all needs more assistance with learning the material and help me motivate students into wanting to do better for themselves.
Section II: Long Range Learning and/or Developmental Goals Describe the long range learning/developmental goals (standards) that you have established for your students in each of the four content areas. Make sure that you include goals that address the cognitive, psychomotor and affective domains and diversity for students. Subject: Content Cognate 1 or Unit 1
Long Range Learning and/or Developmental Goals
Common Core Standards

7.EE. 3 - Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. 7.EE. 4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. 7. NS. 1 - Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. a) Describe situations in which opposite quantities combine to make 0. b) Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. c) Understand subtraction of rational numbers as adding the additive inverse, p q = p + (q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. d) Apply properties of operations as strategies to add and subtract rational numbers. Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?
Students will gain knowledge on how to solve equations and inequalities as well as compare rational numbers. With strategic instructional tools and planning, I will teach students the content as well as relate the information to real-world situations that will help students grasp the content. Students will be able to solve equations and inequalities and then relate this information to solving real-world problems such as how much money they need in order to go shopping and make comparisons between discounts and sales they see in stores. I believe the most important goal is for students to be able to translate equations and inequalities so they can be able to truly know the meaning behind these problems and the problems they see everything around them.
Subject: Content Cognate 2 or Unit 2
Long Range Learning and/or Developmental Goals
Common Core Standard

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. L.7.1 Demonstrate command of the conventions of standard American English grammar and usage when writing or speaking. L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?
With these standards as my guide and the Benchmark and PASS test coming soon, students will need to know how to write multiple paragraphs, short essays. Also have a strong background in English grammar and figurative language. And know more vocabulary to understand the meaning of specific writings they will come across on the tests and later in life. With these standards and my planning I believe I will have the students reach their fullest potential and succeed in understanding the vocabulary, and become better readers and writers. Stressing to them the importance of practicing their reading, writing, and learning new vocabulary and teaching them new ways of learning and motivating them to practice more.
Section III: Instructional Units
Subject: Content Cognate 1 or Unit 1 Unit Length (i.e., approximate number of lessons 2 Weeks 2 Weeks 2 Weeks
Unit Topic or Description Translating Expressions and Solving Equations Solving and Graphing Inequalities Comparing Rational Numbers
Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?
Due the school schedule Benchmark Testing and Winter Storms, as well as the team planning, this was the best route to take when creating an instructional sequence for the students. Because the students are already behind in their learning and the PASS test approaching, these standards are the most important information they need to know so they th can be better prepared for their PASS test. This was a team decision within the 7 grade mathematics department at William J Clark. And if students have a hard time grasping the information we will monitor and adjust when necessary.
Describe the instructional units, in sequence for the content area or unit for your classes.
Subject: Content Cognate 2 or Unit 2 Unit Length (i.e., approximate number of lessons 6 weeks 6 weeks 6 weeks 6 weeks
Unit Topic or Description -- Key Element Production and Distribution of Writing Conventions of Standard English Knowledge of English Vocabulary Acquisition and Use
Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?
Due the school schedule Benchmark Testing and Winter Storms, as well as the team planning, this was the best route to take when creating an instructional sequence for the students. Because the students are already behind in their learning and the PASS test approaching, these standards are the most important information they need to know so they th can be better prepared for their PASS test. This was a team decision within the 7 grade English Language Arts department at William J Clark. And if students have a hard time grasping the information we will monitor and adjust when necessary.
Section III B: Materials and Resources Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, make sure that list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.
Teacher Materials
Student Materials Pencils Notebook Paper Notes Agenda Book
Lumens Lamp*
Star Board* Laptop Computer* Marker/White Board Carnegie Learning Resource South Carolina PASS Coach workbook Glencoe Mathematics Application and Connections
* With the Lumens Lamp, Star Board, and Laptop Computer I will be able to display my PowerPoint presentations that will have notes for the students to write down as I carry out my direct instruction, guided practice, as well as the students independent practice. Also the Lumens Lamp will have the students DO NOW Daily Starter as well as guided and independent practice in case the Star Board and Laptop computer are not working sufficiently.
Section IV: Assessment of Student Performance Describe (1) the major course assessments (include formative and summative assessments), (2) the evaluation criteria for this class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present multiple modes of assessments that address multiple levels of Blooms Taxonomy. Your assessments (or a detailed description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).
Assessments (Indicate whether formative or summative) Formative Quizzes/Tests
Evaluative Criteria
Formative Guided Practice
A: 100-90 B: 89-80 C: 79-70 D: 69-65 F: 64-0 When called upon, students are graded through fluency and understanding of the standard when placing answers and solutions on the board. This helps the teacher as well as the student know if learning is taking place or if my instruction needs to take place using a different strategy of teaching.
Student Progress/Achievement Reporting Method(s) Grade Book/ PowerSchool
Matching Standard
SC Standards/ Common Core
Immediate Feedback
Formative Independent Practice
Summative Benchmark
A: B: C: D: F:
100-90 89-80 79-70 69-65 64-0 Exemplary: Student demonstrated exemplary performance in meeting the grade level standard. Met: Student met the grade level standard. Not Met: Student did not meet the grade level standard.
Grade Book/PowerSchool
Grade Book/PowerSchool
Reflect on student performance: (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for this class/subject as well as (b) the reports regarding the students overall progress and achievement in the class/subject?
Using guided practice and independent practices helps me see my flaws in my direct instruction and the corrections I need to make in order to give the students the best understanding of the content. By grading the students through feedback Im helping the students become more confident with themselves and showing them their mistakes and how to correct them so that they will be able to understand when a solution is wrong and why when making necessary corrections how the solution becomes right. By evaluating quizzes and tests with a number/letter grade, I can contact parents and let them know how their child is progressing, whether they are exceling in the class or need extra help in understanding the material. For those students who are not doing so well on their quizzes/tests, they will have to have their parents sign those bad papers and meet with me to discuss their childs needs for improving their grade in the class, whether it is something that needs to change at home or possibly in school, staying positive and coming up with the best solution in helping the student do better in the class. Feedback is going to be major for me when it comes to involving parents in their childs learning: positive or negative feedback and always meeting or communicatin g to find the best solution to help the student do better in passing the class.
Section IV B: Assessment of Student Performance Record Keeping Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your procedures for aggregating and displaying the data. Discuss how you will use the data to make instructional decisions.
A.
System for maintaining records of student progress and achievement:
All students independent practices, quizzes and tests will be graded and returned, giving feedback to all. All grades will be kept in the grade book and logged into PowerSchool, where there will be a paper and digital copy of the student grades.
B.
Procedures for aggregating and displaying data:
The Data Wall will have students name under either the green exemplary 100-89 area, the yellow passing 89-70 area, or the red not passing 69- area. Feedback will be given; for those students who are passing and exemplary will receive positive praise and those under the red will be given motivation and encouragement to do improve.
C.
How will you use the data to make instructional decisions?
If the majority of the students in a class are not grasping the information then adjustments will be made and before giving a re-test I will review with the students using a different strategy to transfer the information through to them. If students excel in the learning then we will continue on with new information.
Section V: Classroom Management Describe your expectations for student behavior during instruction and during non-instructional routines. . Write your description as you were explaining these expectations to your students and their parents. List the rules and consequences, and your procedures for non-instructional activities. EXPECTATIONS DURING INSTRUCTION
Just like my mentor teacher, students are to only speak when hands are raised and called upon. During instruction time, this rule must be followed. Respect is most important to me. Students EXPECTATIONS DURING NON-INSTRUCTIONAL should respect the teachers, the school environment, their peers, as ROUTINES well as themselves. Consequences for breaking rules are explained in the school handbook. Those vary from warning, after school detention, parent called, meeting with principal, and expulsion.
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES RULES AND CONSEQUENCES
When going to the restroom: Students are to go straight to the restroom and back to class, no longer than three minutes. When traveling to the lunch room and first exploratory class: Students are to stay together, in line, and listen for teaching instructions on when to stop and when to walk. While at lunch: Students get in line, grab their lunch, sit and eat . When talking to peers one must speak not should. Consequences for breaking the rules are after school detention.
Reflect on classroom management: What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important?
Planning is the most important when it comes down to classroom management. Through planning, the students will know the times of the class by looking at the agenda on the board. They know what is expected of them every time they enter the classroom. That they start off with their DO NOW Daily Starter, Homework check, Agenda signed, Direct Instruction/Guided Practice, Independent Practice, then Closure. They know that they do not have time for talking and misbehaving because if they do they the consequences are not only being sent out of class, parent being called, and after school detentions, but that they will fail the class. With proper planning I know how much time is needed for each part of my lesson and if I ever finish teaching before the period ends I always have backup or extra work for the students to do. The more work students have the less time theyll have to find a way to disrupt class.
Section VI: Parent Communications Describe your procedures for providing initial information about your goals and expectations for student learning, plans for instruction and assessment, rules for student behavior to your parents and overall recommendations for involving your parents with learning at home. How do you plan to periodically inform your parents about their childs learning and behavioral progress in your class? Also, discuss you would involve your parents in home-based and school-based activities.
Procedures for providing initial information
A letter was issued for the students to have their parents read, sign, and return. This letter contained brief information about me, my expectations for being at the school, and that I will be following my mentor teachers classroom rules.
Procedures for involving parents with the learning at home Section VII: Reflecting and Revision Procedures
Parents will be contacted if students are not performing in the class or doing their homework. Also parents have to sign agendas for those students who do not do what they need to do in the classroom. Through communication, via email, phone call, or conference, the parents will know what their child needs help on, their homework assignments, make-up work, and re-tests they are doing.
Reflect on your long range plan and determine what might be, or what you think may be strengths and weakness. Decide what modifications or adaptations might be needed to your plan. Decide how often you think you might need to reflect on your teaching practices. A. Strengths: I believe my planning and flexibility are my biggest strengths. Planning my lessons have been helpful for me to keep students engaged in the lesson, classroom management is not an issue at all because of planning for multiple outcomes and solving any issues before they may occur. Flexibility works well when the unknown occurs, such as fire alarms going off and maintaining class and myself when alarms go off. And Short range plans are always being adjusted with each class depending on how well the instruction and class engagement went. B. Weaknesses I know I need to stick with my plans and control my body language better. I tend to vary off my lesson plan during my direct instruction, where I begin to talk more and waste time. Most of the time I discuss ways the students can grasps the information and relate them to different scenarios. But I know this kills my time with the class and they end up not having time to do their independent practice and submit any papers, which shows me proof of the students learning. Also because I feel comfortable in front of the class I tend to put my hands in my pockets and look as if Im laid back. This gives off a vibe to the students that because Im laid back that they can lay back and not take me serious. Although this isnt a problem now, I know if I continue this action it will affect my instruction and student performance. In fixing these weaknesses I have to plan my lessons as well as my physical actions and timing even more. Practicing my lessons ahead of time making sure that I do not waste precious time as well as make sure my appearance is proper and demanding the students upmost attention. Thus so the students will be focused on the lesson and know that they need to be serious. C. Time line for evaluating long range plan components.
Once students have taken their test on Solving equations and inequalities and graded on, depending on the scores will indicate whether I need to spend a little more time with that or not. If I need to spend any more time on that standard then it st nd will be during RIT time the 30 minute sessions after 1 -2 block on Mondays, Wednesdays-Fridays and we will continue onto the next standard. During this time I will evaluate my long range plan and make the necessary adjustments. D. List modifications and adaptations that you think might be needed to improve the procedures.
Planning more specifically, indicating times for procedures will be a great improvement, as well as more explanations for the procedures as well. E. Plan for reflecting on your teaching practices.
After the day ends at school I will always take bullet notes, ask my mentor how my teaching went for each period, and then write or type up my reflections, in hopes that the day was better than the previous day.
Long Range Plan Scoring Rubric

ACEI Component Target (3) Describes students in-depth according to ability, learning styles, ethnic group, gender and special needs, etc.; suggests several ways to plan lessons to accommodate differences. Data is collected from multiple sources, including IEPs, test scores, school records, student interest surveys, school personnel, students, etc. Candidate reflects an understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community. Includes at least four (4) or more standards which exhibit evidence of objective taxonomy, skills, and dispositions that support elementary students development, learning, and motivation to learn. Acceptable (2) Describes students according to their differences, but is unclear about ways to accommodate differences when planning. Data is collected from at least three types of sources and the candidate shows some understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community. Includes at least three (3) standards which exhibit knowledge of objective taxonomy, skills, and dispositions relevant and meaningful to specific age groups. Goals reflect an understanding of the diversity of students in their development and learning styles and reflect at least two of the following: race, ethnicity, culture or exceptional needs. The content area has 90% of the key elements covered, reflecting knowledge of key themes, concepts and of English language arts skills. The content is paced so objectives are covered. The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate science lessons. The content is paced so objectives are covered. Materials list is adequate to support units. List represents variety. Materials list tends to be general in nature and does not focus comprehensively on student characteristics, enrichment, Unacceptable (1) Does not include at least five (5) types of descriptions; displays minimal understanding of addressing a variety of student needs when planning. Score
1.0
Description of Students
5.2
Contextual Factors
Used primarily secondary source data (records) to obtain data. No school or community data included. Includes standards, but lacks appropriate depth of knowledge of taxonomy, skills, and dispositions relevant and meaningful to specific age groups.
3.1
Learning and Developmental Goals
3.2
Learning and Developmental Goals
Goals clearly reflect sensitivity to the diversity of students in their development and learning styles, as well as race, ethnicity, culture and exceptional needs.
Goals lack sensitivity to the diversity of students.
2.1
Units of Instruction Cognate 1/Unit 1
The content area related to reading, writing, speaking, viewing, listening, and thinking skills is comprehensively covered. The timeline of instructional units reflects knowledge of key themes, of concepts, and of English language arts skills. The content is paced so objectives are covered. The content area related to concepts of physical, life, and earth science is comprehensively covered. The timeline of instructional units reflects knowledge of key themes, concepts and of skills necessary to plan appropriate science lessons. The content Is paced so objectives are covered. Uses a variety of instructional materials and resources that directly align and support units; materials/resources clearly support curriculum enhancement and successful learning experiences to support and enrich student development, characteristics, acquisition of knowledge,
The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts and of English language arts skills. The content is not paced so objectives are covered. The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of science skills. The content is not paced so objectives are covered. Materials list is inadequate and tends to represent traditionally supplied materials. Materials are general and do not directly support or enrich curriculum units. Student needs and
2.2
Units of Instruction Cognate 2/Unit 2
1.0
Instructional Materials & Resources
and motivation to learn. Evidence of the use of community resources is provided.
enhancement, and students needs. No evidence of the use of community resources. Technology listed includes the teachers and students uses of tools to reflect an understanding of its use as a communication tool.
characteristics do not appear to drive the choices of materials and resources. No community resources are used. Technology listed includes only the teachers use of technology for instructional presentations.
3.5
Instructional Materials & Resources
Technology, to include hardware, software and assisted support is listed and reflects the use of such tools to foster inquiry, collaboration and interaction. Formative and summative assessments, use direct and indirect methods, match learning goals, instructional activities, and represent a variety of assessment strategies. The strategies are appropriate for the content to be covered and the students ability and developmental levels. Criteria for the weighting process and evaluating results are clear, concise and promote intellectual, social, emotional, and the physical development of students. Higher level thinking and student reflection are promoted. Procedures for recording, aggregating and displaying data indicate that records are organized, well maintained and easy to interpret; procedures are easy to follow to plan, to evaluate, strengthen instruction, make content knowledge decisions, and make individual progress decisions. Use of data for differentiated instruction is clear. States explicit expectations of students and consequences for misbehavior. Rules and consequences are limited to 5 or less, are age appropriate, focus on behaviors rather than students, and support a positive learning environment. Instructional procedures represent essential routines for promoting efficiency and minimal loss of time for learning. Offers detailed directions for such activities as restroom break, emergency drills, school assemblies, field trips, and other movement in the classroom and halls. Clear, consistent evidence exists that the candidate plans to provide the family appropriate, culturally sensitive, reader friendly information concerning goals, instruction, rules and assessment on an initial and periodic basis; reflects on decisions and involves students, families, and the learning community to enhance learning.
4.0
Assessments
Formative and summative assessments match learning goals and the content to be covered, but the majority is traditional paper and pencil types. Criteria for evaluating results are clear. Assessments reflect an emphasis on knowledge and application.
Assessments given do not match the learning goals, or no explanations, descriptions, or assessments are attached.
4.0
Student Records
Procedures for maintaining recorded data are clear, with some strategies for developing, aggregating and displaying data for decision making. Some information is given for using data to make decisions and to promote the relationship between data collection and reflective decision-making. Rules and consequences are age appropriate, represent support for a positive learning environment, and are limited to 5 or less. Instructional procedures cover most of the areas that promote minimal loss of instructional time. Provides adequate directions for noninstructional activities. Adequate evidence exists that the candidate plans to establish an open line of communication on an initial and periodic basis, regarding pertinent information involving students, families, and the learning community to enhance learning; sensitivity to diversity is clear.
Procedures for maintaining recorded data are somewhat clear, but little to no plan is developed for aggregating and displaying data for decision making. Plan for using data to make decisions is unclear. No relationship between data collection and reflective decision-making. Rules and consequences are negative in nature and are not aligned with age appropriate practices. More than 5 rules are given. Rules allow for a loss of instructional time. No procedures for non-instructional were given. Uses minimal, to no attempts to involve the family in learning goals at the home or at school. Fails to provide specific examples of periodic communication methods. Sensitivity to diversity is unclear.
3.4
Discipline Policy
3.4
Procedures for NonInstructional Activities
5.2
Parental Communications
5.2
Parental Communications
Plans indicate evidence of collaboration with the learning community to foster and support communication; a variety of ways to communicate and ways that families can be involved at the school and home are given to promote the growth and well-being of children. Plans specifically indicate opportunities for reflecting on teaching practices to improve the teaching and learning process.
Adequate collaboration regarding communication with the learning community is evident. Some evidence of opportunities to reflect on teaching practices to improve the teaching and learning process.
No procedures for continuous communication involving the learning community. The candidate does not provide reflections or suggest recommendations for improving the process of teaching and learning. OVERALL SCORE
5.1
Reflections
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.
CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
ADEPT EVALUATION FORM

Cooperating Teacher/University Supervisor
Middle Level, Math, Art, English and Music Education

Candidate: _________________________________________ School: _________________________________________ Completed by: _______ Cooperating Teacher ____________ University Supervisor
Cooperating Teacher: ________________________________________ Grade/Subject: _________________________ Date: _____________ _________ Initial _________ Mid-term _________ Final
Directions: This form is to be used as a formative and summative assessment of the candidates progress throughout the clinical practice. The candidate should be assessed three (3) times: after 4 weeks, 8 weeks and at the end of the placement. Rate the candidate on each of the key elements under each standard as follows: Scale: (1) Unacceptable/Developing; (2) Acceptable/Meets; (3) Target/Exceeds. Then give an overall rating in the box beside the ADEPT Performance Standard. An explanation of these ratings is given on the reverse side of this form. STANDARDS ADEPT PERFORMANCE STANDARDS APS 1: LONG RANGE PLANNING 1A. Obtains Student Information 1B. Establishes appropriate standards-based learning and developmental goals 1C.1 Identifies and implements instructional units 1D: Develops appropriate processes for evaluating and recording students progress & achievement 1E. Plans appropriate procedures for managing the classroom APS 2: SHORT RANGE OF INSTRUCTION 2A. Develops Unit Objectives 2B. Develops Instructional Plans 2C. Uses Student Performance Data APS 3: PLANNING ASSESSMENTS AND USING DATA 3A. Uses a Variety of Assessments 3B. Administers a Variety of Assessments 3C. Uses Assessment Data to Assign Grades APS 4: HIGH EXPECTATIONS 4A. Establishes, Maintains and Communicates High Expectations for Achievement 4B. Establishes, Maintains and Communicates High Expectations for Participation APS 5: INSTRUCTIONAL STRATEGIES 5A. Uses Appropriate Strategies 5B. Uses a Variety of Strategies 5C. Uses Strategies Effectively APS 6: PROVIDING CONTENT FOR LEARNERS 6A. Thorough Command of Discipline 6B. Provides Appropriate Content 6C. Content Promotes Learning APS 7: MONITORING, ASSESSING & ENHANCING 7A. Monitors Using Formal & Informal Assessments 7B. Uses Information to Guide Instruction 7C. Provides Instruction Feedback APS 8: ENVIRONMENT PROMOTES LEARNING 8A. Safe & Conducive Physical Environment 8B. Positive Affective Climate in Classroom 8C. Creates Culture of Learning APS 9: MANAGING THE CLASSROOM 9A. Manages Student Behavior Appropriately 9B. Maximum Use of Instructional Time 9C. Manages Non-instructional Routines RATINGS
Candidates Signature _____________________________________ Date ________________ Evaluators Signature _______________________________________
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.
CLAFLIN UNIVERSITY PROFESSIONALISM
SCHOOL OF EDUCATION
APS 10: PROFESSIONALISM

ACEI Target (3)
The candidate collaborates with colleagues, administrators, and other student-oriented professionals, such as agencies, businesses, and community groups, to determine the needs of his or her students to plan and provide them with the appropriate learning experiences and assessments. The candidate regularly attends and contributes to meetings to the extent that it is possible and appropriate, and actively supports the efforts of school organizations and extracurricular activities that contribute to the overall learning and development of students. The candidates spoken word and written language are clear, correct, and appropriate for the target audience. The candidate communicates with parents/guardians on a regular basis, responds appropriately to parental concerns, and uses more than three (3) varied formats to ensure that ongoing communication takes place. The candidate complies with all professional, school and district rules, policies, and procedures and is characteristic of a professional in terms of responsibility, initiative, time management, appearance, ethical standards, and quality of work. The candidate is a reflective practitioner who identifies his or her professional strengths and weaknesses and devises a plan to address them. The candidate aggressively seeks out, participates in and contributes to activities that promote collaboration for his or her continued professional growth.
Acceptable (2)
The candidate collaborates with colleagues and administrators, but not other agencies to determine the needs of his or her students and to plan and provide them with the appropriate learning experiences and assessments.
Unacceptable (1)
RATING
5.2
10A. Advocate for Children
The candidate does not collaborate with colleagues, administrators or agencies.
5.1
10B. Achieves Organizational Goals
The candidate attends faculty and grade level meetings, but not other school organizational meetings or extracurricular activities. The candidates spoken word and written language are appropriate for the target audience and consist of less than 5 errors. The candidate communicates with parents/guardians on an intermittent basis, responds appropriately to parental concerns, and uses at least three (3) different formats to ensure that ongoing communication takes place. The candidate complies with adequate professional, school and district rules, policies and procedures, and exhibits a professional demeanor. The candidate identifies either his or her strengths or weaknesses, and devises plans to address the identified. The candidate seeks out, participates in, and contributes to activities for adequate professional growth.
The candidate does not attend meetings or participates in any extracurricular activities.
5.1
10C.1 Effective Communicator: Presentation 10C.2 Effective Communicator: Parental Responsiveness
The candidates spoken word and written language contain many blatant errors.
5.2
The candidate does not communicate with parents/guardians.
5.1
10D. Exhibits Professional Demeanor and Behavior 10E.1 Active Learner: Identification 10E.3 Active Learner: Collaboration
The candidate does not comply with school policies and procedures and/or exhibit a professional demeanor. The candidate does not identify strengths or weaknesses. The candidate does not participate in activities to promote professional growth.
5.1
5.1
OVERALL RATING
*Candidates must receive at least 2.0 overall to successful pass this assessment.
THE SCORING GUIDE FOR THE ASSESSMENT

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.
II. Teaching area Specific Questions: (Mathematics Education) Rate the candidates content area performance using the scale below. For an explanation of these ratings, please see the bottom of this form.
Scale: (1) Unacceptable (2) Moderately Acceptable (3) Acceptable (4) Highly Acceptable (5) Target Candidate demonstrates computational proficiency, including a conceptual understanding of numbers, ways of representing number, relationships among number and number systems, and the meaning of operations. Candidate emphasizes relationships among quantities including functions, ways of representing mathematical relationships, and the analysis of change. Candidate uses spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties. Candidate demonstrates a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in techniques and application of the calculus. Candidate applies the fundamental ideas of discrete mathematics in the formulation and solution of problems. Candidate demonstrates an understanding of concepts and practices related to data analysis, statistics, and probability. Candidate applies and uses measurement concepts and tools. Candidate reasons, constructs, and evaluates mathematical arguments and develop an appreciation for mathematical rigor and inquiry Candidate communicates their mathematical thinking orally and in writing to peers, faculty and others. Candidate recognizes, uses, and makes connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding. Candidate uses varied representations of mathematical ideas to support and deepen students mathematical understanding. Candidate embraces technology as an essential tool for teaching and learning mathematics. Candidate supports a positive disposition toward mathematical processes and mathematical learning. COMMENTS: (Use an attached page if necessary.)
Candidates Signature _____________________ Date _________ Evaluators Signature ___________________________
Unacceptable (1) Candidate demonstrates a limited amount of the attributes of the standard. Performance indicates that few competencies have been demonstrated.
Moderately Acceptable (2) Candidate demonstrates some of the attributes of the standard. Performance indicates that the competency has been demonstrated.
Acceptable (3) Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment.
Highly Acceptable (4) Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been mastered including examples, extension, or enrichment.
Target (5) Candidate demonstrates all of the attributes of the standard. Performance clearly indicates that the competency has been mastered, including examples, extension, and enrichment.
Teaching area Specific Questions: (Middle Level Education)
Rate the candidates on each content standard using the following scale: Scale: (1) Unacceptable (2) Moderately Acceptable (3) Acceptable (4) Highly Acceptable (5) Target
Young Adolescent Development: Candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning (e.g., Establish close, mutually respectful relationships with all young adolescents that support their intellectual, ethical, and social growth; Create learning opportunities that reflect an understanding of the development of all young adolescent learners; Create positive, productive learning environments where developmental differences are respected and supported, and individual potential is encouraged; Make decisions about curriculum and resources that reflect an understanding of young adolescent development; Use developmentally responsive instructional strategies; Use multiple assessments that are developmentally appropriate for young adolescent learners; Engage young adolescents in activities related to their interpersonal, community, and societal responsibilities; Create and maintain supportive learning environments that promote the healthy development of all young adolescents; Deal effectively with societal changes, including the portrait of young adolescents in the media, which impact the healthy development of young adolescents; Respond positively to the diversity found in young adolescents and use that diversity in planning and implementing curriculum and instruction).
Middle Level Philosophy and School Organization: Candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components (e.g., Apply their knowledge of the philosophical foundations of middle level education when making decisions about curriculum and instruction; Work successfully within developmentally responsive structures to maximize student learning; Articulate and apply their knowledge of the philosophical foundations of middle level education in their classrooms, schools, and communities; Implement developmentally responsive practices and components that reflect the philosophical foundations of middle level education.).
Middle Level Curriculum and Assessment: Candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice (e.g., Successfully implement the curriculum for which they are responsible in ways that help all young adolescents learn; Use current knowledge and standards from multiple subject areas in planning, integrating, and implementing curriculum; Incorporate the ideas, interests, and experiences of all young adolescents in curriculum; Develop and teach an integrated curriculum; Teach curriculum in ways that encourage all young adolescents to observe, question, and interpret knowledge and ideas from diverse perspectives; Provide all young adolescents with multiple opportunities to learn in integrated ways; Participate in varied professional roles within the total school curriculum (e.g., advisory program, co-curricular activities); Use multiple assessment strategies that effectively measure student mastery of the curriculum; Incorporates technology in planning, integrating, implementing and assessing curriculum and student learning; Articulate curriculum to various stakeholder groups).
Middle Level Teaching Fields: Candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents competence in subject ma tter and skills (e.g., Use their depth and breadth of content knowledge in ways that maximize student learning; Use effective content specific teaching and assessment strategies; Engage all young adolescents in content that incorporates their ideas, interests, and experiences; Teach in ways that help all young adolescents understand the integrated nature of knowledge; Integrate state-of-the-art technologies and literacy skills into teaching content to all young adolescents; Engage in activities designed to extend knowledge in their teaching fields).
Middle Level Instruction and Assessment: Candidates understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents (e.g., Use a variety of teaching/learning strategies and resources that motivate young adolescents to learn; Create learning experiences that encourage exploration and problem solving so all young adolescents can be actively engaged in learning; Plan effective instruction individually and with colleagues; Provide all young adolescents with opportunities to engage in independent and collaborative inquiry; Participate in professional development activities that increase their knowledge of effective teaching/learning strategies; Establish equitable, caring, and productive learning environments for all young adolescents; Employ fair, effective, developmentally responsive classroom management techniques; Implement a variety of developmentally responsive assessment measures (e.g. portfolios, authentic assessments, student self-evaluation); Maintain useful records and create an effective plan for evaluation of student work and achievement; Communicate assessment information knowledgeably and responsibly to students, families, educators, community members, and other appropriate audiences).
Teaching Content Area Specific Questions: (Middle Level Education)
English Language ArtsThe candidate demonstrates a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language, and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
ScienceThe candidate knows, understands, and uses fundamental concepts in the subject matter of science including physical, life, and earth and space sciences as well, as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy.
MathematicsThe candidate knows, understands, and uses the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial.
Social StudiesThe candidate knows, understands, and uses the major concepts and modes of inquiry from the social studiesthe integrated study of history, geography, the social sciences, and other related areas to promote elementary students abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.
Comments: (Use an attached page if necessary)
Unacceptable (1)
Acceptable (3)
Highly Acceptable (4)
Target (5)
Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been mastered including examples, extension, or enrichment.
Teaching area Specific Questions: (Music Education) Rate the candidates on each content standard using the following scale: Scale: (1) Unacceptable (2) Moderately Acceptable (3) Acceptable (4) Highly Acceptable (5) Target
Candidate demonstrates technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration. Candidate demonstrates an overview understanding of the repertory in their performance area and the ability to perform from a cross-section of that repertory. Candidate demonstrates the ability to read at sight with the fluency demonstrating both general musicianship and, in the major performance area, a level of skill relevant to professional standards appropriate for the particular music concentration. Candidate demonstrates knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation. Candidate demonstrates rehearsal and conducting skills appropriate to the particular music concentration. Candidate demonstrates rehearsal and conducting skills appropriate to the particular music concentration. Candidate demonstrates keyboard competency. Candidate demonstrates an understanding of the common elements and organization patterns of music and their interaction, the ability to employ this understanding in aural, verbal, and visual analyses, and the ability to take aural dictation. Candidate demonstrates sufficient understanding of capability with musical forms, processes, and structures to use the knowledge and skill in compositional, performance, analytical, scholarly, and pedagogical applications according to the requisites of their specialization. Candidate demonstrates the ability to place music in historical, cultural, and stylistic contexts. Candidate demonstrates the ability to use technologies current to their area of specialization. COMMENTS: (Use an attached page if necessary.)
Unacceptable (1)
Acceptable (3)
Target (5)
II. Teaching area Specific Questions: (English Education)
Candidate creates and sustains an inclusive learning environment in which all students can engage in learning. Candidate demonstrates knowledge of, and skills in, the use of the English language. Candidate demonstrates knowledge of the practices of oral, visual, and written literacy. Candidate demonstrates their knowledge of reading processes. Candidate demonstrates knowledge of, and use for, an extensive range of literature. Candidate demonstrates knowledge of the range and influence of print and non-print media and technology in contemporary culture. Candidate demonstrates knowledge of research theory and findings in English language arts. Candidate acquires and demonstrates the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching.
COMMENTS: (Use an attached page if necessary.)
Candidates Signature __________________ Date _________ Evaluators Signature ___________________
Unacceptable (1)
Acceptable (3)
Target (5)
Content Specific Questions: (Art Education)

Candidate: ____________________________ Evaluator: _____________________________ School: _____________________________ Grade Level: ___________ ______ Administrator Subject: _________________________ Date: ____________________
Completed by: ______ Coop. Teacher ______ Univ. Supervisor
Rate the candidates on each content standard using the following scale: Scale: (1) Unacceptable (2) Moderately Acceptable (3) Acceptable (4) Highly Acceptable (5) Target NASAD Standard Component
Demonstrates an understanding of child development and the identification and understanding of psychological principles of learning as they relate to art education Demonstrates an understanding of the philosophical and social foundation underlying art education and the ability to express a rationale for personal attitudes and beliefs Demonstrates abilities to assess aptitude, experiential backgrounds, and interests of individuals and groups of students, and to devise learning experiences to meet assessed needs Demonstrates knowledge of current methods and materials available in all fields and levels of art education Demonstrates an understanding of the principles and methods of developing curricula and the short- and long-term instructional units that comprise them Demonstrates the ability to accept, amend or reject methods and materials based on personal assessment of specific teaching situations Demonstrates an understanding of evaluative techniques and the ability to apply them in assessing both the progress of students and the objectives and procedures of the curriculum Demonstrates an ability to organize continuing study and to incorporate knowledge gained into self-evaluation and professional growth Demonstrates and applies knowledge of fundamental and integral relationships of major styles and periods of art history, analytical methods, and theories of criticism in teaching Demonstrates and applies knowledge of the development of past and contemporary art forms Demonstrates and applies knowledge of the contending philosophies of art
Score
Comments: (Use an attached page if necessary.) _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________
Evaluator Signature: ________________________
Candidate Signature: ________________________
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.
EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE TEMPLATE
Candidate: District: Subject:
Cooperating Teacher: School: Dates of unit: from to
Academic Year: Grade Level:
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.
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.
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
Section IV B: Unit Plan

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

Activities/Strategies/Materials/Resources Unit Objective Number(s)
SUBJECT: Content 2
Instructional Plan for the Unit

Activities/Strategies/Materials/Resources Unit Objective Number(s)
Reflect on the instructional plans for the units: How do the instructional plans (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 plans using students characteristics, needs and learning contexts.
Section V A: Unit Assessments - List the key unit assessments. Type of Assessment (Check one for each assessment) Teacher-Made Commercially (A copy of each teacher Available
Key Unit Assessments
made assessment must be attached to this plan.)
Reflect on the unit assessments: (1) how did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students skills to plan your instruction?
Section V B: Assessments (1) Describe and attach the assessments for each unit objective. (2) Include descriptions
of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly labeled to indicate their relationship to the elements in the table below.
Assessments Unit Objective 1: Pre-Assessment(s)
Accommodations
Evaluation Criteria
: Post-Assessment(s) : Other Assessment(s)
Unit Objective 2: Pre-Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
: Post-Assessment(s)
: Other Assessment(s)
Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2)
Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the preassessment(s) and describe the implications of these results on instruction.
Section VI: Analysis of Student Learning)

Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit objectives. (1) Did the information increase your understanding of individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire class, for one selected subgroup and for at least two individual students. (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.
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.
Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your stu dents 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?
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 Contextual Factors collaborating with others and sources of information ACEI 3.5 Contextual Factors ACEI 3.5 Contextual Factors ACEI 5.2 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 Objectives ACEI 3.2 Objectives ACEI 3.2 Overall Rating
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.
Alignment with Learning Objectives and Assessment ACEI 4.0 Alignment with Learning Objectives and Assessment ACEI 4.0 Overall Rating Instructional Plan Instructional Plan Instructional Plan Overall Rating Selection of Strategies for Varying Levels ACEI 3.3 Design for Instruction ACEI 1.0
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.
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 Multiple Assessment Modes
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
ACEI 4.0 Multiple Assessment Modes ACEI 4.0 Multiple Assessment Modes ACEI 4.0 Multiple Assessment Modes ACEI 4.0 Overall Rating Validity of Assessments ACEI 4.0 Validity of Assessments ACEI 4.0 Validity of Assessments ACEI 4.0 Overall Rating Scoring Procedures Explained (Eval. Crit.) ACEI 4.0 Analysis of Student Learning ACEI 4.0 Interpretation of Data and Student Learning ACEI 4.0 Interpretation of Data and Student Learning ACEI 4.0 Interpretation of Data and Student Learning ACEI 4.0 Overall Rating
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. 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 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
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
Instructional Decisionmaking ACEI 4.0 Effective Instruction and Assessment ACEI 4.0 Effective Instruction and Assessment ACEI 4.0 Overall Rating Impact on Student Learning ACEI 4.0 Clarity and Accuracy of Presentation Reflection/Self Evaluation ACEI 5.1
Uses ongoing analysis of student learning to make instructional decisions. Identifies successful and unsuccessful activities and assessments Provides plausible reasons (based on theory or research) for both the success and lack thereof
Uses intermittent analysis of student learning to make instructional decisions. 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
Provides no evidence of using an analysis of student learning to make instructional decisions. 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 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
Includes incomplete or no evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward learning 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.
Is easy to follow and contains numerous errors in conventions or grammar usage.
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.
Reflects, but does not adequately support ways to improve teaching practice.
TOTAL
POINTS
Unacceptable/Developing (1)
Acceptable/Meets (2)
Target/Exceeds (3)
Claflin University School of Education

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: PART I: PLANNING Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?
Date:
Source Subject Area (s) Grade Level Curriculum Standards

Describe the lessons activities and content to provide a clear overview of the lesson.
Description and Background Information

What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable.
Lesson Objectives
Varying Objectives for Individuals Needs

(Differentiated Instruction-content; Process; Product; or Environment)
How will you vary these objectives for students who do not understand the material? How will you vary these objectives for students who have already mastered the concept? How will you vary these objectives for students who are presently learning English?
Statement of Purpose
Why is it important for the students to learn this content?
Materials and Resources
What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers?
Anticipatory Set
What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities?
Part II: IMPLEMENTATION

How will you find out what students already know about this topic?
Pre-assessment
What will you do to show students what is expected?
Teacher Modeling or Demonstration

What will we do together as they learn how to succeed at the new task?
Guided Practice Checking for Understanding

What questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?
What will students do by themselves to show that they have internalized the knowledge?
Independent Practice Closure Assessment (Give a description and attach to lesson plan) Extension Activities
What can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance? How will you conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson? What will students do to demonstrate what they have learned?
How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?
Technology Connection Across the Curriculum

How will you connect this lesson with other content areas across the curriculum? Include the content areas as well as the arts, PE and Health.
PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.
Strengths
Describe the weaknesses of your instructional techniques, strategies and classroom management. weaknesses of student engagement. Describe the
Weaknesses Suggestions for Improvement

What would you change when teaching this lesson again?
Revised 6-2013
THE CLAFLIN IMPERATIVE: PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY
CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION REFLECTION LESSON PLAN MODEL RUBRIC Candidate___________________________ Title of Lesson _________________________ Date: ________________
Target (5 Points) The candidate includes all introductory components and all components are appropriate to the lesson
Highly Acceptable (4 Points) The candidate includes most introductory components that are appropriate to the lesson
Acceptable (3 Points) The candidate includes some introductory components that are appropriate to the lesson
INTRODUCTION (Title, Source, Subject Area, Grade Level) ACEI .1.0
CURRICULUM STANDARDS 2.1-2.7
The candidate identifies all appropriate standards for the lesson.
The candidate identifies some of the standards that are appropriate for the lesson.
DESCRIPTION AND BACKGROUND INFORMATION ACEI 1.0; 3.1
The candidate describes the lessons activities and content in a detailed manner.
LESSON OBJECTIVES 2.1-2.7
The candidate includes concise, clearly written, measurable performance objectives for all standards
DIFFERENTIATIO N OF OBJECTIVES ACEI 3.2
The candidate varies all objectives to promote rigor and challenge for all students, including diverse students, , and identifies teacher actions that accommodate diverse students needs
The candidate describes the lessons activities and content in a manner that provides a clear overview of the lesson The candidate includes measurable performance objectives, but objectives are not clearly or concisely written for the lesson The candidate varies most of the objectives to promote rigor and a challenge for all students, including diverse students, and identifies teacher actions that accommodate diverse students needs
The candidate identifies some appropriate standards and some inappropriate standards for the lesson. The candidate identifies the lessons activities and content but fails to provide a clear overview of the lesson The candidate includes clearly written objectives that are not measurable
Moderately Acceptable (2 Points) The candidate includes only one introductory component that is appropriate to the lesson The candidate lists standards, but standards are inappropriate for the lesson.
Unacceptable (1 Point) The candidate fails to include the Introductory components
Score
The candidate fails to identify curriculum standards.
The candidate identifies the lessons activities or the lessons content
The candidate fails to identify the lessons activities and content
The candidate includes objectives that are not measurable or clearly written
The candidate fails to include objectives for the lesson
The candidate varies some of the objectives to address diverse students needs and includes some teacher actions that accommodate those needs
The candidate does not vary the objectives, but the candidate identifies teacher actions that accommodate diverse students needs.
The candidate fails to differentiate objectives
STATEMENT OF PURPOSE
The candidate clearly explains the importance of the content for the student.
MATERIALS AND RESOURCES ACEI 1.0
The candidate provides comprehensive lists of lesson materials and resources with explanations of how they will be used by the teacher and students The candidate clearly describes a wellorganized student centered lesson that reflects all organizational issues: pre-assessment, motivation (anticipatory set), purpose, modeling/demonstrati on, guided and independent practice, closure, extension activities and other instructional strategies. The lesson plan reflects differentiated instruction
The candidate appropriately explains the importance of the content for the student, but more information is needed. The candidate provides comprehensive lists of lesson materials and resources to be used by the teacher and the students, but no explanations
The candidate makes an adequate attempt to explain the importance of the content to for the student. The candidate provides lists of some of the materials and resources to be used by the teacher and the students for the lesson The candidate clearly describes a studentcentered lesson that contains few of the organizational issues, and addresses some differentiated instruction.
The candidate does not explain the relevance of the content for the student.
The candidate makes no attempt to explain the relevance of the content for the student The candidate fails to provide a list of materials and resources for the lesson
The candidate provides a list of lesson materials and resources to be used by the teacher or the students, but not both The candidate describes a lesson that is somewhat studentcentered with few of the organizational issues, with no differentiated instruction
LESSON DESIGN 3.1-3.5
The candidate clearly describes a student-centered lesson that reflects most of the organizational issues: Pre-assessment, motivation, purpose, modeling/demonstra tion, guided and independent practice, closure, extension activities and other instructional strategies. The lesson plan reflects differentiated instruction
The candidate describes an illplanned lesson that is not studentcentered or the candidate fails to describe the lesson
KEY ASSESSMENTS ACEI 4.0
The candidate describes specific assessments that correlate to all of the objectives and lesson
The candidate describes assessments that correlate to some of the objectives and the lesson
CHECKING FOR UNDERSTANDI NG ACEI 3.1-3.5
The candidate describes and lists specific strategies and techniques and/or lists questions to be asked to check for understanding The candidate meaningfully incorporates and describes student used
The candidate describes and lists several strategies/ techniques and questions to be asked to check for understanding The candidate meaningfully incorporates and describes teacher
The candidate includes assessments that correlate to the objectives and the lesson, but do not describe them The candidate lists and describes strategies/ techniques, but does not list any questions The candidate incorporates and describes technology in
The candidate includes assessments that do not correlate to the objectives and the lesson The candidate lists questions, but fails to describe or list strategies and techniques The candidate incorporates technology in the lesson in
The candidate fails to include assessments
The candidate does not list or describe any strategies/techni ques or asks questions to check for understanding The candidate fails to address the issue of technology
TECHNOLOGY 3.1-3.5
technology in the lesson or explains why technology cannot be meaningfully incorporated
used technology in the lesson
the lesson in superficial ways.
PRESENTATION S& CONVENTIONS ACEI 5.1
The candidate demonstrates a high level of competence in spelling, grammar and typing
The candidate demonstrates competence in spelling, grammar and typing, but exhibits few errors
The candidate demonstrates sufficient competence in spelling, grammar and typing, but exhibits several errors
superficial ways; candidate does not describe the use of technology The candidate demonstrates little competence in spelling, grammar and typing, through many errors
The candidate demonstrates little competence in spelling, grammar and typing through a significant number of errors The candidate fails to provide extension activities
EXTENSION ACTIVITIES ACEI 5.3-5.4
The candidate provides more than one extension activity to connect the lesson with the home, community and community agencies
The candidate provides at least one extension activity to connect the lesson with the home and community, but not community agencies
The candidate provides extension activities that connect the home, but not the community and community agencies
CONNECTION ACROSS THE CURRICULUM ACEI 2.8
The candidate includes connections to all of the curriculum content areas during the lesson. The candidate provides thorough information that shows an understanding of the effectiveness and ineffectiveness of the lesson; gives information regarding changes for future implementation of the lesson
The candidate includes connections to at least 5 of the 7 curriculum areas in the lesson The candidate somewhat provides information that shows an understanding of the effectiveness of the lesson; gives information regarding changes for future implementation of the lesson
REFLECTIONS ACEI 5.1
The candidate includes connections to the four core content areas in the lesson The candidate provides information regarding the effectiveness and ineffectiveness of the lesson, but gives no information regarding future implementation
The candidate provides extension activities that do not connect the home, community and community agencies The candidate connects the lesson to at least two curriculum content areas The candidate provides superficial information regarding the effectiveness and the ineffectivenes s of the lesson, and gives no information regarding future implementatio n of the lesson.
The candidate fails to connect the lesson to other curriculum content areas The candidate fails to provide information regarding reflections from the implementation of the lesson
T OT A L
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Steven Walker Long Range Plan Middle Level Education Assessments

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Steven Walker Long Range Plan Middle Level Education Assessments

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN (ML, MATH, MUSIC, ENGLISH AND ART)

Classes Females st nd 1 -2 Block: 9 th th 4 -5 Block: 11 th th 9 -10 Block: 12 th th 11 -12 Block: 7

Class Survey and Students

Quizzes/Tests, Data Wall :Classroom Environment, PowerSchool,

Long Range Learning and/or Developmental Goals

Common Core Standards

Long Range Learning and/or Developmental Goals

Common Core Standard

Section III: Instructional Units

Student Materials Pencils Notebook Paper Notes Agenda Book

Assessments (Indicate whether formative or summative) Formative Quizzes/Tests

Formative Guided Practice

Student Progress/Achievement Reporting Method(s) Grade Book/ PowerSchool

SC Standards/ Common Core

SC Standards/ Common Core

Formative Independent Practice

SC Standards/ Common Core

SC Standards/ Common Core

System for maintaining records of student progress and achievement:

Procedures for aggregating and displaying data:

How will you use the data to make instructional decisions?

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES RULES AND CONSEQUENCES

Procedures for providing initial information

Long Range Plan Scoring Rubric

Learning and Developmental Goals

Learning and Developmental Goals

Goals lack sensitivity to the diversity of students.

Units of Instruction Cognate 1/Unit 1

Units of Instruction Cognate 2/Unit 2

Instructional Materials & Resources

and motivation to learn. Evidence of the use of community resources is provided.

Instructional Materials & Resources

Procedures for NonInstructional Activities

ADEPT EVALUATION FORM

Middle Level, Math, Art, English and Music Education

Candidates Signature _____________________________________ Date ________________ Evaluators Signature _______________________________________

CLAFLIN UNIVERSITY PROFESSIONALISM

APS 10: PROFESSIONALISM

10A. Advocate for Children

The candidate does not collaborate with colleagues, administrators or agencies.

10B. Achieves Organizational Goals

10C.1 Effective Communicator: Presentation 10C.2 Effective Communicator: Parental Responsiveness

The candidate does not communicate with parents/guardians.

THE SCORING GUIDE FOR THE ASSESSMENT

Candidates Signature _____________________ Date _________ Evaluators Signature ___________________________

Teaching area Specific Questions: (Middle Level Education)

Teaching Content Area Specific Questions: (Middle Level Education)

Comments: (Use an attached page if necessary)

Highly Acceptable (4)

Highly Acceptable (4)

II. Teaching area Specific Questions: (English Education)

Candidates Signature __________________ Date _________ Evaluators Signature ___________________

Highly Acceptable (4)

Content Specific Questions: (Art Education)

Completed by: ______ Coop. Teacher ______ Univ. Supervisor

Evaluator Signature: ________________________

Candidate Signature: ________________________

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE GUIDELINES

Candidate: District: Subject:

Cooperating Teacher: School: Dates of unit: from to

Academic Year: Grade Level:

Section IV B: Unit Plan

Instructional Plan for the Unit

Candidates Signature _ Date Evaluators Signature ___

Candidates Signature _________________ Date _ Evaluators Signature _______________________

Candidates Signature ______________ Date _ Evaluators Signature _______________

Completed by: Coop. Teacher Univ. Supervisor