Hope College
Student Teaching Unit Plan Reflection/Student Study Scoring Rubric
In addition to turning in a Unit Plan to the college supervisor, each student teacher will submit a reflection to the Director of Student
Teaching no later than the final day of the semester (or student teaching placement). The Reflection should be divided into three
sections and must include the following information (even if some of it has been repeated elsewhere in the unit plan assignment):
Summary of the unit or student study
The unit title & grade level OR student’s alias & grade level
Specific goal(s) or objectives for the unit OR student study
Related CCSS, content and/or district standards OR IEP goals/objectives
A summary of the unit or student study
Data Analysis
A description of the pre-assessment
A description of specific pre-assessment data
Decisions that were made based on the pre-assessment data (i.e., How did the results of the pre-assessment influence my
teaching?)
A description of formative assessments and the results (i.e., How did the results of the formative assessment(s) influence my
teaching?)
A description of the final assessment
A description of the specific final assessment data;
An analysis of the effects of student teacher’s teaching on his/her pupils’ learning;
Evidence of a positive effect on pupil learning;
Reflection
A description of several adjustments that were made to instruction as a result of reflecting on his/her teaching;
A description of what he/she what would and/or would not repeat, including specific examples;
Personal and professional reactions to the unit plan assignment, including learning and “aha’s;”
This portion of the unit plan/student study assignment will generally be 1-3 pages in length and will be submitted separately to the
Director of Student Teaching by the end of the student teaching placement. The rubric that follows will be used to assess each
reflection.
Hope College
Student Teaching Unit Plan Reflection/Student Study Scoring Rubric
Excellent=4
Identified
 unit title & grade level OR
student’s alias & grade level
 specific goal(s) or objectives
 related CCSS, content
district standards and/or IEP
goals/objectives
 Summarized the unit or
student study;
 Wrote error free;
Impact on Pupil
Described
Learning
 specific pre-assessment data
(What does the data  decisions made based on
tell me?)
pre-assessment data
 formative assessments and
results
 specific final assessment
data;
 Analyzed the effects of
teaching on pupils’ learning;
 Showed evidence of positive
effect on pupil learning;
Reflective
 Identified several
Statement
adjustments to instruction
(What would I keep
made as a result of teaching;
and/or do
 Identified what would and
differently?)
would not repeat;
 Provided specific examples;
 Shared overall personal
reaction to the unit plan
assignment;
Quality of
Reflection
(What did I do and
why?)
Proficient=3
 Briefly summarized the
unit or student study
 Referenced goals,
objectives, related
standards OR IEP
goals/objectives;
 Had several mechanical
errors possibly;
Developing Proficiency=2
 Provided minimal description of
the unit or student study but not
the related standards or
objectives;
Unsatisfactory=1/0
 Addressed unit
title/grade OR noted
goals OR briefly
summarized the unit;
(1 pt.)
 Did not include a
description of the
unit/student study;
(0 pts.)
 Referenced the pre/post
assessments;
 Referenced the results,
but not specific data;
 Broadly analyzed the
effects of teaching on
students’ learning;
 Demonstrated a positive
effect on student learning;
 Partially described the
assessments OR the results;
 Partially analyzed the effects of
teaching on students’ learning;
 Touched on the
students’ learning; (1
pt.)
 Did not reflect on
student learning; (0
pts.)
 Identified 1-2 adjustments
to instruction made as a
result of teaching;
 Identified what would and
would not repeat;
 May have provided an
example to support
conclusions;
 May have shared overall
personal reaction;
 Identified an adjustment to
instruction made as a result of
teaching;
 Identified either what would OR
would not repeat;
 Provided minimal
reflection with limited
detail and no
examples;
Revised 5/27/15