American University – School of Education, Teaching, and Health
Onsite Exhibit
March 2, 2015
Technology
Data for the following assessments that evidence the integration of
technology during clinical practice (practicum, student teaching or
internship) are attached:
•
•
Unit Plan key assessments for TESOL, Secondary Math and
Science.
Early Childhood Lesson Plan Rubric and Content Addendum in
the ECE program (implementation of these assessments is
Spring 2015)
goEd - Reports
https://goed.american.edu/reports/formtesolunitplan
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TESOL Unit Plan Form Report
2 total TESOL Unit Plan Forms submitted
- Describing language (1a) Mean Score
3
Median Score
3
Breakdown
0:
1:
2:
3:
Search
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Student Utilities
Student Viewer
Supervisor Central
Supervisors
Surveys
Syllabi
Syllabi Checklist
System Documents
0
0
0
2
selections
selections
selections
selections
- Language acquisition and development (1b) Mean Score
3
Median Score
3
Breakdown
0:
1:
2:
3:
0
0
0
2
selections
selections
selections
selections
- Planning for Standards-Based ESL and Content Instruction
(3a) -
System Settings
Mean Score
3
myau.american.edu
Median Score
3
Breakdown
0:
1:
2:
3:
SEARCH
0
0
0
2
selections
selections
selections
selections
- Managing and Implementing Standards-Based ESL and
Content Instruction (3b) -
1 of 3
Mean Score
3
Median Score
3
3/1/15, 6:47 PM
goEd - Reports
https://goed.american.edu/reports/formtesolunitplan
Breakdown
0:
1:
2:
3:
0
0
0
2
selections
selections
selections
selections
- Using Resources Effectively in ESL and Content Instruction
(3c) Mean Score
3
Median Score
3
Breakdown
0:
1:
2:
3:
0
0
0
2
selections
selections
selections
selections
- Classroom-Based Assessment for ESL (4c) Mean Score
3
Median Score
3
Breakdown
0:
1:
2:
3:
0
0
0
2
selections
selections
selections
selections
0
0
0
2
selections
selections
selections
selections
- Components Mean Score
3
Median Score
3
Breakdown
0:
1:
2:
3:
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!
(
Standards(and(ContentNbased(Thematic(Unit(Plan((Final(Project(for(TESL(501)(
Your!final!project!is!to!develop!a!weeklong!content5based!ESOL!thematic!unit.!!The!unit!must!include!
one!week’s!worth!of!lesson!plans!(45!to!75!minutes!each)!that!utilize!content5based!instruction!to!help!
your!English!language!learners!access!mainstream!content!in!one!or!more!of!the!content!areas!such!as!
language!arts,!mathematics,!science,!or!social!studies,!while!developing!English!language!skills!and!
learning!strategies.!The!unit!should!include!integrated,!meaningful!practice!in!reading,!writing,!speaking!
and!listening!in!the!content!area.!Your!goal!is!to!create!lessons!and!materials!that!you!could!use!
effectively!in!the!ESOL!classroom.!!It!is!hoped!that!you!will!pilot!this!unit!in!the!classroom!and!use!it!as!a!
bases!for!the!Impact!on!Student!Learning!Assessment!in!the!Electronic!Portfolio!system.!!Your!unit!will!
be!evaluated!using!the!scoring!rubric!below.!
!
Basic!Requirements!
1. Your!unit!must!be!organized!around!a!content!area!theme!and!address!both!English!language!
proficiency!and!content!area!standards.!The!theme!may!be!interdisciplinary.!For!example,!your!
unit!could!be!on!weather!and!meet!science,!math,!technology,!and!ELP!standards.!!!
2. Complete!an!overview!for!your!unit,!including!all!the!information!in!the!Unit(Overview(
Template!below.!!!
3. You!must!create!a!total!of!five!(5)!lesson!plans,!one!for!every!day,!that!specifically!teach!
objectives!in!the!content!area(s)!and!English!language!proficiency,!including!learning!strategy!
objectives.!At!least!two!of!the!five!lesson!plans!must!incorporate!technology!objectives.!
4. Each!lesson!plan!should!follow!the!Lesson(Plan(Template(below.!!
5. Provide!examples!or!citations!of!any!materials!that!you!reference!in!your!lesson!plan,!including!
teacher5made!materials!or!photocopies!of!fair5use!materials.!List!technology!you!will!be!using!as!
well.!
!
6. Title!your!unit!and!include!a!title!page!which!includes!
I. Title!of!Unit!Plan!
II. Your!name!
III. ELT5I!Final!Project!
IV. Date!due!
!
Procedures!
1. Review!the!rubric!so!that!you!know!how!you!will!be!evaluated.!
2. Identify!the!theme!and!the!associated!language!proficiency,!state!content!standards!and!
learning!strategies!that!you!are!teaching!in!the!unit.!
a. What!are!the!big!ideas!that!ESOL!students!should!develop!an!understanding!of!in!this!
unit?!
b. What!is!important!for!ESOL!students!to!know!and!be!able!to!do?!!What!are!the!facts,!
concepts,!principles!and!language!and!learning!skills!that!will!promote!the!learning!of!
the!core!ideas?!!What!prior!knowledge!do!they!need?!
c. What!language,!knowledge,!skills,!and!dispositions!do!you!want!ESOL!students!to!
encounter!or!be!familiar!with!in!this!unit?!
d. What!are!the!essential!questions!for!the!unit?!
English as a Second Language – Option A - TESOL
American University - March 15, 2013
3. Design!a!summative,!performance5based!assessment!that!could!be!used!to!measure!students’!
achievement!in!reaching!the!language,!content,!and!learning!strategy!objectives.!!Create!a!rubric!
for!this!assessment.!!Plan!to!modify!this!assessment!and!rubric!for!different!language!and/or!
literacy!skill!levels.!
4. Design!your!lessons!!
a. Each!lesson!plan!should!be!executable!within!a!45575!minute!period.!!
b. Incorporate!formal!or!informal!formative!assessments!into!each!lesson.!!!
c. Consider!
i. How!should!you!sequence!instruction!in!language,!content!and!performance!
skills!to!build!towards!the!assessments?!!!
ii. How!can!you!engage!students?!!
iii. How!will!students!practice!and!refine!what!they!learn?!!
iv. How!can!students!work!together!to!help!each!other!learn?!
d. Thoroughly!explain!each!lesson!plan!by!providing!a!complete!description!of!all!activities!
in!the!procedures!section.!!Ensure!that!your!activity!specifically!targets!the!objectives!
that!you!want!to!achieve!for!that!day.!!
e. For!each!lesson,!reflect!on!the!purpose!for!including!activities.!!Include(in(your(reflexive(
narrative((at(the(end(of(each(lesson(plan)(how(the(lesson(plan(is(based(in(language(
learning(theory(and(research.!!!
5. Review!the!scoring!rubric!again!to!be!sure!you!have!met!all!of!the!necessary!criteria!for!the!unit!
plan.!
!
(
(
(
(
(
(
CONTENTNBASED(ESOL(UNIT(OVERVIEW(TEMPLATE(
(
(
Unit(Title:(
(
(
(
(
(
Content(Area:(
Grade(Level:( (
(
(
(
(
Language(Proficiency(Level:(
(
Unit(Length:(([#!of!days]!!
!
!
Length(of(Class(Period:!![minutes]!
!
!
Personal(Stake:((Explain!your!personal!stake!in!the!unit—why!is!it!meaningful!to!you?!
!
Unit(Topic:!
!
State(English(Language(Proficiency(Standards:(
(
State(Content(Standards:(
!
Essential(Questions:(
[These&include&the&central&questions&that&help&you&organize&and&formulate&your&lesson&within&a&curricular&
unit.&&These&should&include&a&range&of&questions&that&include&recall,&descriptive,&explanatory,&analytic,&
synthesis,&and&evaluative&thought&processes.&&Please&note&that&higher&order&questions&will&not&be&that&
useful&or&instructive&if&students’&factual&knowledge&is&not&in&place.]&
English as a Second Language – Option A - TESOL
American University - March 15, 2013
(
Methods(of(Inquiry:(
[Inquiry&methods&are&the&primary&means&through&which&research&is&conducted;&these&tend&to&vary&by&
discipline.&&Methods&of&investigation&often&frame&how&evidence&and&data&are&collected,&examined,&and&
reported&within&a&given&field.&&For&example,&historians&may&conduct&document&analysis&and&triangulate&
evidence;&political&scientists&may&analyze&public&opinion&polls.&&Inquiry&methods&can&also&be&crossF
disciplinary.]&
!
Assessment(of(Student(Learning:!!
[Identify&and&explain&how&student&learning&will&be&assessed&throughout&the&unit,&but&focused&on&the&
summative&assessment&at&the&end.&&How&you&will&know&that&your&students&have&learned&what&you&taught&
them?&&This&usually&means&that&you&will&have&students&use&the&knowledge,&skills,&and&dispositions&they&
have&learned&in&some&way.&&The&assessment&should&directly&reflect&the&instructional&goals&and&be&
buttressed&by&the&content,&language,&and&learning&skills&used&over&the&course&of&the&lesson.&&What&
indicators&or&evidence&will&demonstrate&student&learning?&How&do&the&assessments&reflect&the&content,&
language&and&skills&outlined&above?&How&will&you&know&what&students&do&and&don’t&know&at&the&
beginning,&middle,&and&end&of&the&unit?&It&can&be&helpful&to&figure&out&how&you&are&going&to&assess&
student&learning&after&you&develop&the&instructional&objectives&but&before&you&develop&the&teaching&
methods&you&will&use.]&&!&
(
Differentiation:!!
[Summary&of&differentiation&opportunities&and&possibilities&in&the&curricular&unit.&&Identify&where&and&how&
instruction&can&be&differentiated&once&the&teacher&has&diagnostic&information&from&preFtests&and&other&
formative&assessments&in&the&unit,&as&well&as&based&on&prior&knowledge&about&student&background&and&
levels&of&English&language&proficiency&and&literacy.]!
!
Community(and(Cultural(Resources:(((
[Identify&how&community&and&cultural&resources&will&be&incorporated&into&this&unit,&including&resources&
relevant&to&student&culture&and&background.]"
!
Unit(Summary:!
[Provide&a&one&to&three&paragraph&overview&of&the&unit&in&narrative&form.&&You&may&include&bullets&or&
numbers&if&you&would&like.]&
!
Attach(the(Summative(Performance(Assessment:(
(
((Include!!
• The!student!directions!for!the!assessment!(
• The!rubric!for!the!assessment(
!
(
(
(
(
(
(
(
(
English as a Second Language – Option A - TESOL
American University - March 15, 2013
ESOL(Lesson(Plan(Template(
(
Unit(Title(and(Day:(
(
Lesson(Title:(
(
Grade(Level(s):(
(
Language(Proficiency(Level(s):(
(
Time(Needed:(
!
State(Language(Proficiency(and(State(Content(Standards:!
[Be&sure&to&indicate&which&standards&you&using&for&language&proficiency&(i.e.&TESOL&KF12&Standards,&WIDA&
KF12&Standards)&and&content&(DC,&Virginia,&MD),&as&well&as&the&content&area.&Each&applicable&language&
proficiency&and&state&standard&should&be&listed&by&number&and&include&the&actual&text&of&the&standard,&
with&proper&citation.]&
&
Instructional(Objectives:!
[Instructional&objectives&indicate&what&students&will&know&and&be&able&to&do&as&a&result&of&this&lesson&(or&
sequence&of&lessons).&&These&should&include&any&language"skills,&content"material,"dispositions,"and/or&
learning"strategies&you&expect&the&students&to&learn&and&practice.&&These&are&the&kernels&you&want&
students&to&come&away&with.&&If&you&get&lost&in&the&middle&of&a&lesson,&these&objectives&should&help&you&
refocus.&&Within&a&curricular&unit,&instructional&objectives&build&upon&each&other,&usually&culminating&in&
the&formal&unit&assessment.&&Instructional&goals&can&be&listed&in&bulleted&form.]&
!
Essential(Question(s):!
[These&include&the&central&question(s)&that&help&you&organize&and&formulate&your&lesson&within&a&
curricular&unit.&&These&should&include&a&range&of&questions&that&include&recall,&descriptive,&explanatory,&
analytic,&synthesis,&and&evaluative&thought&processes.&&Please&note&that&higher&order&questions&will&not&be&
that&useful&or&instructive&if&students’&factual&knowledge&is&not&in&place.]&
(
Placement(of(this(Lesson(within(the(Unit(Plan:(
[Describe&how&this&particular&lesson&ties&in&with&others&in&the&same&curricular&unit.](
(
Instructional(Materials:!
[Here,&you&should&include&a&list&of&materials&you&will&be&using&in&the&class.&&Attach&all&handouts&and&
readings&you&will&use&for&this&lesson&to&the&lesson&plan.&Include&a&bibliography&of&reading&materials.]&
!
Methods(of(Inquiry:!
[Inquiry&methods&are&the&primary&means&through&which&research&is&conducted;&these&tend&to&vary&by&
discipline.&&Methods&of&investigation&often&frame&how&evidence&and&data&are&collected,&examined,&and&
reported&within&a&given&field.&&For&example,&historians&may&conduct&document&analysis&and&triangulate&
evidence;&political&scientists&may&analyze&public&opinion&polls.&&Inquiry&methods&can&also&be&crossF
disciplinary.]&
(
(
(
English as a Second Language – Option A - TESOL
American University - March 15, 2013
Set(Induction:!
[The&set&induction&refers&to&how&you&are&going&to&introduce&your&lesson&to&the&students&you&are&teaching.&&
While&you&can&include&administrative&tasks&here,&you&should&primarily&think&about&how&you&can&prompt&
your&students&to&begin&thinking&about&the&content&and&language&skills&you&will&be&teaching&them.&&This&
can&range&from&telling&them&your&instructional&objectives&to&asking&them&to&respond&to&a&question&that&
engages&their&prior&knowledge&and&experience&with&a&major&concept&you&will&be&teaching.&&Set&inductions&
can&vary&quite&a&bit&from&day&to&day,&but&should&reflect&the&instructional&objectives&of&the&daily&lesson&
plan&and&the&unit&plant.]&
!
Lesson(Content/Skills/Teaching(&(Learning(Strategies((Procedures):!
[The&lesson&content&addresses&the&substantive&material&and&language&you&will&be&using,&and&the&big&ideas&
you&want&students&to&take&away&from&the&lesson.&&In&order&to&learn&content,&you&will&use&particular&
teaching&and&learning&strategies&to&help&students&employ&and&develop&specific&language&and&learning&
skills&needed&to&learn&the&content.&&Full&descriptions&of&each&activity&and&the&materials&to&be&used&during&
that&activity&need&to&be&included.&When&you&do&move&from&one&content&point&to&another&or&one&skill&to&
another,&you&need&to&include&transitions.&You&may&use&a&numbered&or&bulleted&format&with&short&
sentences&describing&what&the&teacher&and&students&do.&Indicate&how&you&can&differentiate&instruction.&&
Point&out&connections&to&other&lessons.&&You&may&use&the&chart&format&included&here&or&a&more&narrative&
approach&to&describing&the&lesson&procedures.]&
&
Time& Lesson&
Procedure&(What&T&does,&what&Ss&do)&
Materials/Notes&
Stage&(i.e.&
WarmFup)&
&
&
&
&
&
&
&
&
!
Assessment/Closure:!
[This&section&illustrates&how&you&will&know&that&your&students&have&learned&what&you&taught&them.&&This&
usually&means&that&you&will&have&students&use&the&knowledge,&language,&skills,&and&dispositions&they&have&
learned&in&some&way.&&The&assessment&should&directly&reflect&the&instructional&goals&and&be&buttressed&by&
the&content,&language,&and&skills&used&over&the&course&of&the&lesson.&&It&can&be&helpful&to&determine&how&
you&are&going&to&assess&student&learning&after&you&develop&the&instructional&goals&but&before&you&develop&
the&teaching&methods&you&will&use.]&
(
Reflexive(Narrative:!
[At&the&end&of&each&lesson&plan,&include&a&reflexive&narrative&on&the&purpose&for&including&the&activities&
above&and&how&the&lesson&plan&is&based&in&language&learning&theory&and&research.]&&
English as a Second Language – Option A - TESOL
American University - March 15, 2013
f. Scoring*Guide*for*the*Assessment*
*
CONTENT9BASED*ESOL*UNIT*PLAN*SCORING*RUBRIC*
*
Standard*
Approaches*Standard*(1)*
Meets*Standard*(2)*
*must*be*resubmitted**
TESOL*Standard*1.a.*
?Lesson)reflections)and)unit)plan)
?Lesson)reflections,)unit)plan)components,)
Describing*language.*
components,)activity)descriptions,)
activity)descriptions,)sequencing,)and)
Candidates)
sequence,)and)materials)do)not)
materials)demonstrate)understanding)of)
demonstrate)
demonstrate)accurate)understanding)of)
language)as)a)system)(phonology,)
understanding)of)
language)as)a)system)(phonology,)
morphology,)syntax,)semantics,)
language)as)a)system)
morphology,)syntax,)semantics,)
pragmatics))and)competence)in)
and)demonstrate)a)
pragmatics))or)competence)in)integrating) integrating)language)modalities)and)
high)level)of)
language)modalities)and)content)
content)instruction)to)help)ESOL)students)
competence)in)helping) instruction)to)help)ESOL)students)acquire)
acquire)and)use)English)in)listening,)
ESOL)students)acquire) and)use)English)in)listening,)speaking,)
speaking,)reading,)and)writing)for)social)
and)use)English)in)
reading,)and)writing)for)social)and)
and)academic)purposes.)
listening,)speaking,)
academic)purposes.)
)
reading,)and)writing)
for)social)and)
academic)purposes.)
TESOL*Standard*1.b.*
?Lesson)reflection)and)unit)plan)activities)
?Lesson)reflection)and)unit)plan)activities)
Language*acquisition*
do)not)demonstrate)accurate)
demonstrate)candidate)understands)and)
and*development.*
understanding)and)application)of)
applies)concepts,)theories,)research)and)
Candidates)
concepts,)theories,)research)and)practice)
practice)to)facilitate)the)acquisition)of)
understand)and)apply) to)facilitate)the)acquisition)of)English)as)a) English)as)a)second)language)in)and)out)of)
concepts,)theories,)
second)language)in)and)out)of)classroom)
classroom)settings.)
research,)and)practice) settings.)
?Unit)plan)includes)opportunities)for)
to)facilitate)the)
)
different)types)of)English)language)
acquisition)of)a)
experiences)in)the)classroom,)including)
primary)and)a)new)
non?linguistic)contexts)such)as)visuals,)
language)in)and)out)of)
gestures,)demonstrations,)and)hands?on)
classroom)settings.)
experiences;)pair,)cooperative)and)group)
activities;)integrated)oral)language)and)
literacy)instruction;)and)different)question)
types.))
?Lesson)reflection)or)unit)plan)include)
Exceeds*Standard*(3)*
?Achieves)elements)in)Meets)Standard)
column)to)a)high)level)of)performance)
)
?Unit)plan)includes)effective)activities)for)
helping)students)develop)strategies)to)
monitor)and)develop)their)proficiency)in)
social)and)academic)language)skills.)
)
?Achieves)elements)in)Meets)Standard)
column)to)a)high)level)of)performance.)
?Unit)plan)includes)inquiry)based)
instructional)strategies;)builds)the)
curriculum)around)student)interest;)and)
means)for)monitoring)ESOL)students’)
academic)language)development.))
?Unit)plan)includes)activities)that)engage)
ESOL)students)in)instructional)
conversations;)encourages)them)to)take)
responsibility)for)their)own)learning)and)
monitor)their)own)progress;)and)helps)
them)provide)effective)feedback)to)their)
peers.))
)
English as a Second Language – Response to Conditions Report - TESOL
American University - March 15, 2013
Standard*
TESOL*Standard*3.a.*
Planning*for*
Standards9Based*ESL*
and*Content*
Instruction.*
Candidates)know,)
understand,)and)apply)
concepts,)research,)
and)best)practices)to)
plan)classroom)
instruction)in)a)
supportive)learning)
environment)for)ESOL)
students.)Candidates)
serve)as)effective)
English)language)
models,)as)they)plan)
for)multilevel)
classrooms)with)
learners)from)diverse)
backgrounds)using)
standards?based)ESL)
and)content)
curriculum.))
Approaches*Standard*(1)*
*must*be*resubmitted**
Lesson)reflections)and)unit)plan)content)
do)not)provide)convincing)evidence)that)
the)candidate))knows,)understands,)and)
applies)concepts,)research,)and)best)
practices)to)plan)classroom)instruction)in)
a)supportive)learning)environment)for)
ESOL)students.)
)
?Unit)plan)does)not)include)adequate)
differentiation)for)multilevel)classrooms)
with)learners)from)diverse)backgrounds)
using)standards?based)ESL)and)content)
curriculum.)
Meets*Standard*(2)*
discussion)of)linguistic)supports)such)
repetition)and)comprehension)checks;)as)
well)as)opportunities)to)succeed)and)build)
esteem)and)materials)that)relate)to)
students’)lives.)
?Lesson)reflections)and)unit)plan)structure)
and)activities)indicate)that)the)candidate)
sets)high)but)reasonable)expectations)for)
student)learning,)varying)instructional)
objectives)and)strategies,)monitoring)
student)success,)and)designing)activities)
to)meet)learners’)needs.)
Lesson)reflections)and)unit)plan)
demonstrate)that)candidates)knows,)
understands,)and)applies)concepts,)
research,)and)best)practices)to)plan)
classroom)instruction)in)a)supportive)
learning)environment)for)ESOL)students)
?Unit)plan)includes)standards?based)ESL)
and)content)instruction)that)uses)effective)
instructional)models)that)are)appropriate)
to)student)needs,)are)at)the)appropriate)
language)levels,)integrate)students’)
cultural)backgrounds)and)learning)styles,)
and)make)use)of)student)prior)knowledge.)
?Unit)plan)includes)instruction)and)
assessment)that)incorporates)students’)
personal)and)shared)experiences)and)
provides)visual)support.)
?Lesson)reflection)and/or)unit)plan)
demonstrate)candidate)awareness)of)
standards?based)ESL)and)content)
instruction)and)the)importance)of)
considering)language)proficiency,)prior)
knowledge)and)cultural)backgrounds)in)
planning)instruction.)))
Exceeds*Standard*(3)*
?Achieves)elements)in)Meets)Standard)
column)to)a)high)level)of)performance.)
?Unit)plans)includes)ESL)and)content)
instruction)that)is)student)centered,)with)
multilevel)activities,)and)flexible)grouping)
that)could)meet)the)needs)of)linguistic)and)
culturally)diverse)students,)meet)learning)
objectives,)and)allow)for)students)to)assist)
one)another.))
.)
English as a Second Language – Response to Conditions Report - TESOL
American University - March 15, 2013
Standard*
TESOL*Standard*3.b.*
Managing*and*
Implementing*
Standards9Based*ESL*
and*Content*
Instruction.*
Candidates)know,)
manage,)and)
implement)a)variety)of)
standards?based)
teaching*
strategies)and)
techniques)for)
developing)and)
integrating)English)
listening,)speaking,)
reading,)and)
writing,)and)for)
accessing)the)core)
curriculum.)
Candidates)support)
ESOL)students)in)
accessing)the)core)
curriculum)as)they)
learn)language)and)
academic)content)
together.)
Standard*3.c.*Using*
Resources*Effectively*
in*ESL*and*Content*
Instruction*Candidates)
are)familiar)with)a)
wide)range)of)
standards?based)
materials,)resources,)
Approaches*Standard*(1)*
*must*be*resubmitted**
?)Lesson)reflections)and)unit)plan)do)not)
provide)convincing)evidence)that)
candidates)knows)or)and)can)implement)a)
variety)of)standards?based)teaching*
strategies)and)techniques)for)developing)
and)integrating)English)listening,)speaking,)
reading,)and)writing,)and)for)accessing)the)
core)curriculum.))
Unit)plans)do)not)provide)convincing)
evidence)that)candidate)is)familiar)with)a)
wide)range)of)standards?based)materials,)
resources,)and*technologies,)nor)that)they)
choose,)adapt,)and)use)them)effectively)in)
ESL)and)content)teaching.*
)
Meets*Standard*(2)*
)
?)Lesson)reflections)and)unit)plan)content)
and)structure)demonstrate)that)candidate)
knows)and)understands)how)to)manage)
and)implement)a)variety)of)standards?
based)teaching*strategies)and)techniques)
for)supporting)ESOL)students)in)learning)
language)and)academic)content)together.)
?Unit)plan)incorporates)standards)based)
lessons)in)a)thematic)unit)that)make)use)
of)best)practices)to)support)ESOL)students)
in)accessing)the)core)curriculum)as)they)
learn)language)and)content)together.)
?Unit)plan)includes)activities)and)
assessments)that)incorporate)authentic)
uses)of)ESL)and)content)area)learning;)
integrate)listening,)speaking,)reading)and)
writing;)build)meaning)through)practice,)
and)provide)opportunities)for)students)to)
interact)and)develop)academic)and)social)
language.)
?Unit)plan)includes)lessons)that)build)on)
students’)oral)language)to)support)reading)
and)writing,)and)that)differentiate)
instruction)to)meet)the)literacy)needs)of)
ESL)students.)
?Unit)plan)includes)materials)that)are)
appropriate)for)students’)age,)learning)
proficiency,)and)learning)styles,)including)
materials)in)the)home)language.)
?Unit)plan)includes)materials)that)
incorporate)a)variety)of)resources)and)
learning)tools)including)selections)from)or)
adaptations)of)materials)from)content)
Exceeds*Standard*(3)*
?Achieves)elements)in)Meets)Standard)
column)to)a)high)level)of)performance,)
providing)a)variety)of)well)designed)
activities..)
?)Unit)plan)is)thematic,)incorporates)
methods)of)inquiry)effectively,)and)is)
clearly)addresses)essential)questions)and)
identified)standards)and)objectives.))
)
?Achieves)elements)in)Meets)Standard)
column)to)a)high)level)of)performance.)
?Lesson)reflections)and)unit)plan)
demonstrate)that)candidate)includes)
materials)that)build)on)students’)culture)
and)uses)students’)community)and)other)
resources)to)locate)and)develop)culturally)
appropriate)materials)and)to)obtain)
English as a Second Language – Response to Conditions Report - TESOL
American University - March 15, 2013
Standard*
and*technologies,)and)
choose,)adapt,)and)use)
them)in)effective)ESL)
and)content)teaching.*
*
Approaches*Standard*(1)*
*must*be*resubmitted**
Meets*Standard*(2)*
area)texts;)materials)in)students’)L1)as)
appropriate;)and)hands?on,)visual)and)
multimedia)means)of)instruction.)
?Unit)plan)includes)effective)use)of)
technology)to)enhance)instruction)and)to)
select,)create)or)adapt)activities.)
)
TESOL*Standard*4.c.*
?Unit)plan)does)not)consistently)include)a) ?Unit)plan)includes)a)variety)of)
Classroom9Based*
variety)of)classroom)and)performance?
performance)based)assessment)tools)that)
Assessment*for*ESL*
based)assessment)tools)that)are)standards) measure)students)progress)toward)state)
Candidates)know)and)
based)to)inform)instruction.)
and)national)standards)
use)a)variety)of)
?Unit)plan)and)lesson)reflections)
classroom)and)
demonstrate)that)candidate)adapts)a)
performance?based)
variety)of)instruments)and)techniques,)
assessment)tools)that)
including)technology,)to)assess)ESOL)
are)standards)based)to)
learners’)knowledge)in)the)content)areas)
inform)instruction.)
at)varying)language)and)literacy)levels.)
?Unit)plan)includes)self)and)peer)
assessment)techniques)and)provides)
opportunities)for)students)to)practice)
these)in)the)classroom)
Components*
?Unit)plan)is)missing)components)of)unit)
?All)components)of)unit)and)lesson)plan)
or)lesson)plan)templates)
template)are)included)in)unit)plan)
Exceeds*Standard*(3)*
materials)that)promote)language,)literacy,)
and)content)development.))
?Unit)plan)includes)activities)that)assist)
students)in)learning)how)to)use)and)
evaluate)technological)resources)for)
academic)purposes.)
)
?Achieves)elements)in)Meets)Standard)
column)to)a)high)level)of)performance.)
?Unit)plan)includes)candidate)designed)
performance?based)tasks)and)tools)to)
measure)ESOL)learners)progress)
?Lesson)reflections)or)unit)plan)
demonstrates)that)candidates)embeds)self)
and)peer)assessment)techniques)in)their)
instruction)and)models)them)across)the)
curriculum)
?All)components)of)unit)and)lesson)plan)
template)are)included)in)unit)plan)and)
described)or)explained)in)informative)
detail.)
)
English as a Second Language – Response to Conditions Report - TESOL
American University - March 15, 2013
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Content-‐‑Based ESOL Unit Plan complete directions (PDF)
Directions:
Please mark the box that best describes the appropriate level of performance for each element.
TESOL Standard 1.a. Describing language.
Candidates demonstrate understanding of language as a system and demonstrate a
high level of competence in helping ESOL students acquire and use English in listening,
speaking, reading, and writing for social and academic purposes.
Scoring Rubric:
Approaches Standard (1) (must be resubmitted)
Lesson reflections and unit plan components, activity descriptions, sequence, and
materials do not demonstrate accurate understanding of language as a system
(phonology, morphology, syntax, semantics, pragmatics) or competence in integrating
language modalities and content instruction to help ESOL students acquire and use
English in listening, speaking, reading, and writing for social and academic purposes.
Meets Standard (2 points)
Lesson reflections, unit plan components, activity descriptions, sequencing, and
materials demonstrate understanding of language as a system (phonology,
morphology, syntax, semantics, pragmatics) and competence in integrating language
modalities and content instruction to help ESOL students acquire and use English in
listening, speaking, reading, and writing for social and academic purposes.
Exceeds Standard (3 points)
Achieves elements in Meets Standard column to a high level of performance
Unit plan includes effective activities for helping students develop strategies to
monitor and develop their proficiency in social and academic language skills.
Score
N/A 1 2 3
TESOL Standard 1.b. Language acquisition and development.
Candidates understand and apply concepts, theories, research, and practice to facilitate
the acquisition of a primary and a new language in and out of classroom settings.
Scoring Rubric:
Approaches Standard (1) (must be resubmitted)
Lesson reflection and unit plan activities do not demonstrate accurate understanding
and application of concepts, theories, research and practice to facilitate the acquisition
of English as a second language in and out of classroom settings.
Meets Standard (2 points)
Lesson reflection and unit plan activities demonstrate candidate understands and
applies concepts, theories, research and practice to facilitate the acquisition of English
as a second language in and out of classroom settings.
Unit plan includes opportunities for different types of English language experiences in
the classroom, including non-‐‑linguistic contexts such as visuals, gestures,
demonstrations, and hands-‐‑on experiences; pair, cooperative and group activities;
integrated oral language and literacy instruction; and different question types.
Lesson reflection or unit plan include discussion of linguistic supports such repetition
and comprehension checks; as well as opportunities to succeed and build esteem and
materials that relate to students' lives.
Lesson reflections and unit plan structure and activities indicate that the candidate
sets high but reasonable expectations for student learning, varying instructional
objectives and strategies, monitoring student success, and designing activities to meet
learners' needs
Exceeds Standard (3 points)
Achieves elements in Meets Standard column to a high level of performance.
Unit plan includes inquiry based instructional strategies; builds the curriculum around
student interest; and means for monitoring ESOL students' academic language
development.
Unit plan includes activities that engage ESOL students in instructional conversations;
encourages them to take responsibility for their own learning and monitor their own
progress; and helps them provide effective feedback to their peers.
Score
N/A 1 2 3
TESOL Standard 3.a. Planning for Standards-‐‑Based ESL and Content Instruction.
Candidates know, understand, and apply concepts, research, and best practices to plan
classroom instruction in a supportive learning environment for ESOL students.
Candidates serve as effective English language models, as they plan for multilevel
classrooms with learners from diverse backgrounds using standards-‐‑based ESL and
content curriculum.
Scoring Rubric:
Approaches Standard (1) (must be resubmitted)
Lesson reflections and unit plan content do not provide convincing evidence that the
candidate knows, understands, and applies concepts, research, and best practices to
plan classroom instruction in a supportive learning environment for ESOL students.
Unit plan does not include adequate differentiation for multilevel classrooms with
learners from diverse backgrounds using standards-‐‑based ESL and content
curriculum.
Meets Standard (2 points)
Lesson reflections and unit plan demonstrate that candidates knows, understands, and
applies concepts, research, and best practices to plan classroom instruction in a
supportive learning environment for ESOL students
Unit plan includes standards-‐‑based ESL and content instruction that uses effective
instructional models that are appropriate to student needs, are at the appropriate
language levels, integrate students' cultural backgrounds and learning styles, and
make use of student prior knowledge.
Unit plan includes instruction and assessment that incorporates students' personal
and shared experiences and provides visual support.
Lesson reflection and/or unit plan demonstrate candidate awareness of standards-‐‑
based ESL and content instruction and the importance of considering language
proficiency, prior knowledge and cultural backgrounds in planning instruction.
Exceeds Standard (3 points)
Achieves elements in Meets Standard column to a high level of performance.
Unit plans includes ESL and content instruction that is student centered, with
multilevel activities, and flexible grouping that could meet the needs of linguistic and
culturally diverse students, meet learning objectives, and allow for students to assist
one another.
Score
N/A 1 2 3
TESOL Standard 3.b. Managing and Implementing Standards-‐‑Based ESL and Content
Instruction.
Candidates know, manage, and implement a variety of standards-‐‑based teaching
strategies and techniques for developing and integrating English listening, speaking,
reading, and writing, and for accessing the core curriculum. Candidates support ESOL
students in accessing the core curriculum as they learn language and academic content
together.
Scoring Rubric:
Approaches Standard (1) (must be resubmitted)
Lesson reflections and unit plan do not provide convincing evidence that candidates
knows or and can implement a variety of standards-‐‑based teaching strategies and
techniques for developing and integrating English listening, speaking, reading, and
writing, and for accessing the core curriculum.
Meets Standard (2 points)
Lesson reflections and unit plan content and structure demonstrate that candidate
knows and understands how to manage and implement a variety of standards-‐‑based
teaching strategies and techniques for supporting ESOL students in learning language
and academic content together.
Unit plan incorporates standards based lessons in a thematic unit that make use of
best practices to support ESOL students in accessing the core curriculum as they learn
language and content together.
Unit plan includes activities and assessments that incorporate authentic uses of ESL
and content area learning; integrate listening, speaking, reading and writing; build
meaning through practice, and provide opportunities for students to interact and
develop academic and social language.
Unit plan includes lessons that build on students' oral language to support reading
and writing, and that differentiate instruction to meet the literacy needs of ESL
students.
Exceeds Standard (3 points)
Achieves elements in Meets Standard column to a high level of performance, providing
a variety of well designed activities.
Unit plan is thematic, incorporates methods of inquiry effectively, and is clearly
addresses essential questions and identified standards and objectives.
Score
N/A 1 2 3
Standard 3.c. Using Resources Effectively in ESL and Content Instruction
Candidates are familiar with a wide range of standards-‐‑based materials, resources, and
technologies, and choose, adapt, and use them in effective ESL and content teaching.
Scoring Rubric:
Approaches Standard (1) (must be resubmitted)
Unit plans do not provide convincing evidence that candidate is familiar with a wide
range of standards-‐‑based materials, resources, and technologies, nor that they
choose, adapt, and use them effectively in ESL and content teaching.
Meets Standard (2 points)
Unit plan includes materials that are appropriate for students' age, learning
proficiency, and learning styles, including materials in the home language.
Unit plan includes materials that incorporate a variety of resources and learning tools
including selections from or adaptations of materials from content area texts;
materials in students' L1 as appropriate; and hands-‐‑on, visual and multimedia means
of instruction.
Unit plan includes effective use of technology to enhance instruction and to select,
create or adapt activities.
Exceeds Standard (3 points)
Achieves elements in Meets Standard column to a high level of performance.
Lesson reflections and unit plan demonstrate that candidate includes materials that
build on students' culture and uses students' community and other resources to locate
and develop culturally appropriate materials and to obtain materials that promote
language, literacy, and content development.
Unit plan includes activities that assist students in learning how to use and evaluate
technological resources for academic purposes.
Score
N/A 1 2 3
TESOL Standard 4.c. Classroom-‐‑Based Assessment for ESL
Candidates know and use a variety of classroom and performance-‐‑based assessment
tools that are standards based to inform instruction.
Scoring Rubric:
Approaches Standard (1) (must be resubmitted)
Unit plan does not consistently include a variety of classroom and performance-‐‑based
assessment tools that are standards based to inform instruction.
Meets Standard (2 points)
Unit plan includes a variety of performance based assessment tools that measure
students progress toward state and national standards
Unit plan and lesson reflections demonstrate that candidate adapts a variety of
instruments and techniques, including technology, to assess ESOL learners' knowledge
in the content areas at varying language and literacy levels.
Unit plan includes self and peer assessment techniques and provides opportunities for
students to practice these in the classroom
Exceeds Standard (3 points)
Achieves elements in Meets Standard column to a high level of performance.
Unit plan includes candidate designed performance-‐‑based tasks and tools to measure
ESOL learners progress
Lesson reflections or unit plan demonstrates that candidates embeds self and peer
assessment techniques in their instruction and models them across the curriculum
Score
N/A 1 2 3
Components
Scoring Rubric:
Approaches Standard (1) (must be resubmitted)
Unit plan is missing components of unit or lesson plan templates
Meets Standard (2 points)
All components of unit and lesson plan template are included in unit plan
Exceeds Standard (3 points)
All components of unit and lesson plan template are included in unit plan and
described or explained in informative detail.
Score
N/A 1 2 3
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Math Unit Plan Form Report
10 total Math Unit Plan Forms submitted
- Rationalize a Scope & Sequence Mean Score
2.7
Median Score
3
Breakdown
0:
1:
2:
3:
Search
Security
Student Utilities
Student Viewer
Supervisor Central
Supervisors
Surveys
Syllabi
Syllabi Checklist
System Documents
System Settings
selections
selections
selections
selections
- Unit Plan -- Standards & Assessment Descriptions Mean Score
2.9
Median Score
3
Breakdown
0:
1:
2:
3:
0
0
1
9
selections
selections
selections
selections
- Unit Plan -- Use of Technology #1 Mean Score
2.4
Median Score
2.5
Breakdown
0:
1:
2:
3:
myau.american.edu
SEARCH
0
0
3
7
0
1
4
5
selections
selections
selections
selections
- Unit Plan -- Use of Technology #2 -
1 of 3
Mean Score
2.3
Median Score
2.5
Breakdown
0: 0 selections
1: 2 selections
2: 3 selections
3/1/15, 6:45 PM
goEd - Reports
https://goed.american.edu/reports/formmathunitplan
3: 5 selections
- Unit Plan -- Language and Vocabulary Mean Score
2.6
Median Score
3
Breakdown
0:
1:
2:
3:
0
0
4
6
selections
selections
selections
selections
- Unit Plan -- Mechanics Mean Score
2.3
Median Score
2
Breakdown
0:
1:
2:
3:
0
1
5
4
selections
selections
selections
selections
- Daily Objectives Mean Score
2.7
Median Score
3
Breakdown
0:
1:
2:
3:
0
0
3
7
selections
selections
selections
selections
- Reflection Mean Score
2.4
Median Score
3
Breakdown
0:
1:
2:
3:
1
0
3
6
selections
selections
selections
selections
Copyright 2014 Help2Go Networks, LLC
2 of 3
3/1/15, 6:45 PM
Scope & Sequence, Unit Plan, and Daily Objectives Assessment Secondary Math
Directions:
You will choose a scope and sequence and write a rationalization for its design. From that scope and sequence, you will choose one unit and
create a unit plan that includes daily objectives.
Rubric:
Criteria
Rationalize a
scope &
sequence
NCTM
Standard
4.3
Unsatisfactory (0)
Needs Development (1)
Meets Requirement (2)
Exceeds Requirement (3)
Write up does not clearly
demonstrate how
mathematical ideas
interconnect and build on
one another
Demonstrate how
mathematical ideas build
on one another
Demonstrate how
mathematical ideas
interconnect and build on
one another
Demonstrate how
mathematical ideas
interconnect and build on
one another to produce a
coherent whole
Use the language of
mathematics to express
ideas has inaccuracies
Unit Plan –
Standards &
Assessment
Descriptions
!
7.5
Unit plan does not clearly
address learning goals
Does not make use of
various assessments
Use the language of
mathematics to express
ideas accurately but not
necessarily precisely
Unit plan addresses
appropriate learning
goals not clearly aligned
to standards or aligned to
old standards
Attempts to use various
assessments
Use the language of
mathematics to express
ideas precisely
Unit plan addresses
appropriate learning
goals aligned to the
Common Core Standards
Indicates use of a variety
of assessments
Use the language of
mathematics to express
ideas precisely
Unit plan addresses
appropriate learning
goals aligned to the
Common Core Standards
Uses a variety of
assessments that are
clearly described in the
unit plan
Criteria
Unit Plan –
Selection of MathSpecific
Technology
NCTM
Standard
6.1
Unsatisfactory (0)
Math-specific
technological tools have
not been selected
Needs Development (1)
Select math-specific
technological tools
without a clear purpose
This includes, but is not
limited to, spreadsheets,
graphing tools, datacollection devices,
presentation software and
virtual manipulatives.
Unit Plan – Use of
Math-Specific
Technology
!
7.6
Teaching tools that
include math-specific
technology are not
evident
Meets Requirement (2)
Exceeds Requirement (3)
Use knowledge of
mathematics to select
appropriate math-specific
technological tools
Use knowledge of
mathematics to select a
variety of appropriate
math-specific
technological tools with a
clear justification or
purpose
This includes, but is not
limited to, spreadsheets,
graphing tools, datacollection devices,
presentation software and
virtual manipulatives.
Use of limited teaching
tools that include mathspecific technology
Use of various teaching
tools including mathspecific technology
This includes, but is not
limited to, spreadsheets,
graphing tools, datacollection devices,
presentation software and
virtual manipulatives.
This includes, but is not
limited to, spreadsheets,
graphing tools, datacollection devices,
presentation software and
virtual manipulatives.
This includes, but is not
limited to, spreadsheets,
graphing tools, datacollection devices,
presentation software and
virtual manipulatives.
Use of various teaching
tools including mathspecific technology that
reaches students at
different levels
This includes, but is not
limited to, spreadsheets,
graphing tools, datacollection devices,
presentation software and
virtual manipulatives.
Criteria
Unit Plan –
Language and
Vocabulary
NCTM
Standard
3.2
Unsatisfactory (0)
Unit plan does not
indicate one or more of
the elements: key
vocabulary, essential
questions, and a timeline
The language of
mathematics is not used
well to express ideas
precisely
Unit Plan –
Mechanics
4.2
Daily Objectives
8.4
Unit plan does not
indicate uses or
applications of the
concepts outside of a
mathematical context
Objectives do not clearly
address learning goals
Daily objectives do not
break down the standards
of the unit to teachable
lessons
Objectives do not show
the 4 M’s and/or employ
a only one level of
Bloom’s Taxonomy (high
or low)
!
Needs Development (1)
Unit plan indicates key
vocabulary, essential
questions, and a timeline
with one or more of the
elements unclear or
incomplete
Meets Requirement (2)
Exceeds Requirement (3)
Unit plan clearly indicates
key vocabulary, essential
questions, and a timeline
Unit plan clearly indicates
key vocabulary, essential
questions (both in realworld and mathematical
contexts), and a timeline
The language of
mathematics is used to
express ideas precisely
The language of
mathematics is used, but
does not always express
ideas precisely
Unit plan alludes to uses or
applications of the
concepts outside of a
mathematical context
Unit plan clearly indicates
uses or applications of the
concepts outside of a
mathematical context
Objectives address
appropriate learning
goals not clearly aligned
to standards or aligned to
old standards
Objectives address
appropriate learning
goals aligned to the
Common Core Standards
Daily objectives break
down the standards of the
unit to teachable lessons
Objectives show the 4 M’s
and employ a only lower
levels of Bloom’s
Taxonomy
Daily objectives break
down the standards of the
unit to teachable lessons
Objectives show the 4 M’s
and employ a high level
of Bloom’s Taxonomy
The language of
mathematics is used to
express ideas precisely
Unit plan clearly indicates
multiple uses or multiple
applications of the
concepts outside of a
mathematical context
Objectives address
appropriate learning
goals aligned to the
Common Core Standards
Daily objectives break
down the standards of the
unit to teachable lessons
with clear alignment to
the original standard
Objectives show the 4 M’s
and employ a variety of
levels of Bloom’s
Taxonomy
Criteria
Reflection
NCTM
Standard
3.3
Unsatisfactory (0)
Needs Development (1)
Meets Requirement (2)
Exceeds Requirement (3)
Reflection on the scope
and sequence process,
your thoughts as a
teacher on creating unit
plans, matching
standards, and writing
daily objectives is clear
and considers how you
will do this in the future as
a classroom teacher
Reflection organizes
mathematical thinking
through effective and
precise communication
Reflection on the scope
and sequence process,
your thoughts as a
teacher on creating unit
plans, matching
standards, and writing
daily objectives is unclear
or missing components
Reflection on the scope
and sequence process,
your thoughts as a
teacher on creating unit
plans, matching
standards, and writing
daily objectives is clear
but superficial
Reflection on the scope
and sequence process,
your thoughts as a
teacher on creating unit
plans, matching
standards, and writing
daily objectives is clear
and thoughtful
Reflection does not
organizes mathematical
thinking through effective
communication
Reflection organizes
mathematical thinking
through somewhat
effective communication
Reflection organizes
mathematical thinking
through effective
communication
!
NCTM SPA Standards Summary:
3.2 Use the language of mathematics to express ideas precisely
3.3 Organize mathematical thinking through communication
4.2 Recognize and apply mathematics in contexts outside of mathematics
4.3 Demonstrate how mathematical ideas interconnect and build on one another to produce a coherent whole
6.1 Use knowledge of mathematics to select and se appropriate technological tools, such as but not limited to, spreadsheets, dynamic graphing
tools, computer algebra systems, dynamic statistical packages, graphing calculators, data-collection devices, and presentation software
7.5 Use of various assessments
7.6 Use of various teaching tools including technology
8.4 Plan lessons, units and courses that address appropriate learning goals, including those that address local, state, and national mathematics
standards and legislative mandate
!
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Edit Scope & Sequence, Unit Plan, and Daily Objectives Assessment - Secondary Math
Person Completing Form: (choose one)
Directions:
You will choose a scope and sequence and write a rationalization for its design. From that scope and sequence, you will choose one unit and
create a unit plan that includes daily objectives.
Please mark the box that best describes the appropriate level of performance for each element.
Rationalize a Scope & Sequence
Scoring Rubric:
Unsatisfactory (0):
Write up does not clearly demonstrate how mathematical ideas interconnect and build on one another
Use the language of mathematics to express ideas has inaccuracies
Needs Development (1):
Demonstrate how mathematical ideas build on one another
Use the language of mathematics to express ideas accurately but not necessarily precisely
Meets Requirement (2):
Demonstrate how mathematical ideas interconnect and build on one another
Use the language of mathematics to express ideas precisely
Exceeds Requirement (3):
Demonstrate how mathematical ideas interconnect and build on one another to produce a coherent whole
Use the language of mathematics to express ideas precisely
NCTM Standards:
4.3 Demonstrate how mathematical ideas interconnect and build on one another to produce a coherent whole
Rationalize a Scope & Sequence Score
0 1 Unit Plan -‐‑-‐‑ Standards & Assessment Descriptions
Scoring Rubric:
Unsatisfactory (0):
Unit plan does not clearly address learning goals
Does not make use of various assessments
Needs Development (1):
Unit plan addresses appropriate learning goals not clearly aligned to standards or aligned to old standards
Attempts to use various assessments
Meets Requirement (2):
Unit plan addresses appropriate learning goals aligned to the Common Core Standards
Indicates use of a variety of assessments
Exceeds Requirement (3):
Unit plan addresses appropriate learning goals aligned to the Common Core Standards
Uses a variety of assessments that are clearly described in the unit plan
2 3
NCTM Standards:
7.5 Use of various assessments
Unit Plan -‐‑-‐‑ Standards & Assessment Descriptions Score
0 1 2 3
Unit Plan -‐‑-‐‑ Use of Math-‐‑Specific Technology (#1)
Scoring Rubric:
Unsatisfactory (0):
Math-‐‑specific technological tools have not been selected
Needs Development (1):
Select math-‐‑specific technological tools without a clear purpose
This includes, but is not limited to, spreadsheets, graphing tools, data-‐‑collection devices, presentation software and virtual
manipulatives.
Meets Requirement (2):
Use knowledge of mathematics to select appropriate math-‐‑specific technological tools
This includes, but is not limited to, spreadsheets, graphing tools, data-‐‑collection devices, presentation software and virtual
manipulatives.
Exceeds Requirement (3):
Use knowledge of mathematics to select a variety of appropriate math-‐‑specific technological tools with a clear justification or
purpose
This includes, but is not limited to, spreadsheets, graphing tools, data-‐‑collection devices, presentation software and virtual
manipulatives.
NCTM Standards:
6.1 Use knowledge of mathematics to select and se appropriate technological tools, such as but not limited to, spreadsheets,
dynamic graphing tools, computer algebra systems, dynamic statistical packages, graphing calculators, data-‐‑collection devices, and
presentation software
Unit Plan -‐‑-‐‑ Use of Technology (#1) Score
0 1 2 3
Unit Plan -‐‑-‐‑ Use of Math-‐‑Specific Technology (#2)
Scoring Rubric:
Unsatisfactory (0):
Teaching tools that include math-‐‑specific technology are not evident
Needs Development (1):
Use of limited teaching tools that include math-‐‑specific technology
This includes, but is not limited to, spreadsheets, graphing tools, data-‐‑collection devices, presentation software and virtual
manipulatives.
Meets Requirement (2):
Use of various teaching tools including math-‐‑specific technology
This includes, but is not limited to, spreadsheets, graphing tools, data-‐‑collection devices, presentation software and virtual
manipulatives.
Exceeds Requirement (3):
Use of various teaching tools including math-‐‑specific technology that reaches students at different levels
This includes, but is not limited to, spreadsheets, graphing tools, data-‐‑collection devices, presentation software and virtual
manipulatives.
NCTM Standards:
7.6 Use of various teaching tools including technology
Unit Plan -‐‑-‐‑ Use of Technology (#2) Score
0 1 2 3
Unit Plan – Language and Vocabulary
Scoring Rubric:
Unsatisfactory (0):
Unit plan does not indicate one or more of the elements: key vocabulary, essential questions, and a timeline
The language of mathematics is not used well to express ideas precisely
Needs Development (1):
Unit plan indicates key vocabulary, essential questions, and a timeline with one or more of the elements unclear or incomplete
The language of mathematics is used, but does not always express ideas precisely
Meets Requirement (2):
Unit plan clearly indicates key vocabulary, essential questions, and a timeline
The language of mathematics is used to express ideas precisely
Exceeds Requirement (3):
Unit plan clearly indicates key vocabulary, essential questions (both in real-‐‑world and mathematical contexts), and a timeline
The language of mathematics is used to express ideas precisely
NCTM Standards:
3.2 Use the language of mathematics to express ideas precisely
Unit Plan -‐‑-‐‑ Language and Vocabulary
0 1 2 3
Unit Plan -‐‑-‐‑ Mechanics
Scoring Rubric:
Unsatisfactory (0):
Unit plan does not indicate uses or applications of the concepts outside of a mathematical context
Needs Development (1):
Unit plan alludes to uses or applications of the concepts outside of a mathematical context
Meets Requirement (2):
Unit plan clearly indicates uses or applications of the concepts outside of a mathematical context
Exceeds Requirement (3):
Unit plan clearly indicates multiple uses or multiple applications of the concepts outside of a mathematical context
NCTM Standards:
4.2 Recognize and apply mathematics in contexts outside of mathematics
Unit Plan -‐‑-‐‑ Mechanics Score
0 1 2 3
Daily Objectives
Scoring Rubric:
Unsatisfactory (0):
Objectives do not clearly address learning goals
Daily objectives do not break down the standards of the unit to teachable lessons
Objectives do not show the 4 M's and/or employ a only one level of Bloom's Taxonomy (high or low)
Needs Development (1):
Objectives address appropriate learning goals not clearly aligned to standards or aligned to old standards
Daily objectives break down the standards of the unit to teachable lessons
Objectives show the 4 M's and employ a only lower levels of Bloom's Taxonomy
Meets Requirement (2):
Objectives address appropriate learning goals aligned to the Common Core Standards
Daily objectives break down the standards of the unit to teachable lessons
Objectives show the 4 M's and employ a high level of Bloom's Taxonomy
Exceeds Requirement (3):
Objectives address appropriate learning goals aligned to the Common Core Standards
Daily objectives break down the standards of the unit to teachable lessons with clear alignment to the original standard
Objectives show the 4 M's and employ a variety of levels of Bloom's Taxonomy
NCTM Standards:
8.4 Plan lessons, units and courses that address appropriate learning goals, including those that address local, state, and national
mathematics standards and legislative mandates
Daily Objectives Score
0 1 2 3
Reflection
Scoring Rubric:
Unsatisfactory (0):
Reflection on the scope and sequence process, your thoughts as a teacher on creating unit plans, matching standards, and writing
daily objectives is unclear or missing components
Reflection does not organize mathematical thinking through effective communication
Needs Development (1):
Reflection on the scope and sequence process, your thoughts as a teacher on creating unit plans, matching standards, and writing
daily objectives is clear but superficial
Reflection organizes mathematical thinking through somewhat effective communication
Meets Requirement (2):
Reflection on the scope and sequence process, your thoughts as a teacher on creating unit plans, matching standards, and writing
daily objectives is clear and thoughtful
Reflection organizes mathematical thinking through effective communication
Exceeds Requirement (3):
Reflection on the scope and sequence process, your thoughts as a teacher on creating unit plans, matching standards, and writing
daily objectives is clear and considers how you will do this in the future as a classroom teacher
Reflection organizes mathematical thinking through effective and precise communication
NCTM Standards:
3.3 Organize mathematical thinking through communication
Reflection Score
0 1 2 3
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Science Unit Plan Form Report
10 total Science Unit Plan Forms submitted
- Standards (NSTA 1c) Mean Score
3.6
Median Score
4
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3
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3
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- Teaching methods (NSTA 2a) -
Surveys
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7
- Active Inquiry – Developing Concepts (NSTA 2b) Mean Score
3.1
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3
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- Active Inquiry – Data (NSTA 3b) -
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3/1/15, 6:46 PM
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- Technology (NSTA 3a) Mean Score
2.7
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- Student Preconceptions (NSTA 2c) Mean Score
2.8
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3
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- Assessment (NSTA 3c) Mean Score
2.6
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3
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- Safety (NSTA 3d) Mean Score
2.1
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3
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EDU 540 FINAL PROJECT DESCRIPTION – THE UNIT PLAN Your Final Project will be comprised of many of the component parts that you have been working on throughout the semester. Your unit plan should be submitted via blackboard as a continuous electronic file. You should save the file as a .pdf or .doc file and upload it to blackboard under the “Assignments” section. Note that your unit plan will also be used as you assemble your portfolio during EDU 542. Organization of Final Unit Plan 1. Title Page-­‐Provide a title of the unit, your name, and our course number EDU540: Methods and Materials of Secondary Science Education. 2. Table of Contents-­‐List each day of the unit, a very brief topic summary of that day & page number within the file. 3. Your Philosophy of Science Education-­‐This page should provide the theoretical framework for the rest of the unit. What are your big-­‐picture goals for your teaching? 4. Unit Rational, Major Unit Questions, DCPS Standards & National Standards-­‐Briefly describe the content in which you are going to teach. Why is the information in this unit useful to your students? What groundwork are you laying for future classes? What are the overall learning goals of the unit? What essential questions should your students be able to answer at the end of the unit? Also list the specific Next-­‐Generation Science Standards (NGSS) and DCPS (or appropriate local) standards that you will be covering in the unit. 5. Calendar covering each teaching day of the unit-­‐This is the main part of the unit plan assignment. There is not a specific number of days required, rather you should cover the topics fully and at an appropriate pace. For each day of the unit you will need to establish: • Main topic and relevant DCPS and/or NGSS standards for the day • Specific learning objectives for the day • How you will engage students with topic – i.e. inquiry topic • Methods of instruction (lecture, group work, lab, etc) • Estimate of time spent on each segment of the class day • Method of lesson assessment (formative and summative should be used, as appropriate) Required elements of unit plan: Your unit plan should include a variety of instructional methods, engage students in active inquiry, incorporate appropriate scientific technology, address student preconceptions, address safety in the science classroom, and clearly indicate how assessments will be used to evaluate student understanding and student learning. Use the descriptions below and the unit plan rubric provided as a guide to explain how your unit will address these. Note that these topics are interrelated, but each element described below is a separate component of the unit plan rubric. a. Teaching methods: Design and select a variety of learning activities, instructional settings, and resources (including science-­‐specific technology), to achieve your learning goals b. Active Inquiry: Demonstrate understanding of how students learn and develop scientific knowledge. i. Active inquiry should be evident throughout the unit. ii. Include active inquiry lessons where students collect and interpret data using applicable science-­‐
specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. iii. At least one fully developed laboratory activity for the unit must be included. c. Technology: Appropriate scientific technologies should be used i. You should clearly note scientific technologies you will use or discuss in class activities. ii. You should clearly note science-­‐specific technologies students will use in the laboratory or field settings. d. Student Preconceptions: You should be aware of possible student preconceptions and naïve concepts about the topic covered in the unit. i. Design instruction and assessment strategies that confront and address naïve concepts/preconceptions. ii. Assessments should be used to continuously evaluate student preconceptions and the evolution of their understanding about them. 1 Biology, Chemistry, Physics – Option A First Resubmission -­‐ NSTA American University – September 15, 2014 e.
f.
2 Safety: You must demonstrate understanding of chemical safety, safety procedures, and the ethical treatment of living organisms within your licensure area. i. You should clearly note possible safety issues for every lesson. Organization, Style & Mechanics: Your unit should be well organized and free of spelling and grammatical errors.
Biology, Chemistry, Physics – Option A First Resubmission -­‐ NSTA American University – September 15, 2014 a. Scoring Guide for the Assessment Standard Standards NSTA 2012 Standard 1c Teaching methods NSTA 2012 Standard 2a Active Inquiry – Developing Concepts NSTA 2012 Standard 2b Active Inquiry -­‐ Data NSTA 2012 Standard 3b Technology NSTA 2012 Standard 3a Student Preconceptions NSTA 2012 Standard 2c Assessment NSTA 2012 Standard 3c Unsatisfactory (0) Needs Improvement (1) No standards are apparent in unit. Local or national standards are identified, but not integrated into unit plans. Objectives are not clearly aligned with standards. There is no variation of teaching methods and instructional strategies. Very limited variation in teaching strategies and inquiry approaches are used within the unit. Differentiation of instruction for ability and needs of students is rarely noted within the unit. The unit includes no opportunities for active student inquiry in developing concepts and understanding. The unit provides no opportunities for all students to develop concepts or understanding from their experiences. Acceptable (2) Target (3) Accomplished (4) Local or national standards are Local or national standards are used Local or national standards are clearly identified identified and used as the basis for most as the basis for some unit and daily and used as the basis for unit and all daily lesson unit and daily lesson plan objectives, lesson plan objectives, development, plan objectives, development, organization, and development, organization, and organization, and assessments. assessments. assessments. Limited variation in teaching Many different teaching strategies and strategies and inquiry approaches are inquiry approaches are used within the Many different teaching strategies and inquiry used within the unit. Some strategies unit. Most strategies are inclusive and approaches are used within the unit. Strategies are are inclusive and motivating for all motivating for all students. inclusive and motivating for all students. students. Differentiation of instruction for ability Differentiation of instruction for ability and needs Differentiation of instruction for and needs of students is frequently of students is consistently noted within the unit. ability and needs of students is noted within the unit. sometimes noted within the unit. The unit provides limited opportunities for all students to develop concepts or understanding from their experiences. The unit provides frequent The unit provides consistent opportunities for all opportunities for all students to develop students to develop concepts, understand scientific concepts or understanding from their processes, relationships and natural patterns from experiences. empirical experiences. The unit frequently engages students in active inquiry. Students collect and The unit consistently engages students in active interpret data and utilize data to inquiry. Students collect and interpret data and construct arguments. utilize data to construct arguments. There is no use of appropriate Limited technology applications by Limited use of appropriate scientific Appropriate scientific technology use by Appropriate scientific technology use by the scientific technology candidate are evident in the unit. technology use by the candidate is the candidate is evident in unit candidate is evident in unit applications in instructional AND evident in unit. OR AND plans. No student use of technology in AND Students collect and interpret data using Students collect and interpret data using applicable laboratory or field settings is Limited student use of technology in applicable science-­‐specific technology in science-­‐specific technology in laboratory or field evident. laboratory or field settings is evident. laboratory or field settings. settings. The unit consistently engages students in inquiry The unit rarely engages students in The unit sometimes engages students The unit frequently engages students in The unit does not address activities to confront and address students’ naïve inquiry activities to confront and in inquiry activities to confront and inquiry activities to confront and students’ naïve concepts or concepts and preconceptions. Candidate address students’ naïve concepts address students’ naïve concepts and address students’ naïve concepts and preconceptions. understanding of how students learn and develop and preconceptions. preconceptions. preconceptions. scientific knowledge is evident in the unit plan. Assessments are varied and directly Assessments are varied, directly measure stated Assessments do not measure Assessments measure stated goals measure stated instructional outcomes. learning goals, and occur frequently throughout No assessments are present stated instructional goals and and standards. Limited variation of Assessments are not frequently used OR unit. Assessments are used to continuously standards assessments is evident in the unit. rarely assess student preconceptions evaluate student preconceptions and students’ and ideas. ideas and understanding. The unit includes no opportunities for active student inquiry in data collection and interpretation. The unit rarely engages students in The unit frequently engages students active inquiry. Students collect in active inquiry. Students collect and and interpret data and utilize data interpret data and utilize data to to construct arguments. construct arguments. Standard Safety NSTA 2012 Standard 3d Organization, Mechanics & Style 4 Unsatisfactory (0) Needs Improvement (1) Acceptable (2) The unit sometimes addresses The unit does not address The unit rarely addresses relevant relevant chemical safety, safety relevant safety issues chemical safety, safety procedures or the ethical treatment OR procedures, and the ethical of living organisms when appropriate. The unit addresses these treatment of living organisms as Safe and proper care of materials is safety issues inaccurately. appropriate. sometimes addressed. Unit organization is very limited. Unit is not organized. Unit Unit is well organized. Multiple Topics do not flow from one day to plan contains many grammatical or spelling errors are the next. Multiple grammatical & grammatical & spelling errors. evident. spelling errors. Target (3) Accomplished (4) The unit consistently addresses relevant chemical The unit frequently addresses relevant safety, safety procedures, and the ethical chemical safety, safety procedures, and treatment of living organisms as appropriate. Safe the ethical treatment of living organisms and proper techniques for preparation, storage, as appropriate. Safe and proper care of dispense, supervision & disposal of all materials is materials is usually addressed. consistently addressed. Unit is well organized. Topics usually flow from one day to the next. Some grammatical or spelling errors. Unit is very well organized and flows logically from one day to the next. No grammatical or spelling errors. goEd Form
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Edit Science Unit Plan Form
Person Completing Form: (choose one)
Directions:
Please mark the box that best describes the appropriate level of performance for each element.
Standards: NSTA 2012 Standard 1c
Scoring Rubric for Standards:
Unsatisfactory (0): No standards are apparent in unit.
Needs Improvement (1): Local or national standards are identified, but not integrated into unit plans.
Objectives are not clearly aligned with standards.
Acceptable (2): Local or national standards are used as the basis for some unit and daily lesson plan
objectives, development, organization, and assessments.
Target (3): Local or national standards are identified and used as the basis for most unit and daily
lesson plan objectives, development, organization, and assessments.
Accomplished (4): Local or national standards are clearly identified and used as the basis for unit and
all daily lesson plan objectives, development, organization, and assessments.
Standards
0 1 2 3 4
Teaching Methods: NSTA 2012 Standards 2a
Scoring Rubric for Teaching Methods:
Unsatisfactory (0): There is no variation of teaching methods and instructional strategies.
Needs Improvement (1): Very limited variation in teaching strategies and inquiry approaches are used
within the unit. Differentiation of instruction for ability and needs of students is rarely noted within the
unit.
Acceptable (2): Limited variation in teaching strategies and inquiry approaches are used within the
unit. Some strategies are inclusive and motivating for all students. Differentiation of instruction for
ability and needs of students is sometimes noted within the unit.
Target (3): Many different teaching strategies and inquiry approaches are used within the unit. Most
strategies are inclusive and motivating for all students. Differentiation of instruction for ability and
needs of students is frequently noted within the unit.
Accomplished (4): Many different teaching strategies and inquiry approaches are used within the unit.
Strategies are inclusive and motivating for all students. Differentiation of instruction for ability and
needs of students is consistently noted within the unit.
Teaching Methods
0 1 2 3 4
Active Inquiry – Developing Concepts: NSTA 2012 Standards 2b
Scoring Rubric for Active Inquiry – Developing Concepts:
Unsatisfactory (0): The unit includes no opportunities for active student inquiry in developing concepts
and understanding.
Needs Improvement (1): The unit provides no opportunities for all students to develop concepts or
understanding from their experiences.
Acceptable (2): The unit provides limited opportunities for all students to develop concepts or
understanding from their experiences.
Target (3): The unit provides frequent opportunities for all students to develop concepts or
understanding from their experiences.
Accomplished (4): The unit provides consistent opportunities for all students to develop concepts,
understand scientific processes, relationships and natural patterns from empirical experiences.
Active Inquiry – Developing Concepts
0 1 2 3 4
Active Inquiry -‐‑ Data: NSTA 2012 Standards 3b
Scoring Rubric for Active Inquiry -‐‑ Data:
Unsatisfactory (0): The unit includes no opportunities for active student inquiry in data collection and
interpretation.
Needs Improvement (1): The unit rarely engages students in active inquiry. Students collect and
interpret data and utilize data to construct arguments.
Acceptable (2): The unit frequently engages students in active inquiry. Students collect and interpret
data and utilize data to construct arguments.
Target (3): The unit frequently engages students in active inquiry. Students collect and interpret data
and utilize data to construct arguments.
Accomplished (4): The unit consistently engages students in active inquiry. Students collect and
interpret data and utilize data to construct arguments.
Active Inquiry -‐‑ Data
Technology: NSTA 2012 Standards 3a
0 1 2 3 4
Scoring Rubric for Technology:
Unsatisfactory (0): There is no use of appropriate scientific technology applications in instructional
plans.
Needs Improvement (1): Limited technology applications by candidate are evident in the unit.
AND
No student use of technology in laboratory or field settings is evident.
Acceptable (2): Limited use of appropriate scientific technology use by the candidate is evident in unit.
AND
Limited student use of technology in laboratory or field settings is evident.
Target (3): Appropriate scientific technology use by the candidate is evident in unit
OR
Students collect and interpret data using applicable science-‐‑specific technology in laboratory or field
settings.
Accomplished (4): Appropriate scientific technology use by the candidate is evident in unit
AND
Students collect and interpret data using applicable science-‐‑specific technology in laboratory or field
settings.
Technology
0 1 2 3 4
Student Preconceptions: NSTA 2012 Standard 2c
Scoring Rubric for Student Preconceptions:
Unsatisfactory (0): The unit does not address studentsʼ’ naïve concepts or preconceptions.
Needs Improvement (1): The unit rarely engages students in inquiry activities to confront and address
studentsʼ’ naïve concepts and preconceptions.
Acceptable (2): The unit sometimes engages students in inquiry activities to confront and address
studentsʼ’ naïve concepts and preconceptions.
Target (3): The unit frequently engages students in inquiry activities to confront and address studentsʼ’
naïve concepts and preconceptions.
Accomplished (4): The unit consistently engages students in inquiry activities to confront and address
studentsʼ’ naïve concepts and preconceptions. Candidate understanding of how students learn and
develop scientific knowledge is evident in the unit plan.
Student Preconceptions
0 1 2 3 4
Assessment: NSTA 2012 Standard 3c
Scoring Rubric for Assessment:
Unsatisfactory (0): No assessments are present
Needs Improvement (1): Assessments do not measure stated instructional goals and standards
Acceptable (2): Assessments measure stated goals and standards. Limited variation of assessments is
evident in the unit.
Target (3): Assessments are varied and directly measure stated instructional outcomes. Assessments
are not frequently used OR rarely assess student preconceptions and ideas.
Accomplished (4): Assessments are varied, directly measure stated learning goals, and occur
frequently throughout unit. Assessments are used to continuously evaluate student preconceptions and
studentsʼ’ ideas and understanding.
Assessment
0 1 2 3 4
Safety: NSTA 2012 Standard 3d
Scoring Rubric for Safety:
Unsatisfactory (0): The unit does not address relevant safety issues
OR
The unit addresses these safety issues inaccurately.
Needs Improvement (1): The unit rarely addresses relevant chemical safety, safety procedures, and the
ethical treatment of living organisms as appropriate.
Acceptable (2): The unit sometimes addresses relevant chemical safety, safety procedures or the
ethical treatment of living organisms when appropriate. Safe and proper care of materials is sometimes
addressed.
Target (3): The unit frequently addresses relevant chemical safety, safety procedures, and the ethical
treatment of living organisms as appropriate. Safe and proper care of materials is usually addressed.
Accomplished (4): The unit consistently addresses relevant chemical safety, safety procedures, and the
ethical treatment of living organisms as appropriate. Safe and proper techniques for preparation,
storage, dispense, supervision & disposal of all materials is consistently addressed.
Safety
0 1 2 3 4
Organization, Mechanics & Style
Scoring Rubric for Organization, Mechanics & Style:
Unsatisfactory (0): Unit is not organized. Unit plan contains many grammatical & spelling errors.
Needs Improvement (1): Unit organization is very limited. Topics do not flow from one day to the next.
Multiple grammatical & spelling errors.
Acceptable (2): Unit is well organized. Multiple grammatical or spelling errors are evident.
Target (3): Unit is well organized. Topics usually flow from one day to the next. Some grammatical or
spelling errors.
Accomplished (4): Unit is very well organized and flows logically from one day to the next. No
grammatical or spelling errors.
Organization, Mechanics & Style
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Early Childhood Lesson Plan
EDU 635 Theory and Curriculum in Early Childhood Education
!
The Early Childhood Lesson Plan is for you to use as a template or organizational
tool to demonstrate your ability to plan, implement and assess a lesson in an
early childhood education setting. You will be using this form during student
teaching. Throughout your program, you have had ample opportunity to learn
about lesson planning and demonstrate your skills at creating lessons using
required school curricula or using the interests of the children in the classroom.
Regardless all your lessons should actively engage the children in learning.
!
Use the following categories in your lesson plans. Refer to the Categories and
Elements Rubric for details regarding what should be included in each section.
!
!
!
1.
2.
3.
4.
5.
6.
7.
8.
9.
Situating the Lesson
Instructional Goals
Curricular Standards
Materials and Equipment
Sequence of Steps
Culminating Experience and Assessment
Caregiver/Adult/Family Involvement
Planned Variation
Reflection
Evaluation
Evaluators will use the “Early Childhood Lesson Plan Assessment Rubric” in
reviewing your Lesson Plan. A score of 2 or 3 is acceptable. A score of 1
indicates you will need to resubmit your plan.
!
!
!
Early Childhood Lesson Plan Assessment Rubric
Categor
ies
Revise and Re-submit
(1)
Situating Did not include one or
more of the following:
the
Lesson
!
Description of how the
lesson connects with either
the children’s interests,
experiences, or
background knowledge
and the required
curriculum.
!
Description reflects an
understanding of young
children’s characteristics
and needs.
!
Description of how the
lesson affirms and respects
family, cultural, and
community diversity.
!
Describe the timeframe
required to complete the
lesson.
Instructi
onal
Goals
Adequately did all of the
following:
!
!
Description reflects an
understanding of young
children’s characteristics
and needs.
!
Description of how the
lesson affirms and respects
family, cultural, and
community diversity.
!
Describe the timeframe
required to
complete the lesson.
Describe your goals and
expected outcome for the
lesson including content
knowledge and central
concepts to be taught.
Describe your goals and
expected outcome for the
lesson including content
knowledge and central
concepts to be taught.
Develop goals that are
both accessible yet
challenging.
!
Include specific content
material, skills, and
developmentally
appropriate dispositions
you expect the students to
learn and practice,
including the use of
technology.
Did not include the state or
local curricular standards
addressed by the lesson.
Did each of the following
exceptionally well.
!
Description of how the
lesson connects with either
the children’s interests,
experiences, or
background knowledge
and the required
curriculum.
Adequately did each of
the following.
!
Distinguished (3)
!
Did not do one or more of
the following.
!
Curricul
ar
Standar
ds
Acceptable (2)
!
!
Develop goals that are
both accessible yet
challenging.
!
Include specific content
material, skills, and
developmentally
appropriate dispositions you
expect the students to
learn and practice,
including the use of
technology.
Included the state or local
curricular standards
addressed by the lesson.
Description of how the
lesson connects with either
the children’s interests,
experiences, or
background knowledge
and the required
curriculum.
Description reflects an
understanding of young
children’s characteristics
and needs.
!
Description of how the
lesson affirms and respects
family, cultural, and
community diversity.
!
Describe the timeframe
required to complete the
lesson.
Did each of the following
and included thoughtful
and detailed descriptions
of goals and outcomes.
!
Describe your goals and
expected outcome for the
lesson including content
knowledge and central
concepts to be taught.
!
Develop goals that are
both accessible yet
challenging.
!
Include specific content
material, skills, and
developmentally
appropriate dispositions you
expect the students to
learn and practice,
including the use of
technology.
Included and described
the state or local curricular
standards addressed by the
lesson.
Sco
re
Categor
ies
Revise and Re-submit
(1)
Acceptable (2)
Distinguished (3)
Material Did not include a
description of the
s and
Equipm following.
ent
Adequately described the
following.
Sequen
ce of
Steps
Did not do one or more of
the following.
Adequately did each of
the following.
Did each of the following
exceptionally well.
Describe the steps to be
taken in carrying out the
lesson including how you
will use the space in which
the lesson is to unfold.
Describe the steps to be
taken in carrying out the
lesson including how you
will use the space in which
the lesson is to unfold.
Describe the steps to be
taken in carrying out the
lesson including how you
will use the space in which
the lesson is to unfold.
!
What materials, equipment
and resources might you
need? Make sure to
include the use of
technology if appropriate.
!
!
Note the different ways
you might organize the
children during different
parts of the lesson (whole
group, small groups,
pairs…)
!
Use your understanding of
children’s developmental
knowledge to create a
healthy, respectful,
supportive, and
challenging lesson.
!
Include how you will
introduce the lesson in a
meaningful way.
Culmina
ting
Experie
nce and
Assessm
ent
!
What materials, equipment
and resources might you
need? Make sure to include
the use of technology if
appropriate.
!
!
Note the different ways you
might organize the children
during different parts of the
lesson (whole group, small
groups, pairs…)
!
Use your understanding of
children’s developmental
knowledge to create a
healthy, respectful,
supportive, and
challenging lesson.
!
Include how you will
introduce the lesson in a
meaningful way.
Did not include one or
more of the following.
Adequately included one
or more of the following.
Description of how you will
know that your students
have learned what you
taught them.
Description of how you will
know that your students
have learned what you
taught them.
!
!
Assessment that directly
reflects the instructional
goals including the use of
technology where
appropriate.
!
Assessment that supports
the content, skills, and
strategies used over the
course of the lesson.
Described the following
thoughtfully and in great
detail.
!
What materials, equipment
and resources might you
need? Make sure to include
the use of technology if
appropriate.
!
!
Note the different ways you
might organize the children
during different parts of the
lesson (whole group, small
groups, pairs…)
!
Use your understanding of
children’s developmental
knowledge to create a
healthy, respectful,
supportive, and
challenging lesson.
!
Include how you will
introduce the lesson in a
meaningful way.
!
Described each of the
following thoughtfully and
in detail.
!
Description of how you will
know that your students
have learned what you
taught them.
!
Assessment that directly
reflects the instructional
goals including the use of
technology where
appropriate.
Assessment that directly
reflects the instructional
goals including the use of
technology where
appropriate.
Assessment that supports
the content, skills, and
strategies used over the
course of the lesson.
!
!
!
Assessment that supports
the content, skills, and
strategies used over the
course of the lesson.
Sco
re
Categor
ies
Caregiv
er/
Adult/
Family
Involve
ment
Revise and Re-submit
(1)
Did not include one or
more of the following.
!
How to involve parents/
guardians and other adults
in the school or community
in planning or organizing
the lesson?
!
How to involve other adults
in the culminating
experience?
Acceptable (2)
Adequately discussed each Included an exceptional
of the following.
description for each of the
following.
How to involve parents/
How to involve parents/
guardians and other adults
guardians and other adults
in the school or community
in the school or community
in planning or organizing
in planning or organizing
the lesson?
the lesson?
How to involve other adults
How to involve other adults
in the culminating
in the culminating
experience?
experience?
!
!
!
!
Planned Did not describe a possible
Variatio alternate way of carrying
out the lesson to promote
n
Adequately described a
possible alternate way of
carrying out the lesson to
positive outcomes for each promote positive outcomes
child?
for each child?
Reflecti
on
Did not include a
discussion of one or more
of the following.
!
What worked?
What didn’t work?
What did you learn about
your students?
What did you learn about
yourself?
What might you do
differently next time?
Distinguished (3)
Included an exceptional
possible alternate way of
carrying out the lesson to
promote positive outcomes
for each child?
Adequately discussed each Included an exceptional
of the following.
description for each of the
following.
What worked?
What didn’t work?
What worked?
What did you learn about
What didn’t work?
your students?
What did you learn about
What did you learn about
your students?
yourself?
What did you learn about
What might you do
yourself?
differently next time?
What might you do
differently next time?
!
!
Sco
re
goEd Form
Close without saving
Edit Early Childhood Lesson Plan Assessment
Person Completing Form: (choose one)
Directions:
Please mark the score that best describes the appropriate level of performance for each element.
Evaluators will use the "Early Childhood Lesson Plan Assessment Rubric" in reviewing your Lesson Plan.
A score of 2 or 3 is acceptable. A score of 1 indicates you will need to resubmit your plan.
Download the rubric for this form here.
Situating the Lesson
Scoring Rubric:
Revise and Re-‐‑submit (1)
Did not include one or more of the following:
Description of how the lesson connects with either the children's interests,
experiences, or background knowledge and the required curriculum.
Description reflects an understanding of young children's characteristics and needs.
Description of how the lesson affirms and respects family, cultural, and community
diversity.
Describe the timeframe required to complete the lesson.
Acceptable (2)
Adequately did all of the following:
Description of how the lesson connects with either the children's interests,
experiences, or background knowledge and the required curriculum.
Description reflects an understanding of young children's characteristics and needs.
Description of how the lesson affirms and respects family, cultural, and community
diversity.
Describe the timeframe required to complete the lesson.
Distinguished (3)
Did each of the following exceptionally well.
Description of how the lesson connects with either the children's interests,
experiences, or background knowledge and the required curriculum.
Description reflects an understanding of young children's characteristics and needs.
Description of how the lesson affirms and respects family, cultural, and community
diversity.
Describe the timeframe required to complete the lesson.
Score
N/A 1 2 3
Instructional Goals
Scoring Rubric:
Revise and Re-‐‑submit (1)
Did not do one or more of the following.
Describe your goals and expected outcome for the lesson including content
knowledge and central concepts to be taught.
Develop goals that are both accessible yet challenging.
Include specific content material, skills, and developmentally appropriate dispositions
you expect the students to learn and practice, including the use of technology.
Acceptable (2)
Adequately did each of the following.
Describe your goals and expected outcome for the lesson including content
knowledge and central concepts to be taught.
Develop goals that are both accessible yet challenging.
Include specific content material, skills, and developmentally appropriate dispositions
you expect the students to learn and practice, including the use of technology.
Distinguished (3)
Did each of the following and included thoughtful and detailed descriptions of goals and
outcomes.
Describe your goals and expected outcome for the lesson including content
knowledge and central concepts to be taught.
Develop goals that are both accessible yet challenging.
Include specific content material, skills, and developmentally appropriate dispositions
you expect the students to learn and practice, including the use of technology.
Score
N/A 1 2 3
Curricular Standards
Scoring Rubric:
Revise and Re-‐‑submit (1)
Did not include the state or local curricular standards addressed by the lesson.
Acceptable (2)
Included the state or local curricular standards addressed by the lesson.
Distinguished (3)
Included and described the state or local curricular standards addressed by the lesson.
Score
N/A 1 2 3
Materials and Equipment
Scoring Rubric:
Revise and Re-‐‑submit (1)
Did not include a description of the following. What materials, equipment and resources
might you need? Make sure to include the use of technology if appropriate.
Acceptable (2)
Adequately described the following. What materials, equipment and resources might you
need? Make sure to include the use of technology if appropriate.
Distinguished (3)
Described the following thoughtfully and in great detail. What materials, equipment and
resources might you need? Make sure to include the use of technology if appropriate.
Score
N/A 1 2 3
Sequence of Steps
Scoring Rubric:
Revise and Re-‐‑submit (1)
Did not do one or more of the following.
Describe the steps to be taken in carrying out the lesson including how you will use
the space in which the lesson is to unfold.
Note the different ways you might organize the children during different parts of the
lesson (whole group, small groups, pairs...)
Use your understanding of children's developmental knowledge to create a healthy,
respectful, supportive, and challenging lesson.
Include how you will introduce the lesson in a meaningful way.
Acceptable (2)
Adequately did each of the following.
Describe the steps to be taken in carrying out the lesson including how you will use
the space in which the lesson is to unfold.
Note the different ways you might organize the children during different parts of the
lesson (whole group, small groups, pairs...)
Use your understanding of children's developmental knowledge to create a healthy,
respectful, supportive, and challenging lesson.
Include how you will introduce the lesson in a meaningful way.
Distinguished (3)
Did each of the following exceptionally well.
Describe the steps to be taken in carrying out the lesson including how you will use
the space in which the lesson is to unfold.
Note the different ways you might organize the children during different parts of the
lesson (whole group, small groups, pairs...)
Use your understanding of children's developmental knowledge to create a healthy,
respectful, supportive, and challenging lesson.
Include how you will introduce the lesson in a meaningful way.
Score
N/A 1 2 3
Culminating Experience and Assessment
Scoring Rubric:
Revise and Re-‐‑submit (1)
Did not include one or more of the following.
Description of how you will know that your students have learned what you taught
them.
Assessment that directly reflects the instructional goals including the use of
technology where appropriate.
Assessment that supports the content, skills, and strategies used over the course of
the lesson.
Acceptable (2)
Adequately included one or more of the following.
Description of how you will know that your students have learned what you taught
them.
Assessment that directly reflects the instructional goals including the use of
technology where appropriate.
Assessment that supports the content, skills, and strategies used over the course of
the lesson.
Distinguished (3)
Described each of the following thoughtfully and in detail.
Description of how you will know that your students have learned what you taught
them.
Assessment that directly reflects the instructional goals including the use of
technology where appropriate.
Assessment that supports the content, skills, and strategies used over the course of
the lesson.
Score
N/A 1 2 3
Caregiver/Adult/Family Involvement
Scoring Rubric:
Revise and Re-‐‑submit (1)
Did not include one or more of the following.
How to involve parents/guardians and other adults in the school or community in
planning or organizing the lesson?
How to involve other adults in the culminating experience?
Acceptable (2)
Adequately discussed each of the following.
How to involve parents/guardians and other adults in the school or community in
planning or organizing the lesson?
How to involve other adults in the culminating experience?
Distinguished (3)
Included an exceptional description for each of the following.
How to involve parents/guardians and other adults in the school or community in
planning or organizing the lesson?
How to involve other adults in the culminating experience?
Score
N/A 1 2 3
Planned Variation
Scoring Rubric:
Revise and Re-‐‑submit (1)
Did not describe a possible alternate way of carrying out the lesson to promote positive
outcomes for each child?
Acceptable (2)
Adequately described a possible alternate way of carrying out the lesson to promote positive
outcomes for each child?
Distinguished (3)
Included an exceptional possible alternate way of carrying out the lesson to promote positive
outcomes for each child?
Score
N/A Reflection
Scoring Rubric:
Revise and Re-‐‑submit (1)
Did not include a discussion of one or more of the following.
What
What
What
What
What
worked?
didn't work?
did you learn about your students?
did you learn about yourself?
might you do differently next time?
Acceptable (2)
Adequately discussed each of the following.
What worked?
What didn't work?
What did you learn about your students?
What did you learn about yourself?
What might you do differently next time?
1 2 3
Distinguished (3)
Included an exceptional description for each of the following.
What worked?
What didn't work?
What did you learn about your students?
What did you learn about yourself?
What might you do differently next time?
Score
N/A 1 2 3
Save
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Edit Final Observation of Student Teaching: Early Childhood Education Content
Addendum
Person Completing Form: (choose one)
Role of person completing form: (choose one)
School:
Grade:
Subject:
This form is comprised of six competencies that are based on the NAEYC standards. (Included under
each competency are elements by which candidates should be assessed. Every element has five levels of
performance ranging from unsatisfactory to proficient. The levels range from student teachers who are
still striving to master the rudiments of teaching (unsatisfactory) to accomplished student teachers who
demonstrate consistently high teaching skills (proficient). Directions:
Please mark the score that best describes the appropriate level of performance for each element.
Unsatisfactory (1): The student teacher does not yet appear to understand the concepts underlying the
component. Working on the fundamental practices associated with the elements will enable the student
teacher to grow and develop in this area.
Needs Improvement (2): The student teacher demonstrates limited understanding of concepts
underlying the component.
Basic (3): The student teacher appears to understand the concepts underlying the component and
attempts to implement its elements. Implementation is usually successful. Additional reading,
discussion, visiting classrooms of other teachers, and experience (particularly supported by a mentor)
will enable the student teacher to become proficient in this area.
Developed (4): The student teacher demonstrates solid understanding of the concepts underlying the
component and is usually successful at implementing its elements.
Proficient (5): The student teacher clearly understands the concepts underlying the component and
implements it consistently in a highly effective manner.
Download the rubric for this form here.
Understanding of Child Development During Planning and Preparation
Knowing and understanding young children's characteristics and needs.
Score
N/A 4 1 2 3 5
Understanding of Child Development During Planning and Preparation
Understanding of how to use knowledge of young children's needs for the purpose of
curriculum planning.
Score
N/A 4 1 2 3 5
Understanding of Child Development During Planning and Preparation
Understanding of content knowledge.
Score
N/A 4 1 2 3 5
Understanding of Child Development During Planning and Preparation
Knowing how to utilize developmental knowledge to create healthy, respectful,
supportive, and challenging learning environments for diverse young children.
Score
N/A 4 1 2 3 5
Support of Families and Communities
Understanding diverse family and community characteristics and perspectives.
Score
N/A 4 5
1 2 3 Support of Families and Communities
Supporting and engaging families through respectful, reciprocal relationships.
Score
N/A 4 1 2 3 5
Support of Families and Communities
Supporting and engaging communities through respectful, reciprocal relationships.
Score
N/A 4 1 2 3 5
Curriculum Design and the Classroom Environment
Using own knowledge, appropriate early learning standards, and other resources to
design, developmentally meaningful and challenging curriculum for each child.
Score
N/A 4 1 2 3 5
Curriculum Design and the Classroom Environment
Knowing and using the central concepts, inquiry tools, and structures of content areas.
Score
N/A 4 1 2 3 5
Curriculum Implementation and Instruction
Using a broad repertoire of developmentally appropriate teaching approaches to
support positive social interaction.
Score
N/A 4 5
1 2 3 Curriculum Implementation and Instruction
Knowing and understanding effective strategies and tools for early education, including
appropriate uses of technology.
Score
N/A 4 1 2 3 5
Curriculum Implementation and Instruction
Knowing and understanding effective strategies and tools for early education, including
critical perspectives in teaching and learning.
Score
N/A 4 1 2 3 5
Curriculum Implementation and Instruction
Using a broad repertoire of developmentally appropriate teaching approaches.
Score
N/A 4 1 2 3 1 2 3 5
Curriculum Implementation and Instruction
Upholding ethical standards when teaching.
Score
N/A 4 5
Assessment and Evaluation
Knowing about and using observation, documentation, and other appropriate
assessment tools and approaches, including the use of technology in documentation,
assessment and data collection.
Score
N/A 4 5
1 2 3 Assessment and Evaluation
Using own knowledge, to evaluate developmentally meaningful and challenging
curriculum for each child.
Score
N/A 4 1 2 3 1 2 3 1 2 3 5
Assessment and Evaluation
Using appropriate early learning standards, and other resources to evaluate
developmentally meaningful and challenging curriculum for each child.
Score
N/A 4 5
Professionalism Reflective Practice
Reflecting on own practice to promote positive outcomes for each child.
Score
N/A 4 5
Professionalism Reflective Practice
Reflecting on own practice and identifying potential sources of support in the early
childhood field.
Score
N/A 4 1 2 3 5
Save
: Choose this option to Save the Form and return to the Forms List. You may return to this form to edit
it later.
Save and Stay
: Choose this option to Save the Form and continue editing.
Save and Submit
: WARNING! Choose this option to Save the Form and Submit it. Once you submit the form, you will no
longer be able to edit it! The student will also be automatically notified that the form has been
submitted.
Copyright 2014 Help2Go Networks, LLC